Session
Technical Session II: Measuring Small Satellite Utility
Abstract
The last ten years have seen a tremendous increase in the number of student-built spacecraft projects; however, the main outcome of these programs has been student training and, on some occasions, extremely low-cost space access for the university science community. Because of constrained resources and an inherently-constrained development team (students), universities have not been in a position to develop 'disruptive' space technologies; in order to secure launches, they are forced to build low-capability, high-margin systems using established design practices. However, universities have one inherent advantage in developing 'disruptive' space systems: the freedom to fail. Experimental failure is a basic element of university life, and from the university's perspective a failed spacecraft is not necessarily a failed mission. Because of this freedom, universities can take risks with spacecraft that no sensible professional program would dare attempt. The tremendous reduction in the size and cost of electronics are making possible 'disposable' spacecraft that function for only weeks, but whose very low cost and short development cycle make their launch and operation affordable. Universities are uniquely poised to take advantage of disposable spacecraft, and such spacecraft could be used to develop 'disruptive' satellite technologies. This paper briefly reviews the history of student-built spacecraft, identifying general trends in spacecraft design and university capabilities. The capabilities and constraints of university programs are matched against these emerging technologies to outline the kinds of unique missions and design methodologies universities can use to contribute to the small satellite industry. Finally, this paper will provide examples of these 'disruptive' technologies.
University-Class Satellites: From Marginal Utility to 'Disruptive' Research Platforms
The last ten years have seen a tremendous increase in the number of student-built spacecraft projects; however, the main outcome of these programs has been student training and, on some occasions, extremely low-cost space access for the university science community. Because of constrained resources and an inherently-constrained development team (students), universities have not been in a position to develop 'disruptive' space technologies; in order to secure launches, they are forced to build low-capability, high-margin systems using established design practices. However, universities have one inherent advantage in developing 'disruptive' space systems: the freedom to fail. Experimental failure is a basic element of university life, and from the university's perspective a failed spacecraft is not necessarily a failed mission. Because of this freedom, universities can take risks with spacecraft that no sensible professional program would dare attempt. The tremendous reduction in the size and cost of electronics are making possible 'disposable' spacecraft that function for only weeks, but whose very low cost and short development cycle make their launch and operation affordable. Universities are uniquely poised to take advantage of disposable spacecraft, and such spacecraft could be used to develop 'disruptive' satellite technologies. This paper briefly reviews the history of student-built spacecraft, identifying general trends in spacecraft design and university capabilities. The capabilities and constraints of university programs are matched against these emerging technologies to outline the kinds of unique missions and design methodologies universities can use to contribute to the small satellite industry. Finally, this paper will provide examples of these 'disruptive' technologies.
