NorbertWoller
Donator
Hello fellow community members,
For many years, I have been conducting space exploration courses for schoolchildren in grades 3 and 4 (ages 9–10).
As part of the ESA Moon Camp Challenge, we (not just I) offered a course in which we built a moon base using the ORBITER simulation software. I say "we" because I didn't lead the course alone this time; I did it together with Dennis Krenz. Since I have no programming knowledge, this course would not have been possible without collaborating with Dennis. A crucial factor was that we already knew the children beforehand and were aware that they were very respectful and capable of working well as a team.
First, we established the basic specifications for a lunar base. It was to be a station capable of accommodating six astronauts. This resulted in a design featuring one large communal dome with space for everyone, plus three smaller domes, each accommodating two people. The children also insisted on a fourth small dome to house a greenhouse. That was the limit, however, as the children had a fleet of five XR2 spacecraft at their disposal, and the XR2 cargo bay has limited capacity. Furthermore, the station's layout had to be planned as realistically as possible.
Next came the planning of the interior. What are the absolute essentials for a lunar station? What is needed for living and working up there? What equipment is required? How much energy does a PC, a monitor, a refrigerator, etc., consume? After determining the total energy requirements for all the equipment, the children had to calculate the number of solar panels needed, followed by the number of batteries required to sustain operations during a 14-day period of darkness.
We followed the same process for water consumption, oxygen consumption, and so on. Before moving on to the programming phase, the children first constructed a physical 3D model of the lunar station on a tabletop. (A friend produced the parts on his 3D printer.) Next came the programming. As previously mentioned, I have absolutely no programming experience, the task fell to Dennis; without him, this fantastic project would not have been possible at all.
Naturally, a location on the Moon had to be found for the lunar station, one that was as level as possible. The children chose a spot near "Mount Marilyn." That is what they named the station: Mount Marilyn Station.
For many years, I have been conducting space exploration courses for schoolchildren in grades 3 and 4 (ages 9–10).
As part of the ESA Moon Camp Challenge, we (not just I) offered a course in which we built a moon base using the ORBITER simulation software. I say "we" because I didn't lead the course alone this time; I did it together with Dennis Krenz. Since I have no programming knowledge, this course would not have been possible without collaborating with Dennis. A crucial factor was that we already knew the children beforehand and were aware that they were very respectful and capable of working well as a team.
First, we established the basic specifications for a lunar base. It was to be a station capable of accommodating six astronauts. This resulted in a design featuring one large communal dome with space for everyone, plus three smaller domes, each accommodating two people. The children also insisted on a fourth small dome to house a greenhouse. That was the limit, however, as the children had a fleet of five XR2 spacecraft at their disposal, and the XR2 cargo bay has limited capacity. Furthermore, the station's layout had to be planned as realistically as possible.
Next came the planning of the interior. What are the absolute essentials for a lunar station? What is needed for living and working up there? What equipment is required? How much energy does a PC, a monitor, a refrigerator, etc., consume? After determining the total energy requirements for all the equipment, the children had to calculate the number of solar panels needed, followed by the number of batteries required to sustain operations during a 14-day period of darkness.
We followed the same process for water consumption, oxygen consumption, and so on. Before moving on to the programming phase, the children first constructed a physical 3D model of the lunar station on a tabletop. (A friend produced the parts on his 3D printer.) Next came the programming. As previously mentioned, I have absolutely no programming experience, the task fell to Dennis; without him, this fantastic project would not have been possible at all.
Naturally, a location on the Moon had to be found for the lunar station, one that was as level as possible. The children chose a spot near "Mount Marilyn." That is what they named the station: Mount Marilyn Station.
