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Aerospace education program realization by means of the micro-satellite
Acta Astronautica 56 (2005) 301 – 306 www.elsevier.com/locate/actaastro
Aerospace education program realization by means of the micro-satellite Stanislav I. Klimova, b,∗ , Gennady M. Tamkovicha, b , Vadim N. Angarova, b , Nikolai V. Elisova , Yuri I. Grigorieva, c , Oleg R. Grigoryana, d , Mikhail B. Dobriyana, b , Mikhail N. Nozdracheva, b , Alexander P. Papkova, e , Igor V. Pharnakeeva, f , Vladimir V. Radchenkoa, d , Sergei I. Vasilieva, c , Lev M. Zelenyia, b a Interregional public organization “Microsputnik”, Profsouznaya 84/32, 117997 Moscow, Russian Federation b Space Research Institute of RAS, Profsouznaya 84/32, 117997 Moscow, Russian Federation c Rocket-Space Corporation “Energia”, Korolev, Russia d Institute of Nuclear Physics, Moscow State University, Vorob’evy Gory, 119992, Moscow, Russian Federation e Research Laboratory of ROSTO, group PLIS, Kaluga, Russian Federation f Physical-technical school, Obninsk, Russian Federation
Abstract The aerospace education is the basic task of the Program (PSEMS’ 2002–2007) of the Scientific-Educational Micro-Satellite (SEMS) pursues solely humane objectives associated with directional evolution of interests of the students and extension of knowledge in a selected area through a wide use of practically received space information, the use of space and computer technologies. The main objective of the PSEMS is to introduce a new, highly efficient method of education for schoolchildren and students based on the development, launch of satellites and their use through school centre of reception of the telemetery information (SCRI), data receiving, processing and physical interpretation. Cosmonautics as a field of science and technology is a unique area of research and educational activity where interests of all branches of scientific knowledge cross. The PSEMS solves the tasks in three directions—educational, scientific, technical—and is based on sequential evolution of tasks—from a simple to a more complex one. The PSEMS is not commercial: it does not pursue deriving a profit. Money received from the PSEMS implementation will be invested to projects of new satellites, new research programs and development of logistics based on organizations involved in the activities. © 2004 Elsevier Ltd. All rights reserved.
∗ Corresponding author. Space Research Institute of RAS, Prof-
souznaya 84/32, 117997 Moscow, Russian Federation. Tel.: +7 095 333 1100; fax: +7 095 333 1248. E-mail addresses: [email protected], [email protected] (S.I. Klimov), [email protected] (O.R. Grigoryan), [email protected] (A.P. Papkov), [email protected] (I.V. Pharnakeev). 0094-5765/$ - see front matter © 2004 Elsevier Ltd. All rights reserved. doi:10.1016/j.actaastro.2004.09.008
1. Introduction Orientation of the PSEMS is the development and use of micro-satellites (MS) in the interests of science and education—“Space to Youth, Youth to Space” is unique in world practice [1]. Solution of scientific, technical and educational tasks of the PSEMS makes
302
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
possible the development of a long-term space educational system for youth, based on interactive cognition of the most comprehensive component of environmental activity—space. New generations can be taught to think on a global, space-wide scale, not confining oneself to a circle of narrow tasks. Such complex field of activity as space research and development gives such a possibility and allows one to find application to inclinations and interests of any one being taught, making them more profound and extended. Space exploration allows one to bring together the diversity of knowledge from different fields, both the humanities and engineering. Introduction of virtual aids to the modern education process, when actual processes are modeled on computers, narrows the picture of perception of the environment—the picture on the monitor will never replace a lively contact with nature, the actual physical processes. A learner prefers to touch what he studies. Therefore, the need for use of visual aids and laboratory experiments in the educational process is not driven away and is as useful as before. A SEMS in combination with the SCRI becomes just the modern visual aids: operational, versatile, popular, global ones that make the process of getting knowledge more profitable and substantially efficient as a whole. This program has been worked out by leading scientists and specialists of organizations and institutions of the rocket and space technology and is designed for development on the lines of scientific research and educational activity on an essentially new basis—the use of micro-satellites as a peculiar kind of visual aids. The program originated in the Russian–Australian initiative on development and launch of micro-satellite “Kolibri-2000”. Within a short time, it has been possible to organize joint operation of students at different continents, that confirmed the feasibility to use the program by essentially any inhabitant of our planet. Micro-satellites (satellites of no more than 100 kg in mass) are attractive for education purposes, first of all due to the fact that owing to small mass and dimensions they can be delivered to an orbit as a “pickup” cargo and, hence, do not require complex procedures of launch processing and high expenditures. Besides, a small satellite requires less production and test areas and can be developed by small teams on a short notice.
2. Main principles of the PSEMS 2.1. Openness • The program is open for state, public organizations and private persons. • The use of radio-amateur communication channels and Internet opens wide possibilities and easy access of the students to the program.
2.2. Thoroughness • The program sets real and urgent humane and scientific and technical tasks that are important for development of modern sciences about man, Earth and Universe. • A wide coverage of the students by the program activities is combined with a serious approach to space exploration and adaptation of scientific and technical methods to the educational process and the use of achievements of space and computer technologies in the interests of space education.
2.3. Accessibility • The methodology of the program projects development pays special attention to preparation of education questions with regard to base knowledge of the students allowing, if necessary, extended study of selected subjects and observance of the principle “from a simple to a complex one” with sequential and stepwise buildup of the knowledge scope.
3. “Kolibri-1”—the PSEMS base project The launch of the Russian–Australian SEMS “Kolibri-2000” (“Kolibri-1”) on November 26, 2001 became the first PSEMS project [2]. The SEMS was delivered to the International Space Station by the
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
303
Fig. 1. “Kolibri-2000” view.
Progress cargo vehicle. In the night, from the 19th into the 20th of March 2002, after a 4-month duration of stay aboard the International Space Station, the SEMS was injected into an independent orbit after separation of the Progress. The “Kolibri-2000” (Figs. 1 and 2) performed 711 orbits around the Earth, and in the morning of May 4, 2002, terminated its life in the upper atmosphere above the Pacific Ocean area. The analysis of the results of the first satellite flight confirmed completely the prospects of the PSEMS implementation and gave grounds to use the “Kolibri2000” satellite as base one for the whole series of the SEMS [3]. Fig. 2. “Kolibri-2000” configuration.
3.1. The basic characteristics of “Kolibri-2000” 4. Phases of the PSEMS Weight—20.5 kg, including: • scientific equipment 3.6 kg, • magnetic-gravitational stabilization and one-axis orientation system 2.7 kg, • service systems 12.5 kg. Power capacity—from 0.5 m2 solar panel up to 30 W. Orbit—ISS orbit. System of orientation with accuracy of orientation— not worse than ±10 ◦ . Telecommand and telemetry link—145/435 MHz; 300—4800 baud’s. Information ability—1.5 Mbytes/day.
The condition for beginning the work on development of the second and following MS is the guarantee of financial support of the main phase of the PSEMS. Under favorable conditions the duration of the main phase (see Table 1) of the PSEMS can be increased.
5. Input provisions for development of the PSEMS as a whole The PSEMS consists of continuous activity in space education area, as well implementation of five projects of development and flight of micro-satellites in the
304
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
Table 1 Programme phases On flight certificate test
Initial phase of the program
Main phase of the program
Complete phase of the program
Development and flight tests of a base MS
Development of the 2nd MS and start of development of the 3rd MS (prior to launch of the 2nd one) 2002 2003
Parallel development and operation of the MS
Completion of development of the last MS and its flight
2004
2006
2001
interests of science and perfection of space education. • Each project solves a part of the tasks on implementation of educational and scientific activity. It includes creation (design, manufacture, assembly and tests) and operation (flight) of one micro-satellite. • The first project—the “Kolibri-1”—implemented in 2002 is the base one for adoption of methodical, design and system decisions, as well as development tests of the main methods of the PSEMS implementation. • Implementation of the following four projects (beginning from the second one) shall, as much as possible, provide continuity of satellite flights with consideration of the orbit-delivery capabilities of launch vehicles. The PSEMS also has tasks assigned in research, education, science, engineering-technical and production.
5.1. Educational tasks of the program
2005
2007
Evolution of the program during 2003–2008 have few levels: Revealing the level of interests of the students and determination of main methods of educational program organization: • Development tests of some organizational– technical solutions on information transfer. • Development of a complex procedure of educational activity on the basis of manufacture and operation of micro-satellites. The preliminary development of methods of selecting student groups to participate in the program. • Establishment of first regional centers for the program in the Moscow region, Kaluga region and other regions of the country, in foreign countries. Search for new procedures in education. • Development of a Network of regional educational centers with drawing in base institutions of the Ministry of Education, ROSTO, Cosmonautics Federation and others. • Methodical perfection and development of organizational–technical prerequisites for regional, federal and general space education with the use of micro-satellites.
Making the education process more lively: • Increase of the efficiency of educational material mastering. Complex approach to studying subjects. • Profound study of natural sciences.
5.2. Evolution of scientific tasks of program • Connection of the ionosphere and atmosphere, space weather, radiation hazard. • Dynamics of the Earth radiation belts.
Acquisition of skills in controlling a complex project. Participation in development of scientific tasks, data processing and their interpretation.
Earth’s magnetic field anomalies. Anomalies in the Earth surface remote sensing spectra.
• Experience of operation with advanced technologies.
• Natural (volcanoes, typhoons, earthquakes) and technogenic catastrophes.
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
During the period of the program realization we are planning to realize two programs: (A) ionosphere studies during high solar activity; (B) study of the technogenic effect on the ionosphere by comparing its characteristics in Europe and Australia. • Supplement of the micro-satellite scientific equipment set with a digital photocamera to receive Earth surface images. • Improvement of the digital photocamera resolution. Study of the methods of using space information for educational purposes and for safe vital activity, for warning about catastrophes. • Improvement of the efficiency of the microsatellite scientific equipment data processing. Search for ways of the most rational use of micro-satellites. • Organization of permanent (regular) monitoring of “space weather” with the use of microsatellites. Integration of the micro-satellite operation experience in advanced projects.
5.3. Evolution of engineering tasks of program Ballistic support of the flight and remote control of the flight through radio channel: • Study of specific features of developing microsatellite onboard systems and structure (small dimensions, low mass, accommodation of devices in vacuum, thermal problems). • Provision of a long-term service life of the microsatellite. Failure diagnostics. • Flight-design tests of the base structure and a set of onboard systems of the micro-satellite, as well as the structure of transport-launch container. Verification of micro-satellite integration on the International Space station and Progress cargo vehicle. • Continuation of the flight tests of the structure and onboard systems modified by the first stage test results. Perfection and development of automated control systems. Flight tests of a satellite based on the base structure modified as regarding improvement of the radio line information efficiency.
305
• Development and perfection of optimum algorithms of data processing and making decisions. • Modification of onboard systems to be used in orbital flights of other altitudes and inclinations. Generation of the data base on the program. • Certification of a serial scientific-educational satellite as a specialized spacecraft. Improvement of educational-logistic base in methods and aids of remote education.
6. Basic characteristics of the program General duration of the program implementation is about 6 years (in a general case M+1.5 year is required for the program of M projects). The relation of expenditure shares at the phases of development and operation within the defined area is of minor effect on general values of the expenditure intensity and, hence, on the expenditures of the program as a whole. The maximum general expenditures are required at periods when activities are carried out on three projects simultaneously with two of them being at the developmental phase. The expenditure intensity under the program achieves 67% of the project cost. Deviations from the nominal implementation of the program do not increase substantially the expenditure intensity and affect mainly the schedule of work implementation.
7. Program financing sources It is assumed that different sources of program financing will be used as a whole, the “Kolibri-2” project is also included: • A partial state financing on research areas of Rosaviakosmos, Minpromnauka, Ministry of Education and other departments (with total expenditures for all projects of no more than 30%). • Separate resources allocated for target federal and regional programs on agreement. • Separate resources allocated by territory administrations on agreement.
306
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
• Resources of state and non-state funds (RFBR, MNTTs, FPK, Gorbachev fund and others). • Sale and leasing of ground stations of date reception and processing. • Offering subscriptions for reception of data on a micro-satellite. • Attraction of investors, including ones for implementation of commercial ground projects associated with the program implementation. • Attraction of co-authors and associative participants, whom additional services such as participation in flight program formation, determination of priorities in scientific data transmission are rendered. Resources received from charitable actions and other. 8. Confidence in program implementation • The use of verified engineering decisions, units, systems that passed through flight qualification. • Specialized organizational structure on the program. • Efficient control system of the program and projects. • Integrated system of quality and reliability assurance. • State-of-the-art production and test base. • State-of-the-art technologies of world rank. The major factor of the thoroughness of the program is the structure of Interregional public organization “Microsputnik” which integrates for the program realization representatives of organizations of the
Russian Academy of Sciences (RAS), higher education institutions, rocket–space industry are: • Space Research Institute, RAS (Moscow), • Nuclear Physics Institute, Moscow State University after M.V. Lomonosov (Moscow), • Rocket and Space Corporation “Energia” after S.P. Korolev (Korolev), • TsNII Mashinostroenie (Korolev), • Attitude Control Centre (Korolev), • Research Laboratory ROSTO (Kaluga), • NPO Mashinostroenie (Reutov), • “Polet” Company and Design Buro (Omsk), • AOZT “Mag-Sensors” (St.-Peterburg), • AK “Rigel” (St.-Peterburg), • RG NITsPK after Yu.A. Gagarin (Star Sity), • Institute of Atomic Energetic (Obninsk), • Physical-technical school (Obninsk), • Sydney School Project (Sydney). References [1] G.M. Tamkovich, Yu.A. Kazanskyi, et al., The program of scientific-educational micro-satellite (2000–2006), III International Conferences—Exhibitions Small Satellites. New Technologies, Miniaturization. Areas of Effective Application in XXI Century, 27–31 May, 2002, Korolev City, Book 1, 2002, pp. 72–80 (in Russian). [2] S.I. Klimov, Yu.V. Afanasyev, et al., Results of in flight operation of scientific payload on micro-satellite “Kolibri2000”, Acta Astronomica, in this issue. [3] V.N. Angarov, V.V. Vysotskyi, et al., “Kolibri-2000”—First in the program of scientific-educational micro-satellite, III International Conferences—Exhibitions Small Satellites. New Technologies, Miniaturization. Areas of Effective Application in XXI Century, 27–31 May, 2002, Korolev City, Book 2, 2002, pp. 279–286 (in Russian).
Aerospace education program realization by means of the micro-satellite Stanislav I. Klimova, b,∗ , Gennady M. Tamkovicha, b , Vadim N. Angarova, b , Nikolai V. Elisova , Yuri I. Grigorieva, c , Oleg R. Grigoryana, d , Mikhail B. Dobriyana, b , Mikhail N. Nozdracheva, b , Alexander P. Papkova, e , Igor V. Pharnakeeva, f , Vladimir V. Radchenkoa, d , Sergei I. Vasilieva, c , Lev M. Zelenyia, b a Interregional public organization “Microsputnik”, Profsouznaya 84/32, 117997 Moscow, Russian Federation b Space Research Institute of RAS, Profsouznaya 84/32, 117997 Moscow, Russian Federation c Rocket-Space Corporation “Energia”, Korolev, Russia d Institute of Nuclear Physics, Moscow State University, Vorob’evy Gory, 119992, Moscow, Russian Federation e Research Laboratory of ROSTO, group PLIS, Kaluga, Russian Federation f Physical-technical school, Obninsk, Russian Federation
Abstract The aerospace education is the basic task of the Program (PSEMS’ 2002–2007) of the Scientific-Educational Micro-Satellite (SEMS) pursues solely humane objectives associated with directional evolution of interests of the students and extension of knowledge in a selected area through a wide use of practically received space information, the use of space and computer technologies. The main objective of the PSEMS is to introduce a new, highly efficient method of education for schoolchildren and students based on the development, launch of satellites and their use through school centre of reception of the telemetery information (SCRI), data receiving, processing and physical interpretation. Cosmonautics as a field of science and technology is a unique area of research and educational activity where interests of all branches of scientific knowledge cross. The PSEMS solves the tasks in three directions—educational, scientific, technical—and is based on sequential evolution of tasks—from a simple to a more complex one. The PSEMS is not commercial: it does not pursue deriving a profit. Money received from the PSEMS implementation will be invested to projects of new satellites, new research programs and development of logistics based on organizations involved in the activities. © 2004 Elsevier Ltd. All rights reserved.
∗ Corresponding author. Space Research Institute of RAS, Prof-
souznaya 84/32, 117997 Moscow, Russian Federation. Tel.: +7 095 333 1100; fax: +7 095 333 1248. E-mail addresses: [email protected], [email protected] (S.I. Klimov), [email protected] (O.R. Grigoryan), [email protected] (A.P. Papkov), [email protected] (I.V. Pharnakeev). 0094-5765/$ - see front matter © 2004 Elsevier Ltd. All rights reserved. doi:10.1016/j.actaastro.2004.09.008
1. Introduction Orientation of the PSEMS is the development and use of micro-satellites (MS) in the interests of science and education—“Space to Youth, Youth to Space” is unique in world practice [1]. Solution of scientific, technical and educational tasks of the PSEMS makes
302
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
possible the development of a long-term space educational system for youth, based on interactive cognition of the most comprehensive component of environmental activity—space. New generations can be taught to think on a global, space-wide scale, not confining oneself to a circle of narrow tasks. Such complex field of activity as space research and development gives such a possibility and allows one to find application to inclinations and interests of any one being taught, making them more profound and extended. Space exploration allows one to bring together the diversity of knowledge from different fields, both the humanities and engineering. Introduction of virtual aids to the modern education process, when actual processes are modeled on computers, narrows the picture of perception of the environment—the picture on the monitor will never replace a lively contact with nature, the actual physical processes. A learner prefers to touch what he studies. Therefore, the need for use of visual aids and laboratory experiments in the educational process is not driven away and is as useful as before. A SEMS in combination with the SCRI becomes just the modern visual aids: operational, versatile, popular, global ones that make the process of getting knowledge more profitable and substantially efficient as a whole. This program has been worked out by leading scientists and specialists of organizations and institutions of the rocket and space technology and is designed for development on the lines of scientific research and educational activity on an essentially new basis—the use of micro-satellites as a peculiar kind of visual aids. The program originated in the Russian–Australian initiative on development and launch of micro-satellite “Kolibri-2000”. Within a short time, it has been possible to organize joint operation of students at different continents, that confirmed the feasibility to use the program by essentially any inhabitant of our planet. Micro-satellites (satellites of no more than 100 kg in mass) are attractive for education purposes, first of all due to the fact that owing to small mass and dimensions they can be delivered to an orbit as a “pickup” cargo and, hence, do not require complex procedures of launch processing and high expenditures. Besides, a small satellite requires less production and test areas and can be developed by small teams on a short notice.
2. Main principles of the PSEMS 2.1. Openness • The program is open for state, public organizations and private persons. • The use of radio-amateur communication channels and Internet opens wide possibilities and easy access of the students to the program.
2.2. Thoroughness • The program sets real and urgent humane and scientific and technical tasks that are important for development of modern sciences about man, Earth and Universe. • A wide coverage of the students by the program activities is combined with a serious approach to space exploration and adaptation of scientific and technical methods to the educational process and the use of achievements of space and computer technologies in the interests of space education.
2.3. Accessibility • The methodology of the program projects development pays special attention to preparation of education questions with regard to base knowledge of the students allowing, if necessary, extended study of selected subjects and observance of the principle “from a simple to a complex one” with sequential and stepwise buildup of the knowledge scope.
3. “Kolibri-1”—the PSEMS base project The launch of the Russian–Australian SEMS “Kolibri-2000” (“Kolibri-1”) on November 26, 2001 became the first PSEMS project [2]. The SEMS was delivered to the International Space Station by the
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
303
Fig. 1. “Kolibri-2000” view.
Progress cargo vehicle. In the night, from the 19th into the 20th of March 2002, after a 4-month duration of stay aboard the International Space Station, the SEMS was injected into an independent orbit after separation of the Progress. The “Kolibri-2000” (Figs. 1 and 2) performed 711 orbits around the Earth, and in the morning of May 4, 2002, terminated its life in the upper atmosphere above the Pacific Ocean area. The analysis of the results of the first satellite flight confirmed completely the prospects of the PSEMS implementation and gave grounds to use the “Kolibri2000” satellite as base one for the whole series of the SEMS [3]. Fig. 2. “Kolibri-2000” configuration.
3.1. The basic characteristics of “Kolibri-2000” 4. Phases of the PSEMS Weight—20.5 kg, including: • scientific equipment 3.6 kg, • magnetic-gravitational stabilization and one-axis orientation system 2.7 kg, • service systems 12.5 kg. Power capacity—from 0.5 m2 solar panel up to 30 W. Orbit—ISS orbit. System of orientation with accuracy of orientation— not worse than ±10 ◦ . Telecommand and telemetry link—145/435 MHz; 300—4800 baud’s. Information ability—1.5 Mbytes/day.
The condition for beginning the work on development of the second and following MS is the guarantee of financial support of the main phase of the PSEMS. Under favorable conditions the duration of the main phase (see Table 1) of the PSEMS can be increased.
5. Input provisions for development of the PSEMS as a whole The PSEMS consists of continuous activity in space education area, as well implementation of five projects of development and flight of micro-satellites in the
304
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
Table 1 Programme phases On flight certificate test
Initial phase of the program
Main phase of the program
Complete phase of the program
Development and flight tests of a base MS
Development of the 2nd MS and start of development of the 3rd MS (prior to launch of the 2nd one) 2002 2003
Parallel development and operation of the MS
Completion of development of the last MS and its flight
2004
2006
2001
interests of science and perfection of space education. • Each project solves a part of the tasks on implementation of educational and scientific activity. It includes creation (design, manufacture, assembly and tests) and operation (flight) of one micro-satellite. • The first project—the “Kolibri-1”—implemented in 2002 is the base one for adoption of methodical, design and system decisions, as well as development tests of the main methods of the PSEMS implementation. • Implementation of the following four projects (beginning from the second one) shall, as much as possible, provide continuity of satellite flights with consideration of the orbit-delivery capabilities of launch vehicles. The PSEMS also has tasks assigned in research, education, science, engineering-technical and production.
5.1. Educational tasks of the program
2005
2007
Evolution of the program during 2003–2008 have few levels: Revealing the level of interests of the students and determination of main methods of educational program organization: • Development tests of some organizational– technical solutions on information transfer. • Development of a complex procedure of educational activity on the basis of manufacture and operation of micro-satellites. The preliminary development of methods of selecting student groups to participate in the program. • Establishment of first regional centers for the program in the Moscow region, Kaluga region and other regions of the country, in foreign countries. Search for new procedures in education. • Development of a Network of regional educational centers with drawing in base institutions of the Ministry of Education, ROSTO, Cosmonautics Federation and others. • Methodical perfection and development of organizational–technical prerequisites for regional, federal and general space education with the use of micro-satellites.
Making the education process more lively: • Increase of the efficiency of educational material mastering. Complex approach to studying subjects. • Profound study of natural sciences.
5.2. Evolution of scientific tasks of program • Connection of the ionosphere and atmosphere, space weather, radiation hazard. • Dynamics of the Earth radiation belts.
Acquisition of skills in controlling a complex project. Participation in development of scientific tasks, data processing and their interpretation.
Earth’s magnetic field anomalies. Anomalies in the Earth surface remote sensing spectra.
• Experience of operation with advanced technologies.
• Natural (volcanoes, typhoons, earthquakes) and technogenic catastrophes.
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
During the period of the program realization we are planning to realize two programs: (A) ionosphere studies during high solar activity; (B) study of the technogenic effect on the ionosphere by comparing its characteristics in Europe and Australia. • Supplement of the micro-satellite scientific equipment set with a digital photocamera to receive Earth surface images. • Improvement of the digital photocamera resolution. Study of the methods of using space information for educational purposes and for safe vital activity, for warning about catastrophes. • Improvement of the efficiency of the microsatellite scientific equipment data processing. Search for ways of the most rational use of micro-satellites. • Organization of permanent (regular) monitoring of “space weather” with the use of microsatellites. Integration of the micro-satellite operation experience in advanced projects.
5.3. Evolution of engineering tasks of program Ballistic support of the flight and remote control of the flight through radio channel: • Study of specific features of developing microsatellite onboard systems and structure (small dimensions, low mass, accommodation of devices in vacuum, thermal problems). • Provision of a long-term service life of the microsatellite. Failure diagnostics. • Flight-design tests of the base structure and a set of onboard systems of the micro-satellite, as well as the structure of transport-launch container. Verification of micro-satellite integration on the International Space station and Progress cargo vehicle. • Continuation of the flight tests of the structure and onboard systems modified by the first stage test results. Perfection and development of automated control systems. Flight tests of a satellite based on the base structure modified as regarding improvement of the radio line information efficiency.
305
• Development and perfection of optimum algorithms of data processing and making decisions. • Modification of onboard systems to be used in orbital flights of other altitudes and inclinations. Generation of the data base on the program. • Certification of a serial scientific-educational satellite as a specialized spacecraft. Improvement of educational-logistic base in methods and aids of remote education.
6. Basic characteristics of the program General duration of the program implementation is about 6 years (in a general case M+1.5 year is required for the program of M projects). The relation of expenditure shares at the phases of development and operation within the defined area is of minor effect on general values of the expenditure intensity and, hence, on the expenditures of the program as a whole. The maximum general expenditures are required at periods when activities are carried out on three projects simultaneously with two of them being at the developmental phase. The expenditure intensity under the program achieves 67% of the project cost. Deviations from the nominal implementation of the program do not increase substantially the expenditure intensity and affect mainly the schedule of work implementation.
7. Program financing sources It is assumed that different sources of program financing will be used as a whole, the “Kolibri-2” project is also included: • A partial state financing on research areas of Rosaviakosmos, Minpromnauka, Ministry of Education and other departments (with total expenditures for all projects of no more than 30%). • Separate resources allocated for target federal and regional programs on agreement. • Separate resources allocated by territory administrations on agreement.
306
S.I. Klimov et al. / Acta Astronautica 56 (2005) 301 – 306
• Resources of state and non-state funds (RFBR, MNTTs, FPK, Gorbachev fund and others). • Sale and leasing of ground stations of date reception and processing. • Offering subscriptions for reception of data on a micro-satellite. • Attraction of investors, including ones for implementation of commercial ground projects associated with the program implementation. • Attraction of co-authors and associative participants, whom additional services such as participation in flight program formation, determination of priorities in scientific data transmission are rendered. Resources received from charitable actions and other. 8. Confidence in program implementation • The use of verified engineering decisions, units, systems that passed through flight qualification. • Specialized organizational structure on the program. • Efficient control system of the program and projects. • Integrated system of quality and reliability assurance. • State-of-the-art production and test base. • State-of-the-art technologies of world rank. The major factor of the thoroughness of the program is the structure of Interregional public organization “Microsputnik” which integrates for the program realization representatives of organizations of the
Russian Academy of Sciences (RAS), higher education institutions, rocket–space industry are: • Space Research Institute, RAS (Moscow), • Nuclear Physics Institute, Moscow State University after M.V. Lomonosov (Moscow), • Rocket and Space Corporation “Energia” after S.P. Korolev (Korolev), • TsNII Mashinostroenie (Korolev), • Attitude Control Centre (Korolev), • Research Laboratory ROSTO (Kaluga), • NPO Mashinostroenie (Reutov), • “Polet” Company and Design Buro (Omsk), • AOZT “Mag-Sensors” (St.-Peterburg), • AK “Rigel” (St.-Peterburg), • RG NITsPK after Yu.A. Gagarin (Star Sity), • Institute of Atomic Energetic (Obninsk), • Physical-technical school (Obninsk), • Sydney School Project (Sydney). References [1] G.M. Tamkovich, Yu.A. Kazanskyi, et al., The program of scientific-educational micro-satellite (2000–2006), III International Conferences—Exhibitions Small Satellites. New Technologies, Miniaturization. Areas of Effective Application in XXI Century, 27–31 May, 2002, Korolev City, Book 1, 2002, pp. 72–80 (in Russian). [2] S.I. Klimov, Yu.V. Afanasyev, et al., Results of in flight operation of scientific payload on micro-satellite “Kolibri2000”, Acta Astronomica, in this issue. [3] V.N. Angarov, V.V. Vysotskyi, et al., “Kolibri-2000”—First in the program of scientific-educational micro-satellite, III International Conferences—Exhibitions Small Satellites. New Technologies, Miniaturization. Areas of Effective Application in XXI Century, 27–31 May, 2002, Korolev City, Book 2, 2002, pp. 279–286 (in Russian).