2000 + 1: A Maths Space Odyssey - a co-created maths, planetary science and astrophysics digital adventure game

我们的目标是制作“2000 + 1：数学太空漫游”，这将是一个公开访问的数字游戏，挑战玩家通过完成相关的关键阶段2到关键阶段3（8-14岁）的数学问题来进行航天演习。玩家将看到他们所做的数学在现实生活中的应用，通过使用迷人的二维图形模拟轨道力学。例如，在关键阶段2，挑战可能包括添加适当的delta-v以使火箭达到正确的速度。在关键阶段3，这可能是将给定的量代入适当的物理定律（使用开普勒或齐奥尔科夫斯基方程），以获得所需轨道周期的正确速度。挑战将基于stfc支持的任务，如未来LaunchUK任务的轨道调整。我们将借此机会展示STFC的科学技术（有助于STFC公众参与战略的第一点）。“沙盒模式”将为好奇的玩家提供，他们希望以一种不那么结构化的方式探索轨道力学。完成后的游戏将成为课堂上可访问的数字教学辅助工具，并将公开用于非正式的科学学习。这款游戏的开发以及相关的公众参与资源将通过与目标用户的共同设计和共同创造过程来完成。因此，我们将举办设计活动，让公众参与游戏的制作，并举办交付活动，让公众参与最终产品的制作。我们认为参与这些不同的活动在项目中同样重要。在项目的第一年，我们将与当地（巴尼特）学校、青年团体和米德尔塞克斯大学的本科生（包括STEM和艺术）合作，在外展活动中共同设计游戏（叙事元素、挑战、数字资源、编码和STFC集成）。如果申请成功，该项目将作为一个真实而新颖的数学推广项目，成为数学本科学生课程和评估的必修部分。在项目的第二年，成品，现在是一个高质量的，共同创建的公众参与活动，然后将交付给目标受众，作为与我们的本科生一起交付的进一步推广活动的一部分（有助于STFC公众参与战略第5点）。该提案基于申请人对技术使用的数学教学法研究，他们在社区外展（例如与SmashFestUK）的共同设计方面的专业知识，以及团队在各种规模的公众参与方面的良好记录。该项目将主要侧重于通过目标小学和中学与STEM服务不足和代表性不足的社区合作，并通过米德尔塞克斯大学STEM节与更广泛的巴尼特社区合作。其他社区也会通过我们参与更多的公众参与活动，比如学校的大爆炸。米德尔塞克斯大学的本科生通常来自弱势背景（60.3%的米德尔塞克斯学生来自IMD排名较低的两分之一），他们是这个项目的关键部分，因为他们处于独特的位置，可以与来自相似背景但科学资本较低的孩子们互动。共同设计过程将涉及儿童和本科科学家之间的合作，目的是扩大儿童对科学家是谁以及他们对科学的可及性的看法。

We aim to produce "2000 + 1: A Maths Space Odyssey" which will be a publicly accessible digital game that challenges players to perform astronautical manoeuvres through completing relevant Key Stage 2 to Key Stage 3 (ages 8-14) mathematics questions. Players will see the real-life application of the mathematics they are doing played out in simulated orbital mechanics using engaging 2-dimensional graphics. For example, at Key Stage 2 the challenges could include adding the appropriate delta-v to get a rocket to the correct speed. At Key Stage 3 this could be substituting given quantities into the appropriate physical law (using Kepler or Tsiolkovsky equations) to get the correct speed for the desired orbital period. Challenges will be based around STFC-supported missions such as orbital adjustments for future LaunchUK missions. We will use this as an opportunity to showcase STFC science and technology (contributing to the STFC public engagement strategy point 1). A "sandbox mode" will be available for curious players who wish to explore orbital mechanics in a less structured way. The completed game will be an accessible digital teaching aid for use in the classroom and will be publicly available for informal science learning. The development of this game and parallel public engagement resources will be done through a co-design and co-creation process with the target audience. Consequently, there will be design events where we engage the public with building the game, and delivery events where we engage the public with the final product. We see the engagement at these distinct events to be of equal importance in the project. In the first year of the project, we will work with local (Barnet) schools, youth groups and Middlesex University undergraduate students (both STEM and the arts) to co-design the game (narrative elements, challenges, digital resources, coding, and STFC integration) in outreach events. If the application is successful, the project will become a compulsory part of the undergraduate maths students' curriculum and assessment as an authentic and novel mathematics outreach project. In the second year of the project the finished product, now a high quality, co-created public engagement activity, will then be delivered to target audiences as part of further outreach events delivered with our undergraduate students (contributing to the STFC public engagement strategy point 5). The proposal builds on the mathematical pedagogy research by the applicants on the use of technology, their expertise on co-design for community outreach (for example with SmashFestUK), and the team's proven track-record in delivering public engagement at all scales. The project will have a primary focus on working with communities under-served and under-represented in STEM through targeted primary and secondary schools, and the wider Barnet community through the Middlesex University STEM festival. Other communities will be engaged through our involvement in further public engagement events such as the Big Bang at schools.Middlesex University undergraduates, who are typically from disadvantaged backgrounds (60.3% of Middlesex students are from the lower two IMD quintiles), are a critical part of this project as they are uniquely placed to engage with children from similar backgrounds with low science capital. The co-design process will involve collaboration between children and undergraduate scientists with the aim of widening the children's perceptions of who scientists are and the accessibility of science for them.