By nature the CanSat project is quite challenging technically and in general the students wouldn’t have come across any of the key skills from the kick-off, for example, sensor selection, calibration of sensors, coding, circuit design, soldering, and the integration of hardware and software in a working unit. All this needed to be unravelled in an organised fashion where the students firstly focused on the primary sensors. Thus when the students were presented with the primary sensors and microcontroller it was critical to provide an overview of the coding and the maths/physics of the sensors to generate data that could then be analysed and benchmarked against a proven source. All this was within the grasp of the students as they would have experienced Junior Certificate Coursework B Science practical’s where they would have become accustomed to working in a way that was systematic and methodical, in producing an end result. Therefore, using the student’s educational background and with the view of strengthening it, Anne O’Dea and I set about developing an inquiry and constructivist learning methodology in scaffolding the students in achieving their full potential and this ultimately helped pave the way for the secondary mission.
From my perspective a lot of work went into the selection of the secondary sensors. This by no means was an easy task as there were a number of constraints that needed to be factored in, for example, technical requirements of the CanSat project, costing, physical size, electrical power requirements and so on. This task also required an adept understanding of the datasheets that described the technical specifications of the sensors in terms of its working performance (a practice essential for an engineer). Huge credit goes to Chris for having developed the narrative and imagination in selecting these sensors and at the same time being mindful of their technical limitations and constraints.
With the final selection of the sensors firmed up. Niall and Evan were instrumental with regards to the mechanical fit of the integrated electronics within the CanSat. This meant that a printed circuit board would be designed, a project in its own right. The design of the PCB can’t be underestimated as this was a huge undertaking (thanks to On Semiconductors for their huge support on this). In effect the whole idea of a PCB is to custom make an electronic board whereby the amount of external wiring can be reduced to a minimum and as a result reducing the risk of an open or short circuit which could have rendered the whole system useless. Niall, took the initiative of designing the schematic (wiring diagram) and I was hugely impressed with his skill and the manner in which he learned the software in generating the schematic.
Of course there were always going to be technical problems in creating such a complex system. The key thing was to keep it in perspective and to deal with such issues in a pragmatic and logical approach. I feel this is where students made the connection with the academic work done in the classroom, i.e. in respect to how problems are rationalised and systematically reduced to smaller problems which are more manageable to deal with. For me this was a clear example of how high order thinking was utilised in a real practical sense to resolve problems. In addition, the students were capable of articulating solutions (a key aspect of Project Maths) and this is a real benefit in their examinations and of course working life for the future.
Finally, the trip to Norway saw the team developing their technical presentation and we all spent many late nights and early mornings in perfecting the pitch. I strongly believe we tested and discussed in detail, the potential weaknesses that could have been exploited by the panel of technical experts. Thus when the team presented the presentation it was slick and business like. Hugh was outstanding in all aspects of public speaking and he was a natural in ensuring that each individual achieved to the best of their ability. This in my mind showed excellent leadership skills.
The second presentation was an interpretation of the data acquired by the descend of the CanSat after deployment from the rocket. Again, students utilised their knowledge of interpreting graphs used in physics and in implementing a high degree of data analysis in making sense of the raw data generated. (Needless to say, the parachute was a vital link in this chain and Tayyaba did an amazing job in its creation.) In essence, the data couldn’t have been any better as the physical data acquired replicated what the theoretical values specified in the literature. This was an excellent result and it showed that the Candroid CanSat was an outstanding success and worthy of finishing in the top three.
I would like to thank Ms Anne O’ Dea for her vision and pioneering spirit in pushing the boundaries in STEM education and for been the driving force behind the whole project. I would also like to thank Dr Cuddihy and Ms Fleming for their constant encouragement throughout and for their commitment in making the whole project a reality in the college. Thanks also to the sponsors and to the good will that was the spirit of the project.
By Frank Murphy
