Aleksander A. Lidtke

Ballistic Coefficient Estimation for Reentry Prediction of Rocket Bodies in Eccentric Orbits Based on TLE Data

Spent rocket bodies in geostationary transfer orbit (GTO) pose impact risks to the Earth’s surface when they reenter the Earth’s atmosphere. To mitigate these risks, reentry prediction of GTO rocket bodies is required. In this paper, the reentry prediction of rocket bodies in eccentric orbits based on only Two-Line Element (TLE) data and using only ballistic coefficient (BC) estimation is assessed. The TLEs are preprocessed to filter out outliers and the BC is estimated using only semimajor axis data. The BC estimation and reentry prediction accuracy are analyzed by performing predictions for 101 rocket bodies initially in GTO and comparing with the actual reentry epoch at different times before reentry. Predictions using a single and multiple BC estimates and using state estimation by orbit determination are quantitatively compared with each other for the 101 upper stages.

Enhancing microelectronics education with large-student projects: Using the example of the University of Southampton Small Satellite

This paper discusses the benefits of using large-scale projects, involving many groups of students with different backgrounds, in the education of undergraduate microelectronics engineering students. The benefits of involving students in large, industry-like projects are first briefly reviewed. The organisation of undergraduate programmes is presented, and it is described how students can be involved in such large projects, while maintaining compatibility with undergraduate programmes. The generic discussion is illustrated with an example of the University of Southampton Small Satellite (UoS3) project, which has been running for two academic years and involved a number of students to date. It is discussed how the work on a project can be split between different student groups so that they can be assessed on it. Definition of interfaces between different groups, as well as how they are managed in the UoS3 project, are described. The difficulties that large, student-run projects are likely to face are mentioned and recommendations about the structuring of degree programmes to amend them to large projects, are made. Lastly, conclusions about the applicability and benefits of small satellite projects to undergraduate education in electronics are drawn.