Satellite Architect - Save the day with space tech!

举例说明卫星数据如何为地球上的挑战提供有价值的见解，提高关键阶段三学生，教师及其家人的科学意识。通过提供机会，为现实生活中的问题寻找创造性和创新性的解决方案，该项目将举例说明科学与商业、工业和学术界如何共同努力，以卫星为动力，为更美好的世界进行创新。Spark奖将提供资金开发一个独立的游戏，让参与者以可重复使用和娱乐的方式体验卫星架构师的角色，以包容的方式直接吸引学生从事STEM职业。我们还打算以PDF的“打印和游戏”版本发布游戏，以确保数字贫困的用户也能接触到它，并促进群体使用和团队合作。空间技能联盟人口普查学校教育数据表明，社会经济背景较差的人在空间部门的代表性似乎不足，而且这种代表性不足在区域上是不变的。这些数据表明，与英国总人口相比，就读公立非选择性学校的人数不足近25%。根据2019年多重贫困指数（IMD），牛津大学的83个超级产出区（SOAs）中有10个位于英格兰最贫困的20%地区之列。这些地区包括莱伊、罗斯山、利特莫尔、巴顿和城市的其他地区，经历了多层次的剥夺——低技能、低收入和相对较高的犯罪率。由于卫星应用弹射器位于牛津郡，我们的目标是针对这些地区的关键第三阶段（KS3）学校的学生、他们的老师和他们的家庭，以支持他们的STEM发展，并帮助他们克服在航天领域代表性不足的问题。由于资源将是数字的或可印刷的，并且可以公开获取，我们的目标是鼓励家庭内部的科学讨论，促进家庭成员的科学资本，否则他们可能不会选择参与STEM科目。此外，利用我们的网络，我们的目标是将资源的覆盖范围扩大到当地的牛津郡地区以外，通过英国其他地区的高imd，如：西米德兰兹郡，英格兰东北部，英格兰西北部和约克郡。我们的目标是提高人们对航天工业解决紧迫全球问题的能力和应用的认识。特别是，我们的目标是增进对气候挑战的了解，以及如何利用卫星数据应对这些挑战，这与卫星应用弹射器的净零排放和cop26倡议密切相关。此外，由于弹射器在推动空间创新商业化方面的独特地位，该资源也具有独特的定位，可以展示如何将STEM与商业相结合。在玩完游戏后，观众应该得到：-了解3种主要类型的卫星及其在现实世界中的应用。-了解哪些科目和技能与空间事业有关-对解决相关环境危机的价值感和成就感。-对从事STEM和/或航天领域的职业有灵感和抱负。-作为团队的一部分有效工作的能力（学生作为团队的一部分玩，他们也可以单独玩）。无论资源是面对面使用还是在线使用，这些结果都是可以实现的。此外，游戏将以适用的KS3主题为基础：-空间科学和卫星应用概论。-重力/轨道物理原理，决定卫星覆盖和重访率。-光波物理原理，使成像在可见光谱和超越。-了解无线电波通信通过地面段的能力（这也突出了STFC的地面段能力）。

To exemplify how data from satellites can provide valuable insight into challenges here on Earth, increasing the scientific awareness of key stage three students, teachers, and their families. Through providing an opportunity to find creative and innovative solutions to real life problems, this project will give examples of how science and business, industry and academia can work together to innovate for a better world, powered by satellites. The Spark Award will provide the funding to develop a standalone game which allows participants to experience the role of a satellite architect, in a reusable and entertaining manner, to directly engage students into undertaking STEM careers, in an inclusive manner. We also intend to release the game as a PDF 'print and play' version, to ensure it is accessible to audiences in digital poverty and promoting group usage and team working.The Space Skills Alliance Census schooling figures show that people from less advantaged socio-economic backgrounds appear to be under-represented in the space sector and this under-representation is regionally invariant. These data suggest that people who attended state non-selective schools are under-represented by nearly 25% compared to the general UK population. According to the 2019 Index of Multiple Deprivation (IMD), 10 of Oxford's 83 super output areas (SOAs) are among the 20% most deprived areas in England. These areas, which are in the Leys, Rose Hill, Littlemore, Barton and areas of the city, experience multiple levels of deprivation - low skills, low incomes, and relatively high levels of crime. As Satellite Applications Catapult is in Oxfordshire, we aim to target key stage three (KS3) school students, their teachers, and their families in these locations to support their STEM development and help overcome their under-representation in the space sector. As the resource will be digital or printable and openly accessible, we aim to encourage science discussions within the families, advancing the science capital of family members who might not otherwise have chosen to engage with STEM subjects. In addition, using our network, we aim to increase the reach of the resource beyond the local Oxfordshire region, through to other areas of the UK with high IMDs such as: the West Midlands, North East England, North West England, and Yorkshire.We aim to increase awareness of the space industry's ability and application to solve pressing global issues. In particular, we aim to improve understanding around climate challenges and ways they can be tackled using satellite data, which is closely related to the Satellite Applications Catapult's net zero and COP 26 initiatives. In addition, because of the Catapult's unique position in empowering the commercialisation of space innovation, the resource is also uniquely positioned to demonstrate how STEM and business can be combined.After playing the game, the audience should come away with: - An understanding of 3 major types of satellites and their real-world applications.- An understanding of which subjects and skills are relevant to space careers- A feeling of value and accomplishment for solving a relevant environmental crisis.- A feeling of inspiration and aspiration to pursue a STEM and/or space sector career.- An ability to effectively work as part of a team (where the pupils play as part of a team; they can also play solo).These outcomes will be achievable regardless of whether the resource is used in-person or online. In addition, the game will build on applicable KS3 topics: - Introduction to space science and satellite applications. - Principles of gravity/orbital physics that dictate satellite coverage and revisit rate. - Principles of light wave physics that enables imaging in the visible light spectrum and beyond. - An understanding of radio wave communication through ground segment capabilities (this also highlights STFC's ground segment capabilities).