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The Bridge – 2018.03

Peter Beck with 'Humanity Star', New Zealand's first satellite

Actura announce collaboration with Space Center Houston to bring students a unique robotics and coding experience

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Actura announce collaboration with Space Center Houston to bring students a unique robotics experience


S.T.E.A.M. ahead

 

April 2019 Edition

 

Actura with the California Association for STEAM Education (CASE) and Space Center Houston have collaborated on more opportunities for youth to attend Space Center University®, a five-day hands-on education program. As a part of the collaboration, youth will have access to a newly developed robotic solution provided by CASE, including a special FlipRobot curriculum developed for Space Center University®.

Robotics is fast becoming an integral part of STEAM education as a field which involves coding, developing and operating robots and encourages a wide plethora of survival skills such as problem solving, critical thinking, computational thinking, design thinking, collaboration, communication and most importantly, curiosity and imagination. Educational robotics’ value also lies in developing and understanding the application of STEAM education in and out of the classroom.

Many programs and courses, in and out of the classroom, have started to facilitate this form of teaching, and Space Center U is one of them.

Combining classroom theory with cognitive and tactile tasks, Space Center University® simulates astronaut training and real-world NASA experiences. Students discover areas such as robotics, rocketry, thermal protection systems and space habitats.

In this collaboration, Space Center Houston and CASE will provide an immersive robotic experience tailored for groups participating through CASE. The objective of the robotic challenge is to build a rover module to collect rocks from a Mars landscape in the shortest amount of time and most efficient way possible. A new option that will be given to a group of students is to use FlipRobot to complete that challenge. The FlipRobot curriculum, as well as the hardware and software solution, have been developed specifically for this challenge in close collaboration with CASE and Space Center University®. CASE Senior Space School students will be the first in the world to experience this unique programme in July 2019.

David Sunton, Chief Officer at California Association for STEAM Education (CASE) Foundation says: “We are delighted to be collaborating with Space Center Houston on robotic learning applications. We share a commitment to provide interactive, engaging, and exciting STEAM programs underpinned by the foundations of the Seven Survival Skills by Dr. Tony Wagner. This helps develop students’ interest in the areas of STEAM, leading students to utilize STEAM skills after high school. A new and renewed interest in these subjects will prepare young people for leading occupations of the future.”

“Students will need these skills to successfully navigate the fast-changing workforce shaped by automation, robotics, artificial intelligence and globalization, enabling them to become 21st century leaders.” 

Daniel Newmyer, Space Center Houston Vice President of Education adds: “We look forward to collaborating with CASE on delivering hands-on robotic opportunities for CASE Space School students as part of their Space University program.”

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Peter Beck with 'Humanity Star', New Zealand's first satellite

Actura at FutureSchools

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FlipRobot at Future Schools

 

S.T.E.A.M. ahead

 

April 2019 Edition

 

Actura had the privilege of being invited to the Future Schools expo and conference held last week in Melbourne to showcase the FlipRobot range of learning solutions.

In support of our channel partners MTA and ASI Solutions, Stacey Woods and Kurt Yang were in attendance to discover more about how schools are currently using technology in the class and how FlipRobot would be able to assist in promoting the learning outcomes of the new digital technology syllabus.

Along with being on the conference floor Actura was also invited to be a part of the masterclass run by Gil Poznanski from the NSW Department of Education focused around practical STEAM learning. Titled STEAM/Maker Bootcamp: The Time For Fun Learning Is Now, teachers were encouraged to get a hands-on experience with FlipRobot participating in construction and programming activities to build their skills and confidence in robotics.

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Peter Beck with 'Humanity Star', New Zealand's first satellite

Space Junk harpooned by RemoveDEBRIS

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RemoveDEBRIS Spacecraft successfully harpoons space junk

 

S.T.E.A.M. ahead

April 2019 Edition

What if we told you that right now there is more than 7,600 tonnes, and millions of individual pieces, of space junk orbiting the Earth? These pieces of debris are the remains of disused satellites, pieces of rockets, items left behind during space walks, and they have huge implications for the safety of current and future space exploration. The European Space Agency has stated that a collision with an object larger than 1cm across could cause “mission critical damage.” And as if this were not enough, if we don’t act soon all this junk could lead to the Kessler Syndrome, a scenario most recently portrayed in the film Gravity in which the density of man-made objects in orbit could lead to a catastrophic cascade of collisions that would put an end to space exploration, perhaps permanently.

Fortunately, there are scientists across the globe working to solve the problem. On the 8th of February this year, an international collaborative effort coordinated from the University of Surrey’s Space Centre in the UK saw the RemoveDEBRIS spacecraft successfully harpoon a small piece of simulated space junk at 20 meters per second. The third of four planned experiments for the spacecraft, this method has the potential to capture large satellites in order to remove them from orbit. The harpoon, which in this test was the size of a pen, would be scaled up and reinforced to withstand the force required to capture larger targets. In September 2018 the spacecraft conducted a similar test using a 5m net, which was also successful. The final mission for RemoveDEBRIS is planned for March 2019 and will see the spacecraft use a drag sail in order to exit the Earth’s orbit, and disintegrate upon re-entry, thereby preventing further detritus and providing proof of concept for how to eliminate space junk in the future.

Experts have predicted that it is necessary for us to remove 5 large objects from low-Earth orbit per year to prevent the Kessler syndrome, and this will require more innovative thinking, and the development of new technologies. Moriba Jah, a Space Scientist as the University of Texas in Austin, states that “the active removal of space debris will require many different methods and techniques” and that we will need to have a “so-called ‘toolkit’ of methods that can be applied.”

It is for this reason that in 2018 CASE Space School challenged students to work together and explore the possibilities for eliminating space junk in their ChallengeX projects. During their time in Houston, students worked in teams to develop solutions to real-world problems. In 2018, we had several groups work on concepts to remove space junk from Earth’s orbit and, due to the quality of student work produced, this theme will be carried through into the July 2019 expedition, and potentially further. Being offered the opportunity to contribute to real scientific issues and present their solutions in front of a panel of judges allows students to uncover and develop their individual skills, as well as share their imagination and innovation with experts in the space industry. Being able to contribute in such a tangible way to topics that are so relevant in the news has the effect of motivating students, inspiring them to commit to their dreams. And who knows: perhaps one day they will invent a workable solution that could rid our Earth’s orbit of redundant man-made materials for good?

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Peter Beck with 'Humanity Star', New Zealand's first satellite

CASE Space School now offering Duke of Edinburgh Award!

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CASE Space School now offering Duke of Edinburgh Award!

 

S.T.E.A.M. ahead

 

April 2019 Edition

 

The Duke of Edinburgh Award is a structured youth development program available to all young people aged 14 to 24. By learning new skills, improving their physical wellbeing, volunteering in their communities, and taking part in adventurous journeys with like-minded individuals, participants will develop a more comprehensive sense of self, and learn to take responsibility for their future. The Duke of Edinburgh‘s mission is to empower youth to explore their full potential, a goal shared by Actura and CASE.

We are proud to offer our CASE Space School students with the opportunity to complete Sections of their Duke of Edinburgh Award while away on expedition. Our Junior and Senior students will have the chance to complete the Skills Section of their Bronze or Silver Awards, with Seniors also having the option of completing their Gold Award Residential Project.

Arushi spoke to us recently about what motivated her to enrol in the Duke of Edinburgh, and why she chose to count Space School towards her award in December 2017:

In Year 8 and 9, I was actively searching for something outside the classroom walls that would enhance my problem-solving skills whilst developing essential skills and instilling leadership qualities in me. The Duke of Edinburgh’s Award was a package that ticked all these boxes. I counted the Space School program for my gold level Residential Project. It gave me the opportunity to interact with new people from different walks of life. During the program, I took initiatives consistently and participated in activities that I would never have otherwise. – Arushi Vasrivastava

We also spoke to Arushi’s parents who supported her in her decision to enrol in both programs. When asked about how they have had an impact on their daughter’s life, they stated that her “Space School expedition fostered her decision to pursue a Double Science Degree at the University of Sydney.” In the words of Arushi herself: “My experience motivated me to study science at a tertiary level. I aspire to one day solve big problems and make a change similar to the researchers at NASA.” Through the Duke of Edinburgh Award, they observed Arushi’s “team-working capability and leadership ability develop,” skills that will see her through her studies and into her future career.

If you are considering CASE Space School, and currently undertaking your Duke of Edinburgh Award, this is the perfect opportunity to work on either your Skills Section of the Award or complete your Residential Project. As summed up perfectly by Arushi:

I would highly recommend taking up the Space School as your Duke of Ed Residential Project. The project is all about the individual challenge, teamwork and spirit and overcoming unfavourable situations. The Space School program is the perfect opportunity to test all these values in the science sphere. There is just so much to learn and absorb, the more effort and enthusiasm you put in, the more you’ll get out if this program. – Arushi Vasrivastava

For more information on the Duke of Edinburgh opportunities offered by CASE Space School, please visit www.actura.com.au

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Peter Beck with 'Humanity Star', New Zealand's first satellite

The international OneWorld Robotics Competition launches in Australia.

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The international OneWorld Robotics Competition launches in Australia.

 

S.T.E.A.M. ahead

 

April 2019 Edition

 

Registrations are open for Australian students ready to be part of the global competition solving real world challenges through creative robotics.

Watch the action-packed competition teaser below.

The OneWorld Robotics Competition offers students the opportunity to develop and apply critical survival skills in pursuit of solving real-world challenges we are facing right now. Solution categories include Agriculture, Energy, Medicine, Smart Cities, Ocean Pollution, and Climate Change with 2019’s chosen category soon to be announced to registered teams.

Teams across Auckland, Brisbane, Melbourne, Shanghai, Singapore, Sydney, and Taipei will compete in their local area competitions, with the top three teams from each area being invited to the Global Competition held over five days in Sydney.

With big prizes and even bigger fun, excitement and personal development ready for the taking, OneWorld Robotics is ready to lead the biggest shift in robotics competitions toward a holistic STEAM education experience.

To learn more about the competition, and to register your team please visit:

www.oneworldrobotics.com

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Our motto-Chris Luong

Post 2 – Chris Luong – Mary Poppins with a Degree in Science

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Chris Luong – Mary Poppins with a Degree in Science


The BRIDGE

 

December 2018 Edition


Preparing for the December expedition, Chris Luong, Educator at Victorian Space Science Education Centre and Expedition Group Manager at CASE Space School, takes a journey through STEAM education from Melbourne, Victoria, to Houston, Texas.

Chris Luong in his space suit uniform

Chris loves everything about his job, especially the dress code – an astronaut flight suit that he occasionally dons while guiding students in scenario-based STEM education at Victorian Space Science Education Centre. The passion and skills for teaching shows. He has recently been complimented by HRH Prince Andrew, Duke of York during his visit to the Centre on what a great teacher he is. 

I wonder if he always wanted to be a scientist working with kids. “I always wanted to be around aeroplanes, was fascinated by everything, take-off, landing, airports … so I wanted to be a flight attendant. It would be perfect because they fly all the time.” That changed a little over the years and he wanted to become a pilot. But he realised that this is perhaps too much responsibility. Still, he was always good at Maths and Science and went to study Aerospace Engineering at Monash University. 

He is till fascinated by airports; so much so that he openly admits: “My hobby is visiting airports. I’m fascinated by how efficiently they run, how they are designed, the architecture, the way everything functions, how people go about their days following rules and procedure …”


Might that be the reason he enjoys his twice-yearly gig as an expedition group manager at CASE space school – following procedure and making sure everything runs? “Yes,” he agrees without hesitation. And, because he loves space school and is passionate about STEAM education. “I want to inspire people, awaken their curiosity,” he says.  “Lots of people are afraid of the concept of STEAM. It is a part of my job to understand that fear and make it interesting in the context of space; basically, using space as a hook.”
“And what a hook that is!” he continues. “That is why I came on board as an expedition group manager in the first place. Other expedition managers from the Space Centre talked about it and I wanted in – because CASE space school meant I got to do everything I love brought into one.”  


He had a group of boys at CASE Junior Space School from Trinity Grammar School in July 2018. This December he will lead a co-ed group of seniors. “Junior Space School is mostly about exposure to STEAM whereas Senior Space School focuses more on what students want to do in life and how to achieve that. These are hard decisions to make … although it wasn’t difficult for me. I always knew what I wanted.”
His greatest worry in July was he would lose a student. “And I did,” he laughs. “One of the students went through different security gates at the airport. Luckily his colleagues saw that, and they met the student on the other side.” As scary as this is and as much as all of us worry about these things, Chris’s attitude is realistic: “These things can happen, but it was comforting to know that I had a great support network of other GMs and Actura staff. Not just at that moment at the airport but throughout the expedition.”

“It is a fact that this is a learning experience – not just learning about STEAM but also the seven survival skills and additional CASE components – that’s where I saw the students grow as a group and a team. I could see amazing change in students albeit it was only two weeks. There was a student, for example, who didn’t want to participate in the Energy Zone in the morning because he felt dancing was for losers. And to be honest, there were a few who were reluctant to do it. And yet in week 2 they were all doing it and wanted to do it more often. It was amazing how the experience affected and influenced every single one of my students. They were more aware of themselves, they understood how the team works.

Even though students were far away from home and probably pushed to the edge of their comfort zone and had to work through lots of everyday issues without their usual support network, they flourished. “I always say that CASE Space School is a camp in America where groups live and experience things together. Group manager is like an educated babysitter – Mary Poppins with a knack for science,” he says cracking another smile.
He believes that the ‘recipe’ for success as a group manager is to “stick to the plan but immerse yourself in the program. In Houston I was like a kid in a candy store. Trying to build up that rapport with the students and spark their curiosity is an opportunity you might never have again.”


Chris hopes that students learnt a few things from him too. Perhaps his most valuable contribution to his group of students was that “Sometimes things happen. Life can be hard. Move on though, there are things you can’t control in life.” And after a pause he adds: That’s probably what I’ve been trying to work on myself as well. In December I will make sure I share the workload with other group managers and Actura staff more. I need to be in control all the time. And that is good as well as bad, so this December I expect I will have to loosen the reins a little bit.”

 

 

Chris believes the value of STEAM is much broader than traditionally described: “I firmly believe that STEAM is not just a fad, I believe that the goal and purpose of science, technology, engineering, arts and mathematics is to make the world better. Contributing to the society will keep STEAM going because people will see it helps improve society, it’s useful, it makes the world a better place.”

The kid who always knew what he wanted is ready for another step in his career. He’s getting ready for take-off to Houston in a few weeks and then returning to a new challenge: In the end of this year he is finishing his role at the Science Centre. He has landed a graduate role at Virgin Australia, so he will be working for an airline, which is his childhood dream.

Best of luck, I say and hope to catch up again for another conversation.

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Peter Beck with 'Humanity Star', New Zealand's first satellite

Post 1-Is Peter Beck New Zealand’s Very Own Sheldon?

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Is Peter Beck New Zealand’s Very Own Sheldon?


The BRIDGE


December Edition

 

Do you remember your local Sheldon while growing up? That quirky kid who had the brain of a genius and the ability to annoy all generations equally with his or her unhealthy interest in knowledge, obsession with schoolwork or simply the ability to quote countless passages from everything from Complete Works of William Shakespeare to A Brief History of Time? Your local variety of a know-it-all. Smarty-pants. A cross between Hermione Granger on steroids and sober Sherlock Holmes.  


Perhaps it was even worse, and you had a Howard … that distant cousin of the Weasley twins who constantly experiments but lacks the confidence of Fred and George? 


Apparently, Invercargill in New Zealand had both in one: the kid who wanted to build rockets when he grew up, and the kid who strapped a rocket engine to his bike when he was 18. He is now the CEO of Rocket Lab, the California-based company famous for its vision to make space more accessible via its Electron rocket.  

The “It’s Business Time” launch in November represents Rocket Lab’s key first commercial launch and is another step on the way toward launching at a weekly rate with another launch scheduled for December and 16 launches planned for 2019.  


There is no doubt that this is a person who is admired, well-respected in the industry and a space force to be reckoned with. Whether he is still a Sheldon or not … It depends. Of course, if you subscribe to “I Hate Big Bang Theory” group, you will disagree. Because Peter Beck is likeable. He is the public face of a satellite launching company that employs 200 people. He is no longer mocked for his vision but is instead congratulated by dignitaries and politicians.  

Image: Rocket Lab founder Peter Beck with ‘Humanity Star’, New Zealand’s first satellite. Photo: Supplied

And yet this is exactly what makes him ‘Sheldonesque’ at his core: the passion, following the vision, and enviable work ethics (setting any dislike of the TV series character Sheldon aside). And it is that devotion, commitment and pathos that make him a role-model. The BBT Sheldon would scoff at the fact that Peter Beck never received formal university education. Space industry doesn’t. Peter Beck learnt what he needed to learn on the job. He believes that “with engineering, whether you apply it to a rocket or anything else, it’s all kind of the same”.  


No formal training perhaps, but what he has always had (besides Sheldon’s passion for science and drive) is entrepreneurial spirit. He was incredibly curious and imaginative as a child. And he still is. He embodies critical thinking and problem-solving. If not himself, he actively recruits people who do. He believes in collaboration and actively promotes it in his own company. The company, as it is expected of a start-up, lives and breathes agility.  


Peter Beck, in short, is a walking example of a scientist-entrepreneur of the 21st century. A textbook of Seven Survival Skills. A live advertisement of skills that bridge the gap between traditional education and the much-needed tools to dream big and succeed in an increasingly competitive global future. A role model for the young, a cool Sheldon of space science and an inspiration for the world of STEAM-related education and skills.

 

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student-using-laptop-at-school

Preparing Students for the Jobs of the Future

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Preparing Students for the Jobs of the Future.

Preparing Students for the Jobs of the Future.

The Bridge

Q1 2018 Edition

Research, including the World Economic Forum and PISA show a future where automation and robotics will become more prevalent. Schools are needing to develop “soft skills”, a suite of attributes that include social abilities like networking, communication and problem solving. A recent report from PISA (Programme for International Student Assessment) has revealed the countries that are the best at promoting collaborative problem solving amongst 15-year-old students. Ranking highest was Singapore, Japan and South Korea with Australia coming in 8th.

Collaborative problem solving is a fundamental part of the “soft skills” which the workforce of the future will be looking for. The Hamilton Project, an economic research group that is part of the U.S. think-tank the Brookings Institution, produced a report that found hiring managers were worried about a lack of both cognitive skills (those being maths and language) and non-cognitive skills, the so called “soft skills”.

This report also showed that jobs requiring strong manual or maths skills had been replaced over time by careers in services and work requiring stronger social skills. This leads to the question that despite these “soft skills” being innate to a degree, can they also be taught and if so how easy are they to learn?

“Creativity will become one of the top three skills workers will need. With the avalanche of new products, new technologies and the new ways of working, [employees] are going to have to become more creative to benefit from these changes”.

– The World Economic Forum’s Future of Jobs report, 2016.

Preparing Students for the Jobs of the Future

The “soft skills” are likely to be best acquired at an early age and the PISA analysis shows that some education systems are taking steps in the right direction. Countries such as Finland and France have taken steps to include collaboration as part of their curriculums. STEAM educators are also looking at this with many STEAM related curriculums focusing on collaboration as part of problem-based learning objectives.

The World Economic Forum’s Future of Jobs report from 2016 argued that by 2020 “Creativity will become one of the top three skills workers will need. With the avalanche of new products, new technologies and the new ways of working, [employees] are going to have to become more creative to benefit from these changes”.

The report then goes on to make the comparison between hard skills and soft skills. Hard skills being those that are teachable, and you usually obtain a degree or diploma for, such as accountant, forklift driver, software programmer, etc. The comparison made is that there is no degree or diploma awarded for soft skills as these are often earned through life experiences and on the job training. This then showing the irony that hard skills are easier to learn than soft skills.

The fact that these soft skills are going to be so important in the future workplace prove they are worth investing in at an early age and that many of the fundamentals to these soft skills lie at the heart of STEAM related education programs.

Actura.

nicole stott astronaut at international space station looking at earth

Nicole Stott – Astronaut, Aquanaut, Artist

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Nicole Stott – Astronaut, aquanaut, artist.

Nicole Stott – Astronaut, Aquanaut, Artist

Nicole Stott – Astronaut, aquanaut, artist.

The Bridge

Q1 2018 Edition

Astronaut, aquanaut, artist, and CASE special advisor Nicole Stott set to meet our students in the July 2018 expedition.

Astronauts are well educated, driven and passionate human beings with a powerful urge to explore beyond Earth.  Upon their return home, astronauts seem to share another quality: they are humbled and awe-inspired by the stunning beauty of Earth.  Many astronauts are so struck by their new perspective of our planet’s beauty they develop a strong desire to protect it and share their new-found awe.

Nicole Stott is one such astronaut, but unlike most others, Nicole also happens to be a talented artist.

“It’s always nice to meet a kindred spirit. I’m delighted that Nicole is the first astronaut of the Space Shuttle/Space Station era to choose art as her next step in life.   All of us that have been fortunate enough to fly in space find it difficult to describe the beauty of our universe in words alone. I am thankful that Nicole has chosen to help share these amazing sights we have all seen through her very beautiful artwork.”

– Alan Bean (Capt, USN, Retired) ~ Artist, Astronaut, Moonwalker (Apollo 12, Skylab 3)

Nicole Stott – Astronaut, Aquanaut, Artist

– Nicole Stott, first painting in space. Credit: Nicole Stott

Nicole Stott has explored from the heights of outer space to the depths of our oceans.  In awe of what she has experienced from these very special vantage points, she has dedicated her life to sharing the beauty of space — and Earth — with others.  She believes that sharing these orbital and inner space perspectives has the power to increase everyone’s appreciation of and obligation to care for our home planet and each other.

A veteran NASA Astronaut, her experience includes two spaceflights and 104 days spent living and working in space on both the Space Shuttle and the International Space Station. She performed one spacewalk, was the first person to fly the robotic arm to capture the free flying HTV cargo vehicle, was the last crew member to fly to and from their ISS mission on a Space Shuttle, and she was a member of the crew of the final flight of the Space Shuttle Discovery, STS-133.  A personal highlight of Nicole’s spaceflight was painting the first watercolor in space. 

Nicole is also a NASA Aquanaut, who in preparation for spaceflight and along with her NEEMO9 crew, lived and worked during an 18-day and longest saturation mission to date on the Aquarius undersea habitat.

As an Artist, and now retired from NASA, Nicole combines her spaceflight experience and artwork to inspire creative thinking about solutions to our planetary challenges, to raise awareness of the surprising interplay between science and art, and to promote the amazing work being done every day in space to improve life right here on Earth.

Participants of the July and December 2018 Space School expeditions will have the privilege of meeting Nicole Stott at our Dinner with an Astronaut events.  Nicole will be our special guest speaker at these events, and students will have the opportunity to ask her their questions and have a formal group photo with her.

Actura.

fliprobot professional development course with teachers coding and robot

Actura Australia’s PD Course NESA Accredited

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fliprobot professional development course with teachers coding and robot
fliprobot professional development course with teachers coding and robot

Actura Australia’s PD Course NESA Accredited

Actura Australia’s Professional Development Course NESA Accredited

The Bridge

Q1 2018 Edition

Actura Australia’s FlipRobot has been designed to be a complete STEAM robotics learning solution. While the FlipRobot itself and the FlipCode coding environment are very important parts of the solution we also wanted to provide the necessary tools to assist teachers wishing to implement the course as part of their lesson plan. One part of this is the ACARA compliant FlipRobot curriculum which includes a full program design and teaching resources. The other part is the creation of a two-day professional development program to ensure teachers have the knowledge and practice they require to bring FlipRobot to their classroom.

Actura Australia’s PD Course NESA Accredited

– FlipRobot PD program at International Grammar School, Sydney. Credit: Actura Australia

Actura is pleased to announce that our two-day professional development course has now been accredited by NESA, so the time invested by teachers for the course will now be rewarded as counting towards their professional development hours. The course has also been accredited in Queensland, Victoria and ACT.

The PD course developed by Actura covers all aspects of the FlipRobot learning solution in a collaborative environment with a primary focus on hands-on learning. During the course teachers will;

  • Physically program FlipRobot via the variable control board
  • Complete coding exercises and challenges
  • Participate in group curriculum building with other teachers
  • Understand the fundamentals behind the FlipRobot hardware, software and curriculum
Actura Australia’s PD Course NESA Accredited

The first professional development sessions have been organised for the 5th and 11th of April in NSW with PD courses in the other states and territories to follow.

If you are interested in participating in one of the FlipRobot professional development session please contact Lucas Watson, lucas.watson@actura.com.au, and we will let you know of the upcoming dates, times and venues for the professional development course.

Actura.

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