RIT MMET Microgravity NExT Project Proposal

RIT MMET Micro-g NExT Student Team
Page 1

Page 2
RIT MMET MICRO-G NExT: TABLE OF CONTENTS
1.0 TEST WEEK PREFERENCE…..………………………………………………………………....…3
2.0 MENTOR REQUEST…………………………………………………………………………….…...3
3.0 ABSTRACT…………………………………………………………………………………………....4
4.0 TEST OBJECTIVES………………………………………………………………………………5 - 9
4.1 PROPOSED DESIGN……………………………………………………………………….5
4.2 DESIGN MODEL…………………………………………………………………….....5 - 7
4.3 REQUIREMENTS ANALYSIS………………………………………………………….8 - 9
4.4 MANUFACTURING PLAN………………………………………………………………...9
5.0 TEST DESCRIPTION……………………………………………………………………….…10 - 13
5.1 DATA REFERENCES…………………………………………………………………..…10
5.2 PROPOSED TESTS & EXPECTED OUTCOMES………………………………………….11
5.3 EXPERIMENTAL PROCEDURE……………………………………………………..11 - 13
5.4 DATA ANALYSIS PLAN…………………………………………………………………13
6.0 EXPERIMENT SAFETY EVALUATION……………………………………………………13 - 14
7.0 OUTREACH PLAN…………………………………………………….....................................15 - 17
7.1 OUTREACH OBJECTIVES……………………………………………………………….15
7.2 OUTREACH AUDIENCE…………………………………………………………………15
7.3 ACTIVITY PLANS………………………………………………………………….. 16 - 17
7.4 PRESS/SOCIAL MEDIA PLAN………………………………………………………...…17
7.5 CURRICULUM/ACTIVITY CONNECTION………………………………………………17
8.0 REFERENCES/BIBLIOGRAPHY…………………………………………………………………18
9.0 APPENDIX………………………………………………………………………………………19 - 28
9.1 FUNDING/ BUDGET STATEMENT………………………………………………………19
9.2 INSTITUTION'S LETTER OF ENDORSEMENT…………………………………………..20
9.3 STATEMENT OF SUPERVISING FACULTY…………………………………………..…21
9.4 STATEMENTS OF RIGHTS OF USE……………………………………………..…22 - 28

Page 3
1.0 TEST WEEK PREFERENCE
As the schedules of the group members are liable to change with co-ops, and possible internships
possible test weeks are tentative. As of now the preferred test weeks would be any time from the
end of May to the middle of August. It is unlikely that all group members will be available for a
single block of testing but arrangements will be made to meet the minimum number of available
persons (2) during the test period.
2.0 MENTOR REQUEST
The RIT MMET Team, if selected, hereby requests the assistance of a JSC engineer to provide
guidance during the remainder of the competition.

Page 4
3.0 ABSTRACT
The proposed application for the Float Sample Grabber uses as simple a design as possible without
compromising functionality and focusing on adding elements of reliability and versatility to the overall
design. Relying solely on mechanical operation, the device, (known as ORCHID or Optimizing Retrieval
& Containment, Hand Initiated Device), is able to obtain a minimum of three samples from different
sample sites. Comprised of commonly used materials found in tools used on space walks, the ORCHID is
designed to operate optimally in both chlorinated water and microgravity environments. The device is
made primarily of aircraft grade aluminum and a strong, clear polycarbonate to allow for visual
confirmation when acquisition of a sample is completed. ORCHID is safe to use in the NBL, meeting all
the specifications outlined within the NBL Engineering and Safety Requirements. Once selected for
testing, construction of the ORCHID will begin. During this process testing will be conducted to ensure
that all components function correctly and that there are no unsafe aspects to the design. A series of
recommended tests have been illustrated to discern the actual capabilities of the device. This includes
time trials, materials testing and selection, and operational limitations. A finalized CAD model detailing
the interfaces was constructed to allow for prototype fabrication and design clarification. Considerations
have been made throughout the process of this project in regards to community outreach. These efforts
focus on expanding awareness of the Micro-g NExT and Reduced Gravity JSC educational programs as
well as take advantage of the 5E Model in the proposed curriculum.

Page 5
4.0 TEST OBJECTIVES
4.1 PROPOSED DESIGN
The proposed design consists primarily of a capsule affixed to the front end of the device (see Figure 1).
The capsule acts as both the acquisition and containment mechanism. Embedded inside of the capsule is
a series of four, semi-rigid ‘fingers’ forced into a ‘closed’ geometry of less than 1in diameter, this is the
state of the device and capsule at rest (Figure 5). An interior spring system holds these semi-rigid fingers
in their resting state. The capsule is attached to a barrel (Figure 4) containing an actuation plunger. This
plunger is attached to a rod that runs throughout the interior length of the barrel, and is kept in a
withdrawn position (Figure 6). The capsule is fitted on to the barrel via a rotational interference
connection. When the trigger (located toward the rear operating end of the device) is pulled, a lever-
action pushes the rod and actuation plunger a fixed distance into the capsule. (That distance was found to
be a linear distance of 2.5 in.) This action extends and forces the semi-rigid fingers open to a diameter
just greater than 3in. for the duration that the trigger is depressed. When released, pressure is alleviated
from the fingers and an attached spring mechanism returns them to a resting state, the desired specimen is
now captured within the fingers, and subsequently the capsule. At this point an attached lid can be closed
on the capsule and it can be removed through a simple twisting action. The next capsule is loaded and this
process can be repeated.
4.2 DESIGN MODEL
Figure 1: Solid model depiction of entire ORCHID device. The device features a full 6061-Al chamber body
(including internals) mated with a lock-in LEXAN barrel and detachable capsule.

Page 6
Figure 2: 3D exploded model showing internal features of the three main components of the ORCHID device
(chamber, barrel, capsule).
Figure 3: Side view of assembly showing how the device functions. As the trigger is depressed (able to be
completely depressed into the handle) the plunger rail follows a horizontal translation, compressing the spring, and
extending the fingers to their maximum reach diameter outside of the capsule body.
Figure 4: The barrel of the device features a turn-to-lock design in which the corresponding pins on the
capsule/chamber are inserted into the horizontal slot, and rotated to lock in place.

Page 7
Figure 5: The capsule features a compression spring design. When the handle is not depressed, the spring acts to
keep the retrieval fingers in their closed/locked position. Once the handle is depressed, the chamber plunger pushes the
plate in the bottom of the capsule (shown at the left end of the spring in the figure above) compressing the spring and
extending the fingers for sample retrieval.
Figure 6: The internal workings of the chamber are shown here. The chamber portion of the device features a
slotted handle allowing for the plunger to achieve its maximum translational distance. As the handle is depressed, the
interior linkage system converts the trigger rotational motion to translational motion actuating the plunger.

Page 8
4.3 REQUIREMENTS ANALYSIS
1. The device (all parts) shall fit within an 8in x 8in x 18in volume
Dimensioning of the rigid portions of the device were constrained by the maximum volume
requirements. The device has a removable capsule to maintain the 18in max length. When the
device is in an operational state the overall length is >18in (Figure 3).
2. The device (all parts) shall have a dry weight less than 15 lbs.
Considerations have been made during the design process to limit the material of the device. A
simplistic approach was used to limit unnecessary components (components shown in the
exploded view seen in Figure 2).
3. The device shall be compatible with a chlorine water environment
Material selection was influenced by the device’s operation in both microgravity and chlorine
water environments. Research on commonly used materials for space-walk tools (i.e. the Pistol-
Grip Tool developed by Swales Aerospace) led to the decision to use a durable polycarbonate,
Lexan, in conjunction with aluminum for more complex machining and shielding on the device.
Both materials selected are commonly used in EVA applications.
4. The device shall capture and contain at least one (1) float rock per sample site
The device is designed to capture one (1) sample from each of the test sites. Possible additions of
more capsules can increase the acquisition amount.
5. The device shall provide for collection of samples from three (3) separate sites without cross
contamination between sites.
The device is capable of filling three on-board canisters with samples. Once collected the
canisters are sealed and are placed in a collection bag, preventing cross contamination between
sites.
6. The device shall provide storage of the samples independent of one another in order to prevent
cross contamination during transportation.
The separate capsules (Figure 5) the device utilizes act as the primary containment unit for the
device. They are capable of being sealed after sample collection and removed to be placed within
a sealed bag, preventing contamination during transportation.
7. The device shall enable visual verification that a sample has been obtained.
The acquisition capsule is mainly/completely comprised of a clear polycarbonate material (such
as Lexan) so that visual verification can be done simply be observing the container during
capture.
8. The device shall be capable of obtaining a sample between 1 and 3 inch diameter.
The device was designed around this consideration. The spread of the acquisition fingers is just
over three (3) in., and closes with a spread under one (1) in. This action allows the device to
obtain any sample between these specifications. (Including irregular geometries).
9. The capturing task shall be accomplished via one-handed operation.
The action of acquiring the specimen is completely operated via the pull of a trigger using one
extended hand. The reload and reset of the device is a two handed operation.

Page 9
10. The device shall use only manual power.
Simple machines and mechanical fixtures are used to conduct operation without the use of non-
manual power.
11. The device may have multiple parts that can attach and detach.
To remain within the specified dimensions for storage, several components can be detached.
Primarily, the collection capsule that, otherwise, increases the overall length of the device over
18in.
12. The device shall allow ambidextrous operation.
The device is symmetrical with no restrictions or preferences of specific hand operation, it is
functionally identical for use in both the right and left hands.
13. The device shall have a tether attachment point 1” in diameter.
A tether attachment is located on the rear end of the handle for securing the device.
4.4 MANUFACTURING PLAN
Custom manufacturability of the ORCHID will occur on RIT campus within the multiple machine shops
and labs that are available for student use. All mechanical components detailed in the above design will
be developed to produce the Prototype.
Fasteners for interconnecting parts of the device and interfaces are included in the funding/budget
statement as well as the spring mechanism also purchased outright.
Parts that are manufactured begin in the state of a solid block or billet of material and are to be worked to
completion using the given dimensions of the design model created. The basic machinery that will be
used include a metal lathe, a mill, a self-lubricating chop saw, a rate-adjustable band saw, and a
multiplicity of hand tools such as files, punches, and hammers.
All current members were involved in the development of the concept from initialization through
finalization and each person had their ideas assessed and compiled to form the current design. The
proposal was divided evenly and fairly. Daniel Vasconcellos took Project lead. Members of the team who
were involved in modeling the design include Scott Bell, Christian Pape, Jacob Shawley and Andrew
Walters.
Currently, all members will be involved in the manufacturing aspect of the project. Daniel Vasconcellos
will continue to be project manager. Scott Bell will be in charge of machining. Andrew Walters will
clarify the design and remain unambiguous when applying GD & T to it. Christian Pape will gather the
required materials and assist in secondary machining processes. Jacob Shawley will continue to model
the design if changes must occur and will assist Andrew in establishing unambiguity. David Simpson
will be in charge of assembly and will test for device functionality with Daniel Vasconcellos upon the
prototype’s completion.
This plan is subject to change based on availability and comfortability of members in their current roles.
No member is stationary in their role and all may make suggestions to others on what might be done to
improve the project.

Page 10
5.0 TEST DESCRIPTION
5.1 DATA REFERENCES
Aluminum 6061-T6
General 6061 characteristics:
Excellent joining characteristics, good acceptance of applied coatings. Combines
relatively high strength, good workability, and high resistance to corrosion; widely
available.
Density:
2.70 g/cc
Hardness (Rockwell A): 40
Ultimate Tensile Strength: 310 MPa
Tensile Yield Strength: 276 MPa
Shear Strength: 207 MPa
Fatigue Strength: 96.5 MPa
Machinability: 50%
*Properties taken from Matweb
Lexan
General Lexan characteristics:
Plastic material that is a form of Polycarbonate used in aircraft windscreens and
applications where high impact strength is required.
Density:
1.19 g/cm^3
Hardness (Rockwell M): 70
Ultimate Tensile Strength: 660 kgf/cm^2
Tensile Yield Strength: 630 kgf/cm^2
Izod Impact, un-notched, 23°C: 326 cm-kgf/cm
Relative Temp Index: 130°C
*Properties taken from SABIC Datasheet

Page 11
5.2 PROPOSED TESTS & EXPECTED OUTCOMES
Time Trials
 Specimen capture time – series of trials designed to test the average time required to conduct
basic specimen capture operation. Measured from just before specimen collection to just after
sealing the container.
 Device reload and reset time – series of trials designed to test the average time required to
remove, and store a full specimen capsule, while also reloading and priming the device for
operation.
 Assembly time – series of trials designed to test the average time required to initially assemble
and prime the device for use.
Stresses and Materials testing (unpublished results)
 Force limits of acquisition fingers – stress tests conducted on the acquisition fingers to determine
their resistance to heavier loads and impact forces, identifying weak structural points.
 Grip force range – testing for the average required grip strength to operate the device.
Operational Tests
 Range of actuation (theoretical and actual) – testing for the range of actuation for the fingers of
the device.
 Angle of Attack – testing for the device’s effective angle of attack against a semi-flat sampling
plane.
Material Properties
 Material properties of LEXAN
 Material properties of Aluminum
5.3 EXPERIMENTAL PROCEDURE
The proposed test is a challenge that would have the RIT Student Team design and manufacture a device
that is capable of collecting and containing loosely-adhered samples from an asteroid in microgravity. It is
of utmost importance that the device be able to collect samples from multiple different sites while
preventing any type of cross contamination.
The proposed device is a one-handed tool that would allow an astronaut to successfully reach out and
contain a sample from an asteroid. To begin operation, the astronaut will need to open the lid, and attach
the container to the front of the device, which can be done by simply lining up the pegs with the opposing
groves, sliding and locking the container onto the barrel (Figure 4). With one hand, the astronaut can hold
the device and reach out to get in place to acquire the specimen. Using the hand that the astronaut is holding
the device with, he or she can pull the trigger that will in turn activate the fingers at the end of the device.
Upon activation, the fingers will stretch out from the container and will open the required amount. This
amount is dictated by how much pressure the astronaut is placing upon the trigger. Once the astronaut has
opened the fingers to the desired extent, he or she can begin to slide the fingers around the specimen. Once
the specimen is in place, the astronaut can begin to release the pressure on the trigger which will in turn
begin to retract the fingers, causing the specimen to be caught inside them. At this point, the specimen is

Page 12
now secure within the fingers, and the astronaut can now bring the device back to him/herself. To complete
the specimen collection, the astronaut can close the lid on the container that encompasses the fingers and
latch it shut, then remove the entire container from the end of the device. The astronaut can now attach a
new container, open the lid, and repeat the specimen acquisition process if desired.
The testing process for this device will be broken into three categories: Time trials, Stress and Materials
Testing, and Operational Tests.
The time trails are designed to gather quantitative data in order to determine average operational times, and
compare them to other methods that have an established use in the same field. There are multiple micro-
operations within the overall operation of the device that could be measured individually within the overall
operation time. They are as follow:
 Specimen Capture Time – Series of trials designed to test the average time required to
conduct the basic specimen capture operation. Measured from just before specimen
collection to just after sealing the container.
 Device Reload and Reset Time – Series of trials designed to test the average time
required to remove, and store a full specimen capsule, while also reloading and priming
the device for operation.
 Assembly Time – Series of trials designed to test the average time required to initially
assemble and prime the device for use.
The stresses and materials tests are quantitative tests designed with the end goal of determining the effects
of the device operation on the materials used in the construction, and the effects of the operation upon the
sample. The results from these tests would not necessarily be universal, nor would they necessarily be
applicable to be compared to other tests. The results from the analysis for these tests would be strictly
used in order to gain a qualitative analysis/stance as to if the device is functioning within its designed
parameters, and judged on pass/fail notion. These stresses and materials tests are as follow:
 Force Limits of Acquisition Fingers – Stress tests conducted on the acquisition fingers
to determine their resistance to heavier loads and impact forces, identifying weak
structural points.
 Translated Finger Force – Stress test conducted to measure the amount of force that the
fingers apply to the specimen when grabbing and containing.
 Grip Force – Testing for the average required grip strength to operate the device
comfortably and effectively.
The operational tests are utilized to assess the overall operation of the device, and will be used to assist in
the calculation of quantitative data. Just as previously mentioned for the stresses and materials tests, the
results from these tests are unique to the device, and would be interpreted in a qualitative manner in order
to determine if the device is passing the necessary requirements for its operation. The operational tests
are as follow:
 Grip Distance – Measuring the distance required to pull the trigger in order to get the
required linear extension of the fingers.

Page 13
 Range of Actuation (Theoretical and Actual) – Testing for the range of actuation for the
fingers of the device.
 Angle of Attack – Testing for the device’s effective angle of attack against a semi-flat
sampling plane.
5.4 DATA ANALYSIS PLAN
Upon completion of testing, any collected data will be analyzed. Most collected data will be in the form
of qualitative information which will allow for a conclusive statement of denial or approval of the specific
apparatus being tested. Qualitative Data will be arranged in a way that showcases that the device
performs to the desired result.
Quantitative data, mainly tests including material properties or time trials, will be collected at increments
of time, administering multiple runs of the same test to ensure accuracy in the result. This data will then
be compared to expected values of data, (seen in the DATA REFERENCE section 5.1), and the %
Difference will be provided on how accurate the collected data is to the expected values.
In the case of unavailability of reference data, precautions will be taken that the device still functions to
specification. Some of the precautions were meted out by the safety plan and are detailed in the SAFETY
EVALUATION below.
6.0 EXPERIMENT SAFETY EVALUATION
Requirements:
A. Tools
B. Test Beds
C. Both Tools and Test Beds
A. Tools
1. A 1 in. diameter hole in the corner of the handle maintains the purpose of restraining the
ORCHID using a tether with hooks. The hole will not compromise the device’s structure.
The hook will not hinder use of the ORCHID.
2. ORCHID is designed to allow for ambidextrous operation. Sample acquisition can be
accomplished with one hand.
3. ORCHID is designed to mitigate the risk of EVA-gloved fingers from becoming
entrapped.
4. ORCHID contains no pressurized systems.
5. ORCHID does not utilize hydraulic power.
6. ORCHID does not utilize pneumatic power.
7. ORCHID does not utilize electrical power.
B. Test Beds
ORCHID is a design modeled for the Float Sample Grabber challenge. Therefore the Test Bed
requirements do not define applicable parameters in regards to it.

Page 14
C. Both Tools and Test Beds
1. ORCHID will be constructed from polycarbonate and aluminum. These materials will
not suffer performance losses from short-term (less than 24 hour) exposure to the
chlorine, heat, and/or pressure conditions within the NBL.
2. The current ORCHID design does not call for the use of any lubricants, adhesives, etc.
3. All edges and corners of the ORCHID will be filleted, chamfered, and/or broken to
ensure that it is devoid of any sharp edges or other geometry that may be a risk to the
divers, their equipment, or the NBL itself. Testing of the prototype will be conducted to
ensure there are no potential pinch points.
4. The geometry of ORCHID will allow for the free transmission of air or water. There will
be no pockets of trapped air within ORCHID.
5. The ORCHID shall include labels indicating assembly, operation, safety hazards, part
identification, and be able to accommodate any and all additional labels required by the
Test Readiness Review.
6. Testing of the prototype will ensure that ORCHID can withstand typical use without
failure including but not limited to the development of any safety risks.
This is an initial design proposal. Once selected, ORCHID’s design will be finalized and tested, allowing
for tensile strength determinations, corrosive tests, destructive tests, pinch point/sharp edge identification,
and complete safety analysis.
Two prototypes of ORCHID will be brought to Houston for use and modification at the NBL. The
second will be available in the event that the first experiences any unforeseen failure. This will ensure
that testing with the ORCHID can be completed.
Without unforeseen complications and if no modifications are necessary, ORCHID will not require any
special equipment on the ground except the tether and hooks.
Test trials conducted by the team prior to traveling to Houston will set a benchmark for the performance
of ORCHID at the NBL. Current information indicates that ORCHID will meet all specified
requirements from the challenge description. Testing at the NBL will determine ORCHID’s feasibility in
terms of time and ease of use. ORCHID has been designed with safety in mind for everyone involved
during testing and operation both in the NBL and potentially in space.

Page 15
7.0 OUTREACH PLAN
7.1 TEAM OUTREACH OBJECTIVES
 Raise awareness of NASA Micro-g Next Project Competitions at Rochester Institute of
Technology to all engineering departments.
 Display Project Proposal at RIT’s research project symposium at the end of this semester.
 Upon the event of success in this Project Proposal, we would showcase what we have
accomplished at ImagineRIT. (An on campus weekend affair that allows students to exhibit their
projects to those who are interested. The event is open to the public and usually attracts many
individuals. Since 2008, over 200,000 people have gone to RIT for the event.)
 Use a faculty mentor connection to bring knowledge and information about the NASA Micro-g
Next Program to High schools surrounding the Greater Rochester, NY area.
 Offer up the idea of developing a course or club established at RIT whose main focus is to work
on creating and competing in undergraduate NASA Projects.
7.2 DESCRIPTION OF OUTREACH AUDIENCE
The audience that is being approached for this project consists mainly of high school students who may
have an interest in the technology and science fields. As this proposal preliminarily outlines the audience
and activities that would be performed in the instance of fulfilling the outreach plan, connections with
district schools have not yet been established. Measures have been taken to contact Webster Schroeder
High School of Rochester, NY and will be taken to contact neighboring schools including Gates Chili
High School, Rush-Henrietta High, Brighton High, Greece Olympia High, Arcadia High, James Monroe
High, McQuaid Jesuit High, and Aquinas High. However, due to a lack of connections thus far, there
have not been any letters received from outside sources who are interested in learning more about the
program.
Along with high schools, attempts will be made to contact universities who have a college of science,
technology, or engineering. These universities include the University of Rochester, the University of
Buffalo, Alfred University and Cornell University. Colleges who would be pursued include Nazareth
College, Roberts Wesleyan College, St. John Fisher College, and Monroe Community College. SUNY
schools in the area such as SUNY Oswego, SUNY Brockport, SUNY Fredonia, SUNY Alfred, and
SUNY Morrisville would also be a consideration.
It is not only necessary that we reach those who are already involved in the engineering field, but attempt
to bring to light engineering’s great advantages to those who are unaware of what engineers do. This
project and the educational guidelines that have been laid out by JSC allow us to convey available
opportunities, in the form of knowledge, to individuals who would otherwise be oblivious to the
possibilities of education in the sciences. As a result, it is a requirement for our team to offer the
following activity plan and introduction of the NASA Micro-g NExT competitions to all age groups,
including younger children. (Elementary and Middle Schools will be contacted in conjunction with their
respective high schools in the district.)

Page 16
7.3 ACTIVITY PLANS
The original interpretation of outreach brings with it the idea of exhibiting the NASA Micro-g NExT
Program. Along with that comes the ability of the Team to offer up to students their experiences with
engineering, specifically this project. The proposal and, if selected, the finished product would be used as
an example of the engineering process and the end results that can be reached. The Reduced Gravity
Engineering Flight Program would also be introduced making sure to highlight its key features.
In conclusion to introducing NASA Student programs to others, the JSC Educational Program will also be
proposed to teachers and professors. This will allow the RIT Team to coordinate with Professors on
specific curriculum and instill the benefits of including a project in their course that would allow them to
compete in one of NASA’s Microgravity programs.
After discussing the opportunities of NASA’s Educational Programs, a potential activity will be proposed
to the classroom setting based on class level. This will allow students, and teachers, to take part in
attempting their own introductory engineering assignment. The specific activity plans based on grade
level would be as follow:
 For students in elementary school, an activity will be setup that gets them to think creatively.
This activity will ask students to think of ways that they would fulfill a certain task, specifically
by using an instrument or device instead of their hands. For example, they might be asked to
brainstorm and perhaps sketch a simple device that can be used to catch insects, without causing
them harm. Since the difficulty of the activity would coincide with the grade level, it might
change from this proposed idea, but would attempt to reach the same result and focus on the same
key characteristics.
 For Middle and High school students a more in depth approach to the activity will be tried. At
this level, Students will practice using engineering methodology and delve deeper into the
activity. They will gain the knowledge of the process that engineers undergo, (although not in
grave detail), and will continue to focus on the key aspects of engineering. The following steps
will be the guidelines used for students during their activity:
o The first step is knowing the needs of your customer.
o The second step is to transform those needs into specific requirements.
o The third step is to develop a concept that performs to the desired functions and then
build that concept into an architecture that holds some physicality.
o Fourth, the outline can be transformed into a design.
o Finally, testing will be done to validate the functionality of the design and with success it
will be sent into the manufacturing phase.
 For College level students, a much more detailed representation of the engineering process will
be described. The process will use the same basic steps outlined in the above bullet points, but
will turn the focus to a more challenging activity. An example of an activity used at this level
might be to create a device that measures voltage drop across a diode and converts the voltage
into a temperature at the output, therefore acting as an electric thermometer. Another example
might be to figure out the best way to configure an apparatus that allows the user to convert linear

Page 17
motion into rotational motion to produce the greatest amount of torque outputted. These
examples would have to be tested on students who have both a limited and high level knowledge
of the subject matter. The activity would then be modified based on the audience.
7.4 SOCIAL MEDIA PLAN
Linkedin.com is the source where the Team will showcase the features of the Project Proposal and the
proposed Outreach Plan. This website gives an in depth look at each student’s background, skillset, and
past experiences for both validity and professional reference. It can be found by going to Linkedin.com
and typing in RIT MMET Micro-g NExT Student Team or by clicking here.
7.5 CURRICULUM/ACTIVITY CONNECTION
When in contact with teachers and/or professors, the 5 E’s of the JSC Educational Program Outline will
be used as guidelines to inform students in the correct and appropriate fashion. Students will hopefully
become engaged for a few main reasons. The first reason is targeting the audience. Measures will be
taken to choose schools where students already show an interest in science and technology. In the
classroom students will be asked questions about their experiences in engineering and reverse
engineering. During activities, they will also be asked to explain their drawings and confer their ideas to
the rest of the class.
In exploration, students will be given the opportunity to research about engineering, and about the NASA
Micro-g NExT Program. They will have the ability to ask the Team any questions that they develop.
Answers to questions will be explained to students with clarity. However, questions will also be asked to
students directly. This is done to acquire feedback and to initiate a different type of student learning.
(Four of the RIT Student Team’s members are also Learning Assistants. An LA, or Learning Assistant, is
a student-teacher who has gone through a course in pedagogy and is adept at teaching students by way of
asking them the right questions. LAs focus on getting students to use metacognitive thinking to learn the
material in their own way. Therefore, the ability of the Team to teach the material effectively is not an
issue in the least.)
In the stage of extension, students will then take their new knowledge of engineering and apply it directly
to an activity. This helps to solidify what they have learned into their minds. Beyond this they will then
be evaluated by monitoring how they performed with the activity.
If this program outline using the 5E Model is incorporated into a teacher’s curriculum they will then be
responsible for the finality of the evaluation from that point on. Evaluation can be done in multiple ways.
Assessments can be taken that are both formative and summative. A formative analysis indicates how
well students understand a concept and can then interpret that idea to be described in their own way.
Formative assessments also include surveys. A summative assessment can be used by a teacher or a
professor to find quantitative data from a class by giving tests and exams to students. Both forms of
assessment complete the evaluation portion of the 5E Model. The curriculum outlined in this outreach
plan is to be applied to every classroom that offers their time for the RIT Team to teach about the
opportunities that exist in the NASA Microgravity Program.

Page 18
8.0 REFERENCES
Backes, Paul, Wayne Zimmerman, Jack Jones, and Caleb Gritters. "Harpoon-based Sampling for
Planetary Applications." 2008 IEEE Aerospace Conference (2008): n. pag. Web.
Delombard, Richard, Allen Karchmer, Glenn Bushnell, Donald Edberg, and Bjarni Tryggvason.
"Microgravity Environment Countermeasures - Panel Discussion." 35th Aerospace Sciences
Meeting and Exhibit (1997): n. pag. Web.
Dunbar, Brian. "Innovative Tools for an Out-of-This-World Job." NASA. NASA, 09 May 2008. Web. 28
Oct. 2015.
Expedia. "Now Is a Great Time to Join Expedia+ Rewards!" Expedia Travel: Vacations, Cheap Flights,
Airline Tickets & Airfares. Expedia, 2015. Web. 28 Oct. 2015.
"Formative vs Summative Assessment." - Enhancing Education. N.p., n.d. Web. 28 Oct. 2015.
Lekan, Jack. "Microgravity Research in NASA Ground-based Facilities." 27th Aerospace Sciences
Meeting (1989): n. pag. Web.
Levine, Stephen, and Michael Snyder. "Microgravity Cube Lab Experiment Design: Setting New
Precedents for Micro-Gravity Testing." AIAA SPACE 2012 Conference & Exposition (2012): n.
pag. Web.
"Lexan." - Materials Engineering. N.p., n.d. Web. 28 Oct. 2015.
Matweb LLC. "Aluminum 6061-T6; 6061-T651." MatWeb - The Online Materials Information
Resource. Matweb LLC, 2015. Web. 28 Oct. 2015.
McMASTER-CARR. "Material Cost." McMaster-Carr. N.p., 2015. Web. 28 Oct. 2015.
"NASA - Reduced Gravity Student Flight Opportunities Program." N.p., n.d. Web. 28 Oct. 2015.
SABIC. "LEXAN ™ Resin 101 Datasheet." SABIC's Innovative Plastics LEXAN PC. Saudi Basic
Industries Corporation, 2015. Web. 28 Oct. 2015.

Page 19
9.0 APPENDIX
9.1 FUNDING/BUDGET STATEMENT
Expected cost of material
Material Cost
6061 Aluminum Alloy (4”W, 8”L, 4”T) 79.19 USD
Lexan – Clear polycarbonate Tubing (2 ½” ID, 2’L) 13.78 USD
Stainless steel compression spring (0.75” ID, 2”L) 10.42 USD
*Any standard fasteners will be ordered and provided as needed by the RIT machine shop and MMET
resource facilities.
Expected cost of equipment and machining
All equipment and machining is supplied by the facilities available to the group members at RIT.
Expected cost of transportation and living for (2 – 4) group members
Expenditure Cost of Expenditure (2
members)
Cost of Expenditure (4
members)
Air fare 484.00 USD 968.00 USD
Hotel (5 nights) 124.00 USD 248.00 USD
Food (5 days) 220.00 USD 440.00 USD
Taxi/bus fare 60.00 USD 120.00 USD
*Cost approximations are based on local averages
Funding for this project will be provided for travel and lodging by the RIT MMET Department for all
members. Therefore, final expenditures are limited to material costs.
On the following Pages:
9.2 INSTITUTION’S LETTER OF ENDORSEMENT
9.3 FACULTY ADVISOR STATEMENT OF APPROVAL
9.4 STATEMENTS OF RIGHT OF USE

Page 20
R·I·T Rochester Institute of Technology
Mechanical, Manufacturing and Electrical Mechanical Engineering Technology
78 Lomb Memorial Drive, Rochester, NY 14623-5604
Phone: 585-475-6174; Fax: 585-475-5227
http://www.rit.edu/cast/mmet/
October, 27, 2015
To whom it may concern
By writing this letter I am acknowledging the work of six undergraduate students of the RIT-
MMET Department who have recently shared their interest in competing in this year’s NASA
Microgravity competition. Scott Bell, Christian Pape, David Simpson, Jacob Shawley, Daniel
Vasconcellos, and Andrew Walters undertook the task of developing a design proposal, entitled
“ORCHID”, for a Float Sample Grabber under the guidance of their Faculty Advisor Mark Olles
PhD. The team’s design combines ideas from all aspects of mechanical engineering with custom
manufacturability of main parts in the assembly.
I endorse the RIT student team with pleasure and hope to see them advance in the competition
as well as showcase the ability of the Rochester Institute of Technology student body.
Sincerely,
Dr. S. Manian Ramkumar Ph.D.
Department Chair - MMET
Director - Center for Electronics Manufacturing and Assembly

Page 21

Page 22

Page 23

Page 24

Page 25

Page 26

Page 27

Page 28

RIT MMET Microgravity NExT Project Proposal

Recommandé

Recommandé

Contenu connexe

Similaire à RIT MMET Microgravity NExT Project Proposal

Similaire à RIT MMET Microgravity NExT Project Proposal (20)

RIT MMET Microgravity NExT Project Proposal