Education system

Abstract

To provide an education method capable of performing practical learning at a low cost for aerospace engineering.SOLUTION: An education method according to an embodiment is an education method for learning about aerospace engineering. The teaching method includes creating a mounting board including a circuit board, at least one sensor, a processor for processing data acquired by the sensor, and a communicator for transmitting the data processed by the processor to an external terminal, in order to obtain a board including an aerospace component. The sensors include at least one of acceleration sensors, angular speed sensors, geomagnetic sensors, temperature sensors, PM2. 5 sensors, wind speed sensors, temperature-humidity-pressure sensors, and rainfall sensors.SELECTED DRAWING: Figure 8

Description

[Technical Field]

[0001] The present invention relates to an educational method for learning aerospace engineering. [Background technology]

[0002] In recent years, the importance of space development has increased worldwide, and many players, not only from the public space development agencies of major countries, but also from the private sector, have begun to enter the field. The future development of the aerospace industry requires the development of human resources with knowledge of aerospace engineering and aerospace vehicles such as artificial satellites and probes. Increasing the number of human resources with knowledge of aerospace vehicles is essential for the development of the aerospace industry, as it is directly linked to the development of new technologies and the realization of innovative missions.

[0003] Such human resources are also needed to solve terrestrial problems, such as using satellites to observe climate change and building monitoring systems for natural disasters. Therefore, it is necessary to develop human resources with knowledge and skills related to aerospace engineering, not only in educational institutions such as universities, but also in the private sector. Summary of the Invention [Problem to be solved by the invention]

[0004] Currently, practical aerospace engineering education is limited to a few educational institutions and specialized programs, and the cost of materials and equipment required for aerospace engineering education makes it difficult to disseminate beyond these institutions and specialized programs.

[0005] Furthermore, the need for advanced specialized knowledge and skills to deepen understanding of aerospace engineering is one of the barriers preventing beginners and general students from taking on the challenge. Furthermore, there is a lack of an environment in which learners can freely demonstrate their creativity, and there are few opportunities to learn through actual work and experiments.

[0006] Therefore, one of the objects of the present invention is to provide an educational method that allows practical learning about aerospace engineering at low cost. [Means for solving the problem]

[0007] An educational method according to one embodiment is a method for learning aerospace engineering. The educational method includes creating a mounting board including a circuit board, at least one sensor, a processor for processing data acquired by the sensor, and a communicator for transmitting the data processed by the processor to an external terminal, to obtain a board including an aerospace element. The sensor includes at least one of an acceleration sensor, an angular velocity sensor, a geomagnetic sensor, a temperature sensor, a PM2.5 sensor, a wind speed sensor, a temperature / humidity / barometric pressure sensor, and a rainfall sensor.

[0008] The education method may include creating an aerospace vehicle model by attaching the mounting board to a holding member for holding the mounting board and attaching a parachute to the holding member, dropping the aerospace vehicle model from a high place, and acquiring the data from the aerospace vehicle model while it is falling.

[0009] The education method may include attaching the mounting board to a box-shaped housing, rolling the housing to which the mounting board is attached, and outputting a different result depending on the posture of the housing after rolling based on the data acquired by the sensor. The result may include at least a sound.

[0010] The educational method may include creating a self-controlling model by attaching the mounting board and a motor connected to the mounting board to a housing, and controlling the attitude of the housing by driving the motor based on the data acquired by the sensor.

[0011] The education method may include creating an environmental data observation model by connecting at least one of a PM2.5 sensor, a wind speed sensor, a temperature / humidity / barometric pressure sensor, and a rainfall sensor to the mounting board, distributing the environmental data observation model at multiple locations, and acquiring the data at the multiple locations from the environmental data observation model. The circuit board may be sized so that it can be contained in a 500 ml plastic bottle. [Effects of the Invention]

[0012] According to the present invention, it is possible to provide an educational method that allows practical learning about aerospace engineering at low cost. [Brief explanation of the drawings]

[0013] [Figure 1] FIG. 1 is a diagram illustrating the configuration of an educational kit according to an embodiment. [Figure 2] FIG. 2 is a schematic plan view showing the assembled teaching material. [Figure 3] FIG. 3 is a schematic plan view showing the assembled teaching material. [Figure 4] FIG. 4 is a diagram illustrating an example of an education system. [Figure 5] FIG. 5 is a flowchart illustrating an example of the education method according to the first embodiment. [Figure 6] FIG. 6 is a diagram illustrating an example of a model created in the first embodiment. [Figure 7] FIG. 7 is a diagram showing another example of the model created in the first embodiment. [Figure 8] FIG. 8 is a diagram for explaining the drop experiment. [Figure 9] FIG. 9 is a flowchart illustrating an example of the education method according to the second embodiment. [Figure 10] FIG. 10 is a diagram illustrating an example of a model created in the second embodiment. [Figure 11] FIG. 11 is a flowchart illustrating an example of the education method according to the third embodiment. [Figure 12] FIG. 12 is a diagram illustrating an example of a model created in the third embodiment. [Figure 13] FIG. 13 is a flowchart illustrating an example of the education method according to the fourth embodiment. [Figure 14] FIG. 14 is a diagram illustrating an example of the configuration of a model created in the fourth embodiment. [Figure 15] FIG. 15 is a diagram illustrating an example of a model created in the fourth embodiment. [Figure 16] FIG. 16 is a diagram illustrating an example of acquiring data from a plurality of models. [Figure 17] FIG. 17 is a diagram illustrating an example of a teaching method according to the fifth embodiment. DETAILED DESCRIPTION OF THE INVENTION

[0014] An embodiment of the present invention will be described with reference to the drawings. The present invention is not limited to the configuration disclosed in this embodiment, and can be implemented by making appropriate modifications within the scope of the object of the present invention.

[0015] This embodiment discloses a teaching material kit for users to learn about aerospace engineering and an educational method using the teaching material kit. Here, the users can be assumed to be people studying aerospace engineering, particularly students, beginners, and the general public.

[0016] Using the teaching kit and the educational method that applies the teaching kit, users can practically learn the knowledge necessary to understand aerospace engineering. Examples of the necessary knowledge include, but are not limited to, electronic circuits, software, sensors, data analysis, fluid dynamics, heat, engineering, material mechanics, statistics, differential and integral calculus, statistics, structures, dynamics, programming, and mission scenario creation. Furthermore, using the teaching kit and the educational method that applies the teaching kit, users can practically learn knowledge about aerospace vehicles such as artificial satellites and probes.

[0017] [Teaching kit] Fig. 1 is a diagram illustrating the configuration of a teaching material kit 1000 according to this embodiment. Figs. 2 and 3 are schematic plan views showing the assembled teaching material 100. Fig. 4 is a diagram showing an example of an educational system S1. In Fig. 3, the teaching material 100 is viewed from the opposite direction to that in Fig. 2.

[0018] 1, the teaching material kit 1000 includes teaching material 100 and a textbook 200. The textbook 200 contains information necessary for gradually progressing through the teaching method that applies the teaching material kit 1000. The teaching method that applies the teaching material kit 1000 includes, for example, experiments, which will be described later.

[0019] The teaching material 100 is an integrated teaching material for learning aerospace engineering. As shown in Fig. 1, the teaching material 100 includes a circuit board 1, a power supply 2, a sensor 3, a communication device 4, a processor 5, and a memory 6. At least one of the power supply 2, the sensor 3, the communication device 4, the processor 5, and the memory 6 is not mounted on the circuit board 1.

[0020] The circuit board 1 is a printed circuit board. The size of the circuit board 1 is 70 mm or less in the vertical direction and 70 mm or less in the horizontal direction. In one example, the size of the circuit board 1 is 60 mm or less in the vertical direction and 60 mm or less in the horizontal direction. Specifically, the size of the circuit board 1 is 55 mm in the vertical direction and 55 mm in the horizontal direction.

[0021] The power supply 2 supplies power to each element (sensor 3, communication device 4, processor 5, etc.) mounted on the circuit board 1. The power supply 2 is, for example, a rechargeable battery or a solar cell. The sensor 3 includes at least one of an acceleration sensor, an angular velocity sensor, a geomagnetic sensor, a temperature sensor, a PM2.5 sensor, a wind speed sensor, a temperature / humidity / barometric pressure sensor, and a rain sensor. These sensors may be integrated into one or may be separate. The sensor may further include other types of sensors.

[0022] In this embodiment, the sensors 3 are a 9-axis sensor 3A and a temperature sensor 3B. The 9-axis sensor 3A is composed of a 3-axis acceleration sensor, a 3-axis angular velocity sensor, and a 3-axis geomagnetic sensor. The 9-axis sensor 3A corresponds to a 9-axis sensor mounted on, for example, an artificial satellite. Note that the acceleration sensor, angular velocity sensor, and geomagnetic sensor may each be mounted on the circuit board 1 as separate components.

[0023] The temperature sensor 3B corresponds to a temperature sensor mounted on, for example, an artificial satellite. The communication device 4 performs wireless communication according to standards such as WiFi, Bluetooth (registered trademark), and Xbee (registered trademark).

[0024] The processor 5 executes programs stored in the memory 6 to control each element, receive data acquired by the sensor 3, process the received data, and transmit the data to a terminal (described later) via the communication device 4. The processor 5 is, for example, an MPU (microprocessor unit).

[0025] The memory 6 stores a program executed by the processor 5. The memory 6 also stores data acquired by the sensor 3. In the example shown in FIG. 2, a computer 7 (for example, an OBC: On-Board Computer) including the processor 5, the memory 6, etc. is mounted on the circuit board 1.

[0026] By assembling the teaching material 100 shown in Fig. 1, the mounted board shown in Fig. 2 and Fig. 3 can be obtained. Hereinafter, the assembled teaching material 100 will be referred to as a mounted board 10. Hereinafter, assembly includes various operations for mounting elements such as a power supply 2, a sensor 3, a communication device 4, a processor 5, and a memory 6 on a circuit board 1, and for connecting external sensors, etc.

[0027] By creating the mounting board 10 (assembling the teaching material 100), a single board equipped with aerospace elements can be obtained. Aerospace elements are elements necessary for operating aerospace vehicles such as artificial satellites and probes. Hereinafter, among the aerospace elements, elements necessary for operating an artificial satellite may be referred to as artificial satellite elements.

[0028] For example, a power supply supplies power to a satellite's systems, and power is an essential element for the satellite to function. For example, a 9-axis sensor acquires data on acceleration, angular velocity, and magnetic field to control the satellite's attitude, and is an essential element for accurately controlling the satellite's attitude.

[0029] For example, temperature sensors monitor the internal and external temperatures of a satellite and are essential for the proper operation of the system, while processors control the satellite, process data, and are essential for managing the overall function and mission of the satellite.

[0030] For example, memory is used to store data, and is an essential element for storing acquired data, programs, etc. For example, communication equipment is used to send and receive data with the ground, and is an essential element for monitoring the status of the satellite and performing necessary operations.

[0031] In order for a satellite to perform the functions necessary to successfully complete its mission, it is essential to combine a power supply, a sensor, a communication device, a processor, and a memory. In this embodiment, the power supply 2, the sensor 3, the communication device 4, the processor 5, and the memory 6 correspond to the satellite elements.

[0032] As shown in Fig. 4, the mounting board 10 is connected to an external terminal 20 via a communication device 4 so that they can communicate with each other. The terminal 20 is a terminal used by a user. The terminal 20 is, for example, a personal computer, a tablet, a smartphone, etc., but is not limited to these examples.

[0033] The sensor 3 of the mounting board 10 senses, for example, the surrounding conditions and the state of the mounting board 10. The mounting board 10 can, for example, transmit data acquired by the sensor 3 to an external terminal 20 and receive commands from the terminal 20. The mounting board 10 (teaching material 100) and the terminal 20 constitute an educational system S1 for learning aerospace engineering.

[0034] As shown in FIGS. 2 and 3, a voltage converter 11, ports 12, 13, 14, a switch 15, a slot 16, and the like may be mounted on the circuit board 1 in advance.

[0035] The voltage converter 11 is, for example, a 3.3V converter. The voltage converter 11 converts the input voltage from the power supply 2 into an output voltage of 3.3V. This makes it possible to supply a stable voltage to the sensor 3, the processor 5, the memory 6, etc.

[0036] Port 12 is a port that can be connected to, for example, a solar cell. Port 13 is a port that can be connected to, for example, a battery. If power source 2 is, for example, a rechargeable battery, power source 2 is connected to circuit board 1 via port 13. Port 14 is a port that can be connected to a homemade circuit board, etc. This allows the functionality of mounting board 10 to be expanded.

[0037] The switch 15 is, for example, an analog switch. By switching the switch 15, it is possible to select a signal to be sent to a signal converter from among analog signals from a sensor (described later and shown in FIG. 14) and to control the signal path.

[0038] The slot 16 is a slot for inserting, for example, a microSD card. For example, by using a microSD card, it is possible to store a large amount of data (for example, data acquired by the sensor 3, setting files, etc.).

[0039] The computer 7 may further include a charge / discharge controller, a signal converter, and a communication module. The charge / discharge controller, for example, controls an appropriate charging voltage and charging current when supplying external power to the battery.

[0040] The signal converter converts the analog signal output from the external sensor into a digital signal, thereby enabling the processor 5 to receive the analog signal data acquired by the external sensor as a digital signal.

[0041] The communication module is a communication module for exchanging data with an external sensor. Note that elements other than the voltage converter 11, ports 12, 13, and 14, switch 15, slot 16, charge / discharge controller, signal converter, and communication module may be pre-mounted on the mounting board 10.

[0042] The number and types of components to be mounted on the circuit board 1 may vary depending on the level of the user. For example, a beginner may be required to mount fewer components, whereas an advanced user may be required to mount more components.

[0043] Next, an example will be described in which the teaching material kit 1000 is applied to an educational method for learning aerospace engineering. Note that the educational method in which the teaching material kit 1000 is applied is not limited to the following embodiments.

[0044] Through practical learning in the educational methods according to the embodiments, users can acquire knowledge about aerospace engineering and aerospace vehicles, and can also experience simulated operation of an artificial satellite.

[0045] Furthermore, the teaching material 100 has high expandability and versatility, so that a user can quickly build an integrated system suitable for each embodiment by appropriately combining the necessary elements (e.g., sensors, circuit boards, etc.) with the teaching material 100.

[0046] Furthermore, the educational method according to each embodiment may include pre-learning. For example, textbook 200 includes information for pre-learning. In the pre-learning, for example, explanations of teaching materials 100, programming using teaching materials 100, and explanations of each system of aerospace vehicles such as artificial satellites and probes are learned in stages not only through classroom lectures but also through hands-on learning. The pre-learning can improve the learning effect of the user in each embodiment.

[0047] [Example 1] In the first embodiment, an example will be described in which the teaching material 100 is applied to a drop experiment from a high place. FIG. 5 is a flowchart for explaining an example of an educational method in the first embodiment. FIG. 6 is a diagram showing an example of a model M1 created in the first embodiment. FIG. 7 is a diagram showing another example of a model M1 created in the first embodiment. FIG. 8 is a diagram for explaining a drop experiment.

[0048] In the education method according to the first embodiment, first, a user creates a mounting board 10 (step ST11). In step ST11, each element (e.g., a power supply 2, a sensor 3, a communication device 4, a processor 5, a memory 6, etc.) is mounted on a circuit board 1, thereby creating the mounting board 10 (shown in FIGS. 2 and 3).

[0049] Next, the user creates a model M1 (step ST12). The model M1 is an example of an aerospace vehicle model. As shown in FIG. 6, the model M1 includes a mounting substrate 10, a holding member 21, and a parachute 22.

[0050] In step ST12, the mounting substrate 10 is attached to the holding member 21, and a parachute 22 is attached to the holding member 21, thereby creating a model M1 as shown in Fig. 6. Common materials such as plastic bottles, cardboard, and plastic bags can be used to create the model M1.

[0051] The holding member 21 is a member for holding the mounting substrate 10. The holding member 21 is formed, for example, by cutting a 500 ml plastic bottle. The cross-sectional shape of the plastic bottle may be rectangular or circular.

[0052] The above-described compact circuit board 1 can be housed in a 500 ml plastic bottle cut at the part with the largest cross-sectional area. The mounting board 10 is fixed inside the holding member 21.

[0053] The holding member 21 may also be made of cardboard. In the example shown on the left in Fig. 7, the holding member 21 is made of cardboard and has a box shape. Examples of box shapes include rectangular parallelepiped shapes and cube shapes.

[0054] In the example shown in the center of Fig. 7, a layered structure is formed in which cushioning material 23 is disposed below box-shaped holding member 21. A variety of cushioning materials, such as air bubble cushioning and paper cushioning, can be used for cushioning material 23. In the example shown on the right side of Fig. 7, holding member 21 is formed into a flat plate shape using cardboard.

[0055] The parachute 22 is a member for adjusting the fall time. As shown in Fig. 6, the parachute 22 is attached to the holding member 21 by a string material 24. The parachute 22 is formed, for example, from a vinyl bag or the like.

[0056] Next, the user creates a program (step ST13). A program to be used in the drop experiment is created to effectively utilize the data acquired by the sensor. The program is, for example, a program for acquiring data from the sensor, removing noise from the acquired data, storing the data, transmitting the data, and analyzing the data. After being created, the program is written to the memory 6 of the mounting board 10. Note that step ST13 may be performed before steps ST11 and ST12.

[0057] Next, as shown in Fig. 8, the model M1 is dropped from a high place (step ST14). Here, a high place is, for example, the rooftop of a school or a building, but is not limited to these examples as long as it is high enough to allow the model M1 to be dropped. For example, the user drops the model M1 by throwing it from the rooftop of a school toward the schoolyard.

[0058] Next, data is acquired from the model M1 (step ST15). The acquisition of data by the sensors 3 of the mounting substrate 10 is performed, for example, before, during, and continuously after the drop. In this embodiment, the 9-axis sensor 3A acquires data related to acceleration, angular velocity, and geomagnetism, and the temperature sensor 3B acquires data related to temperature.

[0059] Each piece of data acquired by the sensor 3 is transmitted to the processor 5. The processor 5 processes the received data and stores it in the memory 6. This processing includes, for example, noise processing such as data filtering, format conversion, and the like.

[0060] Then, the processor 5 transmits the processed data to the external terminal 20 via the communication device 4 (step ST16). Steps ST15 and ST16 are performed by the processor 5 by executing the program created in step ST13. Here, an example in which the processor 5 processes the data has been disclosed, but the terminal 20 may process the data, or both the processor 5 and the terminal 20 may process the data.

[0061] Subsequently, the data is received by the terminal 20 (step ST17). The terminal 20 executes an application for displaying the received data on a display and analyzing the data.

[0062] This allows users to monitor data in real time during the fall and analyze the data after the fall. As the Model M1 slowly falls by parachute, users can see in real time how the data changes over time.

[0063] In the drop experiment, the above steps ST14 to ST17 are repeatedly executed. The user repeatedly executes the above steps ST14 to ST17 while changing the conditions, for example.

[0064] In the education method according to the first embodiment, the user can learn the following content.

[0065] In steps ST11 to ST13, the user can practically learn about the operating principles of electronic components, circuit design, signal processing of the sensor 3 and processor 5, programming, etc. In addition, in steps ST14 to ST17, the user can practically learn about data acquisition from the sensor 3, data processing by the processor 5, sending and receiving data to and from the external terminal 20, etc.

[0066] Furthermore, in steps ST14 to ST17, the user can practically learn methods for analyzing and evaluating the data acquired by the sensor 3. The acceleration sensor measures the acceleration of the model M1. Using this data, the user can evaluate the speed and movement of the model M1, for example, based on changes in acceleration during a fall.

[0067] The angular velocity sensor measures the change in rotational speed and direction of the model M1. Using this data, the user can assess, for example, which direction the model M1 is rotating and how fast it is rotating.

[0068] The geomagnetic sensor measures the relative orientation of the model M1 by detecting changes in the Earth's magnetic field. Using this data, users can, for example, evaluate changes in the model M1's orientation relative to a specific direction. Furthermore, users can learn hands-on how gravity and air resistance affect the model M1's attitude and stability through a drop experiment.

[0069] In addition, by combining data acquired from the 9-axis sensor 3A, it is possible to evaluate the stability and impact resistance of the model M1 when it falls to the ground (when it lands). For example, a comprehensive evaluation can be made by evaluating the impact when it falls using acceleration data, evaluating the rotational state and vibration of the model M1 using angular velocity data, and evaluating the position and direction of the model M1 using geomagnetic data. The user can use these evaluation results to improve the design of the holding member 21, parachute 22, etc., thereby acquiring skills for improving stability and impact resistance.

[0070] In artificial satellites, the 9-axis sensor 3A is used to grasp and control the attitude, motion state, etc. of the artificial satellite. Also, in artificial satellites, the temperature sensor 3B is used to monitor the temperatures of various parts of the artificial satellite and to maintain the normal operation of the artificial satellite.

[0071] Therefore, by using the mounting board 10 that has the same functions as an artificial satellite, the user can experience the operation of a simulated artificial satellite, and as a result, can acquire the skills required for operating an artificial satellite.

[0072] Furthermore, statistical methods such as sensor noise removal, variance, and normal distribution are required for data processing to improve test accuracy and reliability. By learning statistical methods for effectively processing and analyzing data in a practical manner, students can acquire the skills necessary for satellite operation.

[0073] Furthermore, in the drop experiment, by controlling the mass properties of model M1, it is possible to learn how the behavior of model M1 changes when it is dropped and the effect on control.

[0074] In addition, in a drop experiment, a motor may be combined with the model M1. For example, the data from the 9-axis sensor 3A may be analyzed to estimate the attitude (for example, angle, direction) of the model M1, and the attitude of the model M1 may be controlled.

[0075] In one example, the motors may be driven to control the model M1 in real time to assume a desired attitude (for example, spin up), or to make the model M1 inverted when landing.

[0076] In addition to the above examples, users may also compete in drop experiments on stability upon landing, drop time, structural beauty of Model M1 (for example, from a mechanical or artistic perspective), etc. By freely creating something within these certain restrictions, users can develop their original ideas and creativity.

[0077] [Example 2] In the second embodiment, an example will be described in which the teaching material 100 is applied to a posture determination experiment. Fig. 9 is a flowchart for explaining an example of an education method in the second embodiment. Fig. 10 is a diagram showing an example of a model M2 created in the second embodiment.

[0078] In the education method according to the second embodiment, first, a user creates a mounting board 10 (shown in FIGS. 2 and 3) (step ST21). Then, the user creates a model M2 (step ST22). The model M2 is an example of a posture determination model. The model M2 includes the mounting board 10, a speaker 31, and a housing 32.

[0079] 10 is created by connecting the speaker 31 to the mounting board 10 and attaching the mounting board 10 and the speaker 31 to the housing 32. The speaker 31 is included in the teaching material 100.

[0080] The housing 32 has a box shape (for example, a cube shape). The housing 32 is made of, for example, cardboard, a resin material, a metal material, etc. The housing 32 may also be formed by three-dimensional molding.

[0081] The outer surface of the housing 32 is plain and has no patterns, letters, etc. The mounting board 10 and the speaker 31 are fixed inside the housing 32. The speaker 31 is connected to the mounting board 10 so as to be able to output sound.

[0082] Next, the user creates a program for determining the posture (step ST23). The program determines the posture of the model M2 based on, for example, the vibration pattern of the acceleration sensor, the rotation speed of the angular velocity sensor, and magnetic field information of the geomagnetic sensor. Here, the posture of the model M2 is determined based on, for example, which face faces upward.

[0083] In one example, the program compares specific sensor values ​​(patterns) corresponding to each side, such as the vibration pattern from the acceleration sensor, the rotational speed from the angular velocity sensor, and the magnetic field information from the geomagnetic sensor, with data acquired in real time from the 9-axis sensor 3A to determine which side is facing upward.

[0084] Then, based on the result of this determination, the program causes the speaker 31 to output a sound according to the side facing upward. As a result, different sounds are output from the speaker 31 depending on the side facing upward.

[0085] In addition, in the program, for example, the timing when the model M2 starts rolling is set as an event trigger for starting data analysis, and the timing when the model M2 stops rolling is set as an event trigger for determining the posture of the model M2. After creation, the program is written to the memory 6 of the mounting board 10. Note that step ST23 may be performed before step ST21 and step ST22.

[0086] 10, the model M2 is rolled (step ST24). The sensor 3 of the mounting board 10 continuously acquires data, for example, from before the model M2 is rolled to after it is rolled. Then, the output result is confirmed (step ST25). The user checks whether different results are output depending on the posture of the model M2, for example.

[0087] In the posture determination experiment, the above steps ST23 to ST25 are repeatedly executed, whereby the user modifies the program if desired results are not obtained depending on the posture of the model M2, for example.

[0088] Users can learn programming and event triggers through practical experiments to determine the attitude of a satellite, thereby understanding the mechanisms of real-time control in response to data from the satellite's sensors and changes in external conditions, and acquiring the skills necessary for operating a satellite.

[0089] Although the present embodiment discloses an example in which sound is output directly from the model M2, sound may be output from an external speaker by transmitting audio data via wireless communication. In this case, the speaker 31 does not need to be attached to the inside of the housing 32 in step ST22.

[0090] Although the present embodiment discloses an example in which sound is output as the output result, the output result may include at least one of sound, light, and vibration. The output result may be a change in the color of the light or a change in the vibration pattern depending on the posture of the model M2.

[0091] [Example 3] In the third embodiment, an example will be described in which the teaching material 100 is applied to an autonomous control experiment. Fig. 11 is a flowchart for explaining an example of an education method in the third embodiment. Fig. 12 is a diagram showing an example of a model M3 created in the third embodiment.

[0092] In the education method according to the third embodiment, first, a user creates a mounting board 10 (shown in FIGS. 2 and 3) (step ST31). Next, the user creates a model M3 (step ST32). The model M3 is an example of an autonomous control model. The model M3 includes the mounting board 10, a motor 41, and a housing 42.

[0093] In step ST32, a model M3 shown in FIG. 12 is created by connecting a motor 41 to a mounting board 10 and attaching the mounting board 10 and the motor 41 to a housing 42. The motor 41 includes a motor body, a motor driver, etc. The motor 41 is included in the teaching material 100.

[0094] The housing 42 has a box shape. The housing 42 is made of, for example, cardboard, a resin material, or a metal material. The housing 42 may also be formed by three-dimensional modeling. The mounting board 10 and the motor 41 are fixed inside the housing 42.

[0095] After creating the model M3, the model M3 is placed as shown in Fig. 12 (step ST33). Then, data is acquired from the sensor 3 (step ST34). The acquisition of data by the sensor 3 of the mounting board 10 is performed continuously after the housing 42 is placed. In this embodiment, the 9-axis sensor 3A acquires data related to acceleration, angular velocity, and geomagnetism.

[0096] Next, the user controls the attitude of the model M3 from the terminal 20 (step ST35). For example, the user calculates the current attitude based on the data acquired in step ST34. Then, the user calculates the error between the data corresponding to the desired attitude and the current attitude.

[0097] Then, the user drives the motor 41 using feedback control (for example, PID control) to adjust the rotation speed and direction of the motor 41 based on the calculated error.

[0098] Specifically, the user takes into consideration the mass characteristics of the model M3 (for example, mass, center of gravity position, etc.) and calculates the required torque and rotation speed to drive the motor 41. This causes the model M3 to move (rotate) and change to a specified posture.

[0099] In the self-sustaining control experiment, the above steps ST33 to ST35 are repeatedly executed. In this way, in the self-sustaining control experiment, the sensor 3 and the control system mounted on the mounting board 10 are used to realize complex attitude control, making it possible to move a simple box as if it were alive.

[0100] In the autonomous control experiment, users can learn practically about feedback control and real-time data processing, which allows them to understand the mechanisms of real-time control in response to data from satellite sensors and changes in external conditions, and to acquire the skills necessary for satellite operation.

[0101] In this embodiment, similarly to the second embodiment, the user may create a program for autonomous control.

[0102] [Example 4] In the fourth embodiment, an example of applying the teaching material 100 to an environmental data observation experiment will be described. FIG. 13 is a flowchart for explaining an example of an educational method in the fourth embodiment. FIG. 14 is a diagram showing an example of the configuration of a model M4 created in the fourth embodiment. FIG. 15 is a diagram showing an example of a model M4 created in the fourth embodiment. FIG. 16 is a diagram for explaining an example of acquiring data from a plurality of models M4.

[0103] In the education method according to the fourth embodiment, first, a user creates a mounting board 10 (shown in FIGS. 2 and 3) (step ST41). Next, the user creates a model M4 (step ST42). The model M4 is an example of an environmental data observation model. The model M4 includes the mounting board 10, a solar cell 51, sensors 52, 53, 54, and 55, and a housing 56.

[0104] In step ST42, model M4 is created by connecting solar cell 51 and sensors 52, 53, 54, and 55 to mounting board 10 and attaching mounting board 10, solar cell 51, and sensors 52, 53, 54, and 55 to housing 56. Solar cell 51 and sensors 52, 53, 54, and 55 are included in teaching material 100.

[0105] For example, sensor 52 is a PM2.5 sensor, sensor 53 is a wind speed sensor, sensor 54 is a temperature, humidity, and air pressure sensor, and sensor 55 is a rainfall sensor. Model M4 may include at least one of a PM2.5 sensor, a wind speed sensor, a temperature, humidity, and air pressure sensor, and a rainfall sensor.

[0106] The housing 56 has a box shape. The housing 56 is made of, for example, cardboard, a resin material, or a metal material. The housing 56 may be formed by three-dimensional modeling. The dimensions of the housing 56 are, for example, 10 cm wide, 7 cm deep, and 7 cm high.

[0107] 15, the mounting board 10, the solar cell 51, and the sensors 52, 53, 54, and 55 are fixed to a housing 56. Specifically, the mounting board 10 is fixed inside the housing 56, and the sensors 52, 53, 54, and 55 and the solar cell 51 are fixed to the outer surface of the housing 56. An antenna 57 for wireless communication may also be arranged on the outer surface of the housing 56.

[0108] Next, as shown in FIG. 16, the model M4 is placed at a plurality of locations (step ST43). The plurality of locations is not limited to a home or a school, but may be within Japan or around the world. For example, the model M4 may be placed in schools throughout Japan as a substitute for Stevenson screens. The plurality of models M4 are connected to a server 60 via a network as shown in FIG. 16.

[0109] Next, data at a plurality of points is acquired from the model M4 (step ST44). Data acquisition by the sensors 52, 53, 54, and 55 is performed continuously after the housing 56 is placed. In this embodiment, various types of data can be acquired from the sensors 52, 53, 54, and 55. In addition, various types of data can also be acquired from the sensor 3 of the mounting board 10.

[0110] Each piece of data is transmitted to the server 60 via a network. The server 60 is, for example, a cloud server, but is not limited to this example. The server 60 receives the data, stores the data in a database DB, processes the data, and so on.

[0111] Next, the data is observed (step ST45). The user can access the server 60 from the terminal 20 and access the data acquired by the model M4 at each location. The user can predict the weather, for example, by performing necessary processing on the data (e.g., time series analysis, application of a prediction model, etc.) using an application or the like included in the terminal 20. The terminal 20 may display real-time weather information, prediction results, etc.

[0112] Furthermore, by analyzing the data, it is possible to carry out environmental monitoring, detection of abnormal weather, assessment of the impact on agriculture, etc., health risks, etc. In the environmental data observation experiment, the above steps ST44 to ST45 are repeatedly executed.

[0113] In environmental data observation experiments, users can gain practical experience in learning about real-time data processing, climate change prediction, environmental monitoring, etc. This allows them to understand how to use data acquired by satellites, satellite orbits, and prediction of atmospheric phenomena that affect the operation of observation equipment, and to acquire the skills necessary for satellite operation.

[0114] For example, by understanding long-term climate change predictions and changes in the global environment from data observations, participants can acquire the skills to make scientifically based decisions on mission design, operational policies, etc. The mounting board 10 has a platform to which various types of sensors can be connected, allowing them to select the appropriate sensors to acquire the required data.

[0115] Furthermore, a disaster monitoring system may be constructed using the model M4. The disaster monitoring system is a system in which, for example, the model M4 transmits acquired data to the server 60, which performs necessary processing, and if an abnormality is detected, notifies the terminal 20 (for example, by email).

[0116] Such a system would enable early warning of disasters by monitoring changes in temperature, humidity, air pressure, etc. in real time. In addition, by acquiring data in real time from Model M4s deployed at various locations, transmitting the data, amending, processing, and analyzing the collected data, and taking actions such as alerts, participants can gain practical experience in learning about IOT (Internet of Things) technology and data communications.

[0117] In Examples 1 to 4, the user may create an experimental plan (scenario). Creating an experimental plan requires not only planning skills but also skills such as systems thinking, problem solving, and communication.

[0118] By creating an experiment plan, students can acquire skills such as project management, systems engineering, leadership, technical knowledge, and problem-solving ability while simulating the process of creating an operation plan for an aerospace vehicle. Furthermore, through hands-on learning using the teaching material kit 1000 as in each of the above-described embodiments, students can smoothly learn the process from designing a system such as an artificial satellite to its realization.

[0119] Furthermore, the textbook 200 includes information necessary for stepwise implementation of each step in the above-described Examples 1 to 4. Therefore, by referring to the textbook 200, the user can gradually progress through practical learning while using the teaching material 100.

[0120] [Example 5] A generative AI (for example, a dialogue AI, a large-scale language model, etc.) may be further applied to the teaching method using the teaching material kit 1000. Fig. 17 is a diagram for explaining an example of the teaching method in the fifth embodiment.

[0121] Here, it is assumed that a user is executing a specific project (mission). In this embodiment, the user learns practical aerospace engineering while progressing through the project with a generative AI (e.g., a conversational AI) as a mentor.

[0122] As shown in FIG. 17, the server 70 has a control unit 71. By executing a program, the server 70 can cause the control unit 71 to function as: a receiving means for receiving questions from a user; a creating means for using a generation AI to create tasks to be presented to the user, a generating AI to create questions to be presented to the user, and a creating means for using a generation AI to create answers to questions from the user; a transmitting means for transmitting to the user what has been created by the creating means; an evaluating means for using a generation AI to evaluate the user's learning progress, level of understanding, proactiveness, etc.; and a formatting means for formatting a recipe, described below, by the generation AI. The creation, evaluation, formatting, etc. by the generation AI may be performed via a generation AI server having a natural language processing function connected to the server 70, or may be performed by the control unit 71 having a natural language processing function.

[0123] Next, the flow of how a user executes a project will be explained. When a user transmits a project summary to the server 70, the control unit 71 presents the user with assignments 81 according to the type of project identified by the project summary. The project summary includes the purpose, theme, goals, etc. of the project.

[0124] The tasks 81 include, for example, creating a plan, determining a hardware configuration, determining a software configuration, selecting a sensor, creating a mounting board 10, creating a model, creating a program, determining a data analysis method, creating a report, etc. The tasks 81 may be stored in advance for each project in the storage unit 72 connected to the server 70, or may be newly created by the control unit 71 using a generation AI.

[0125] The user then works on assignment 81 by asking questions to the generating AI and answering questions from the generating AI. As the user works on assignment 81, the control unit 71 evaluates the user's learning progress, level of understanding, proactiveness, and the like.

[0126] This allows the control unit 71 to present tasks 81 based on the user's learning progress and information based on the user's level of understanding. As a result, the user can tackle the tasks 81 based on appropriate information and feedback on the level of difficulty. When the user completes one of the presented tasks 81, the user can obtain design and development information 82 for the project.

[0127] The design and development information 82 includes, for example, plans, hardware configurations, software configurations, sensor types, programs, data analysis methods, data acquired by sensors, data analysis results, reports, points where the user has stumbled, points where the user has little understanding, etc. The design and development information 82 is stored in, for example, the storage unit 72.

[0128] Then, when one presented task 81 is completed, the control unit 71 presents the user with the next task 81. In this way, the user can complete one project by working on the presented tasks 81 in order.

[0129] When one project is completed, multiple pieces of design and development information 82 are accumulated in the memory unit 72. When the project is completed, the control unit 71 creates a recipe 83 corresponding to the project based on the accumulated design and development information 82. The created recipe 83 is stored in the memory unit 72 for each project. The design and development information 82 is compiled into the recipe 83 through dialogue formation.

[0130] There are various methods for evaluating the learning progress, level of understanding, and proactiveness. For example, the control unit 71 may analyze questions from the user and the user's answers to the questions to evaluate the user's level of understanding. In this case, the generation AI may extract keywords included in the user's answers and evaluate the user's level of understanding based on whether the extracted keywords include important keywords.

[0131] The control unit 71 may also store the user's behavior (e.g., study time, viewed materials, etc.) and evaluate the user's learning progress. The generation AI may analyze the user's questions, the number of comments, and their contents to evaluate the user's enthusiasm for the project.

[0132] The control unit 71 may periodically have the user report the progress, evaluate the content of the progress, and present the user with necessary information according to the progress. At this time, the control unit 71 may present the necessary information to the user based on the stored recipe 83.

[0133] Furthermore, when another user (terminal 20 shown at the bottom of FIG. 17) inputs necessary recipe information 84 such as the project content, type, and type of sensor, the control unit 71 may present the user with a recipe 83 of the most relevant project based on the input recipe information 84. The other user can proceed with the project based on the recipe 83 in which the design and development information 82 has been compiled through dialogue formation.

[0134] This embodiment can be applied to embodiments 1 to 4. The experiments in embodiments 1 to 4 correspond to projects in this embodiment. For example, in embodiments 1 to 4, the generated models M1, M2, M3, and M4 may be evaluated by a generating AI.

[0135] In Example 1, the configuration of the mounting board 10, the shapes of the holding member 21 and the parachute 22, etc. can be evaluated. In Example 2, the configuration of the mounting board 10, the shape of the housing 32, the placement of the speaker 31, etc. can be evaluated. In Example 3, the configuration of the mounting board 10, the shape of the housing 42, the placement of the motor 41, etc. can be evaluated. In Example 4, the configuration of the mounting board 10, the type of sensor, etc. can be evaluated. The user may improve the models M1, M2, M3, and M4 based on the evaluation results and have the improved models M1, M2, M3, and M4 evaluated again.

[0136] Additionally, data analysis methods, programs, etc. may also be subject to evaluation. For example, in the case of evaluation of an analysis method, a document summarizing the user's analysis method can be sent to the control unit 71, and the analysis method can be improved based on feedback from the control unit 71. The control unit 71 evaluates the accuracy, efficiency, etc. of the procedure.

[0137] In addition, in the case of program evaluation, the code of the created program can be sent to the control unit 71, and the code can be modified or optimized based on feedback from the control unit 71. The control unit 71 evaluates the quality of the code, the presence or absence of bugs, efficiency, etc.

[0138] In addition to these, the generating AI can be made to evaluate whether the sensor selected by the user is suitable, whether the software configuration required for data collection and analysis (programming environment, data analysis tools, communication protocols, etc.) is suitable, whether the generating AI evaluates data processing methods (noise removal, estimation methods, result visualization methods), or whether the generating AI analyzes actual data (data analysis, graphing results, outlier detection, etc.).

[0139] Furthermore, when a user asks a question to the generation AI, they can create a question template in advance. This makes it easier for the user to obtain appropriate information from the generation AI simply by entering the necessary information. As a result, the user can carry out the project smoothly.

[0140] In this way, users can learn about aerospace engineering in a practical way by interacting with generative AI and actually creating things with their hands.

[0141] Furthermore, in this embodiment, the control unit 71 creates questions using a generation AI, so that questions based on the context can be presented to the user. By having the user proceed with learning while answering such questions, the user's learning effect can be improved and their understanding can be deepened. Furthermore, even beginners can receive specific support, allowing them to learn efficiently.

[0142] Furthermore, by presenting and evaluating appropriate questions and tasks 81 according to the user's learning progress, level of understanding, enthusiasm, etc., the user can improve their practical problem-solving ability rather than simply acquiring knowledge.

[0143] Furthermore, the control unit 71 may upload the recipe 83 to a platform that other users can access, thereby storing the recipe 83 on the platform and allowing other users to access the recipe 83 according to the project.

[0144] Other users can access the recipe 83, which is compiled in an interactive format. By checking the recipe 83, other users can understand the flow of the project. This reduces the burden on other users in using the recipe 83 and improves the utilization of the recipe 83 by other users.

[0145] [Example 6] Furthermore, a workshop may be held using the teaching material kit 1000. The workshop may be, for example, a workshop to carry out the first to fourth embodiments, a workshop to learn about communication technology (for example, optical communication, data relay), or a workshop to learn about space development technology (for example, Earth observation).

[0146] By learning aerospace engineering knowledge through hands-on learning using the Teaching Materials Kit 1000, workshop participants can deepen their understanding and interest in cutting-edge technology. The workshop also broadens their horizons as future engineers.

[0147] [Example 7] An online platform, community, or the like may be provided to promote interaction and information sharing among users of the teaching material kit 1000.

[0148] For example, by sharing a project among multiple users, each user can upload the project status, experimental results, etc. and share them with other users. This allows users to refer to the results of other users, providing them with better learning opportunities.

[0149] The platform may also have forums, discussion boards, etc. for asking questions and exchanging opinions on specific topics, allowing users to ask questions, exchange opinions, and share ideas for solving problems on specific topics.

[0150] Furthermore, by sharing the recipe 83 in the fifth embodiment, a wealth of resources can be created on the platform, allowing users to advance their learning while using the recipe.

[0151] Although the educational methods using the teaching material kit 1000 have been described in the first to seventh embodiments, the educational methods using the teaching material kit 1000 are not limited to these examples. As another example, by preparing necessary applications and software (for example, a system capable of receiving data) in advance in the terminal 20, it is possible to allow not only parents and children to learn together, but also children alone.

[0152] This embodiment can provide an educational method that allows practical learning about aerospace engineering at low cost.

[0153] Comparative examples of educational methods include specialized university courses (undergraduate and graduate courses specializing in aerospace engineering), online courses (e.g., MOOCs), STEM education programs, space-related workshops, and summer camps.

[0154] University-based specialized courses offer advanced theoretical and practical training, but are limited in attendance. Online courses provide theoretical knowledge but lack practical experience. STEM education programs offer courses in robotics and programming, but few specialize in aerospace engineering (especially satellite engineering). Specialized workshops and camps have limited attendance and are expensive.

[0155] The educational method according to this embodiment can provide an opportunity to learn aerospace engineering at low cost using the teaching material kit 1000. According to this embodiment, a substrate equipped with aerospace elements can be obtained by creating the mounting substrate 10 without using expensive teaching materials or equipment. Then, by combining the mounting substrate 10 with familiar materials, models to be used in experiments can be created at low cost, enabling practical learning.

[0156] Furthermore, the teaching material kit 1000 is not dependent on a specific educational institution or specialized program, making it accessible to a wide range of users. Furthermore, the teaching material kit 1000 is designed to be usable without specialized knowledge, allowing anyone to easily learn the fundamentals of aerospace engineering in a practical manner.

[0157] Furthermore, experiential learning using the teaching material kit 1000 provides an environment in which users can freely exercise their creativity, allowing them to learn using their five senses, such as seeing, touching, and feeling. Furthermore, users can freely use the board equipped with the satellite elements and experience how the data acquired by the sensors changes, allowing for practical learning. Users can feel the joy of learning science and engineering while getting up close and personal with satellites through the teaching material 1000.

[0158] Furthermore, the mounting substrate 10 is lightweight, compact, and highly durable. Furthermore, the mounting substrate 10 is easy to carry and can be easily used anywhere, anytime by being in the form of a key chain or the like.

[0159] By combining the teaching material 100 with familiar materials, various models (for example, aerospace vehicle models, attitude determination models, autonomous control models, and environmental data observation models) can be created. By easily creating such models at low cost and conducting experiments, aerospace engineering can be learned in a practical manner.

[0160] By using the textbook 200 together with the teaching materials 100, the user can advance practical learning step by step. Furthermore, the teaching materials kit 1000 is configured to be reusable. Therefore, the user can create various models by combining the necessary elements with the teaching materials 100 according to the purpose of each experiment, for example.

[0161] That is, the educational method using the teaching material kit 1000 according to this embodiment can provide an innovative approach not found in existing educational methods. This educational method allows students to come into contact with electronic circuits, sensors, programs, software, etc., and also to learn data analysis, various control technologies, etc. in a practical manner, thereby cultivating the next generation of engineers.

[0162] The educational method using the Teaching Materials Kit 1000 can be used and applied in various fields, such as companies, educational institutions, and government agencies. Specifically, by learning the basic elements of aerospace engineering using the Teaching Materials Kit 1000, it is possible to develop human resources who can be useful in a wide range of organizations.

[0163] Furthermore, from the perspective of the SDGs (Sustainable Development Goals), the educational method according to this embodiment can provide many values ​​such as promoting sustainable consumption and production and taking measures against climate change through high-quality education, and can carry out educational activities that contribute to the SDGs (Sustainable Development Goals). Specifically, by using the teaching material kit 1000, for example, the following learning experiences can be provided.

[0164] SDG 4 (Quality Education): Develop creativity and technical skills by providing learners with 1,000 hands-on learning kits. SDG 12 (Responsible Consumption and Production): Using reusable materials such as waste materials can promote sustainable consumption and production. SDG 13 (Climate action): Education and awareness on climate change can be promoted through data collection and analysis using the Environmental Data Observation Model (Model M4).

[0165] Furthermore, the educational method according to this embodiment can extract tacit knowledge from the viewpoints of the instructor, the user, and the teaching material kit 1000. Specifically, by working on assignments while using the teaching material 100, questions can be elicited from the user and a forum can be provided for discussion, thereby enabling tacit knowledge to be shared.

[0166] Specifically, it is possible to learn about the design and operation of artificial satellites by extracting tacit knowledge from archives of past conversations and information from one-on-one learning and group conversations. By breaking down knowledge structures, reconstructing knowledge, and connecting knowledge between themes, knowledge can be efficiently learned while linking related peripheral knowledge.

[0167] The teaching material kit 1000 according to this embodiment allows, for example, a user (e.g., a beginner) to get started on their engineering career through experiential learning using the teaching material kit 1000. As described above, the user can smoothly learn the process from system design to implementation through education using the teaching material kit 1000. The teaching material kit 1000 can provide a consistent learning experience through the teaching material 100 while gradually presenting prerequisite knowledge to the user by using, for example, the textbook 200.

[0168] Furthermore, the teaching materials 100 and textbook 200 included in the teaching materials kit 1000 have a special UI (user interface) and contain the materials necessary for users to advance their practical learning. Therefore, the teaching materials kit 1000 can provide users with a consistent learning experience, starting from their first craft to understanding the entire system. Specifically, the teaching materials kit 1000 allows users to start by creating simple structures and learn to design and implement the entire system through electronic circuits, software integration, data analysis, system control, and the like.

[0169] The educational method configured as described above can provide a method for practical learning in aerospace engineering. In addition, various other advantageous effects can be obtained from this embodiment. [Explanation of symbols]

[0170] 1...circuit board, 2...power supply, 3...sensor, 3A...9-axis sensor, 3B...temperature sensor, 4...communication device, 5...processor, 6...memory, 10...mounting board, 20...terminal, 21...holding member, 22...parachute, 31...speaker, 32...housing, 41...motor, 42...housing, 51...solar cell, 52, 53, 54, 55...sensor, 56...housing, 57...antenna, 100...teaching material, 200...textbook, 1000...teaching material kit, M1, M2, M3, M4...model.

Claims

1. 1. An educational method for learning about aerospace engineering, comprising: creating a mounting board including a circuit board, at least one sensor, a processor for processing data acquired by the sensor, and a communicator for transmitting the data processed by the processor to an external terminal, in order to obtain a board including an aerospace element; This includes: The sensor includes at least one of an acceleration sensor, an angular velocity sensor, a geomagnetic sensor, a temperature sensor, a PM2.5 sensor, a wind speed sensor, a temperature / humidity / barometric pressure sensor, and a rainfall sensor. Educational methods.

2. creating an aerospace vehicle model by attaching the mounting board to a holding member for holding the mounting board and attaching a parachute to the holding member; dropping the aerospace vehicle model from a height; acquiring the data from the aerospace vehicle model during fall; The educational method of claim 1 , comprising:

3. The mounting board is attached to a box-shaped housing, Rolling the housing to which the mounting board is attached, outputting different results depending on the posture of the housing after rolling, based on the data acquired by the sensor; The educational method of claim 1 , comprising:

4. The result includes at least sound. The educational method according to claim 3.

5. a self-sustaining control model is created by attaching the mounting board and the motor connected to the mounting board to a housing; controlling the attitude of the housing by driving the motor based on the data acquired by the sensor; The educational method of claim 1 , comprising:

6. By connecting at least one of a PM2.5 sensor, a wind speed sensor, a temperature, humidity, and pressure sensor, and a rainfall sensor to the mounting board, an environmental data observation model is created; The environmental data observation model is placed at a plurality of locations; acquiring the data at the plurality of locations from the environmental data observation model; The educational method of claim 1 , comprising:

7. The circuit board has a size that can be accommodated in a 500 ml PET bottle. The educational method according to claim 2.

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