Martian Greenhouse 3.0
A Collaborative Adventure
To confirm your participation, please fill out this survey: LINK
The Martian Greenhouse Project 3.0 team, in collaboration with AIAA (American Institute of Aeronautics and Astronautics) and the Aldrin Family Foundation, is seeking systems designed to produce food for human habitation on Mars. These prototype systems will need to be self-sufficient and fit within a relatively small space. The greenhouse will provide habitat for the growth of a variety or varieties of edible plants.
Facilitating teachers and their students will be introduced to AIAA and aerospace industry mentors in an experiential learning adventure, where each team will have at least one aerospace mentor. Schools can participate with only a few students or an entire class. Our design team will support with resources for project management and facilitation strategies. Each team will have the freedom to design and innovate according to their passion and perseverance.
Students will be introduced to real engineers in order to think critically in the framework of aerospace exploration and development of skills such as problem solving, project management, public speaking, research skills, engineering tool literacy, teamwork, planning, self-sufficiency, and goal setting.
Students research the subject, meet with mentors, maintain a collaborative portfolio of findings or results, and create a final product. You may use the RFP (Request for Proposal) seen below on this webpage, or design your own RFP with your mentor.
Schedule for Excellence:
Synchronous Meetups – Each school is expected to attend bi-weekly status report meetings covering research, technical questions, challenges, and project management updates. These meetings are usually in the evening. TBA according to team availability.
Student Driven / Teacher Facilitated / Aerospace Industry Inspired and Informed
Students will do the work via experiential, hands-on, and applied learning.
Facilitating Teachers are not expected to be subject matter experts. Subject Matter Experts (MENTORS) will be available to answer questions and help your students learn necessary skills, concepts, and content. The combined network of our mentors and teams will ensure that all parties are supported. Teams are highly encouraged to share solutions and help other teams.
Mentors will be provided with resources for "Best Practices" and encouraged to communicate with other mentors to give our teams a global network of support.
Collaboration Between Teams
Teachers will communicate in order to build a digital community to share, catalog, and record successes and ideas. (message board/slack, shared docs, wiki setup, tutorials, technical drawings, files, etc.)
Marvelous Martian Mentors LINK
Final Presentations (each team presents at a day/time TBA)
Eric Wilson - · Project Management Mentor, CEO CPI Group (Colorado School of Mines, PhD Student, Space Resources Program)
Jim Christensen - Executive Director of ShareSpace Education, the education arm of the Aldrin Family Foundation
Dr. Emily Matula - Extravehicular Activity (EVA, spacewalks) Flight Controller, NASA Johnson Space Center
Phnam Bagley - Industrial Design, Space Architect
Tom Kirk - Lead for Facilitating Teachers
Anne Tweed - Director of STEM Learning Solutions, LLC in Denver
Consuelo Godfrey - PathLight Belize
Craig Merrett - AIAA, Mechanical and Aeronautical Engineering, Clarkson University
Gregg Cannady - · Project Coordinator / Communication
Teachers wanting to form a team at their school contact:
Gregg Cannady – firstname.lastname@example.org
To confirm your participation, please fill out this survey: LINK
Martian Greenhouse 3.0 Request for Proposal
Overview: The Martian Greenhouse Project 3.0 team, in collaboration with AIAA (American Institute of Aeronautics and Astronautics) and the Aldrin Family Foundation, is seeking systems designed to produce food for human habitation on Mars. These prototype systems will need to be self-sufficient and fit within a relatively small space. The greenhouse will provide habitat for the growth of a variety or varieties of edible plants.
Design of Structure
Student teams are asked to design a self-contained greenhouse module with a volume no larger than 1 meter3. This volume includes all supporting equipment.
Teams will create a set of procedures and plans that may be shared that allow others to duplicate their design.
Growth of Plants
Teams will provide a rational for their selection of a crop or crops to be produced.
Teams will submit procedures and a time-line for planting, maintenance and harvest of their crop(s).
Teams will provide a recipe for preparation of their crop(s) as a food source.
Use of Water
Teams will identify the amount of water that will be consumed by the system and create a water budget for their greenhouse design.
Teams will address systems to limit use of water.
Use of Energy
Teams will identify the amount of energy that will be consumed by the system and create an energy budget for their greenhouse design.
Teams will account for lighting and generation of power.
Efficiency of the System
Teams will calculate and submit a chart defining the efficiency of their system by comparing total use of energy and water to the total calories of food produced.
Teams have the option of submitting one of the following packages
Technical drawings and a descriptive paper,
Technical drawings, a descriptive paper, and a conceptual model, or
Technical drawings, a descriptive paper, and a functioning prototype
Teams will create and post a brief video to YouTube that describes the process, products and learning by the team.
The RFP is designed with the idea of appealing to students with a wide range of interests and to make use of management strategies. Projects will not be judged against each other. The idea is to allow everyone a chance to compete with themselves against set functional standards.
Jim Christensen, Aldrin Family Foundation, 2021
NEW Fall 2022: Legacy Mentors
Students who participated in Martian Greenhouse 2.0 will be legacy mentors for Martian Greenhouse 3.0 Teams.
I feel empowered as a young female leader; showing that every female can do anything with the right mindset and do it because they love it. The most important lesson from this journey is turning problems into solutions; I found ways to grow food on Mars and to construct a carbon-free electric grid which was once thought impossible but now I know that we can make the impossible possible. These once-in-a-lifetime opportunities have taught me valuable skills like time management, communication and how to express my thoughts with others, critical thinking and it allowed me to express my creativity and collaborate with others which improved my teamwork and listening skills.
3D Printed 'Artificial Leaves' Could Provide Sustainable Energy on Mars https://interestingengineering.com/3d-printing-microalgae-for-sustainable-energy-on-mars
The Cultured Meat Revolution: Singapore and Israel One Step Closer to Commercializing Lab Grown Chicken
Astronauts Enjoyed a Fresh Supply of Leafy Greens Grown on the International Space Station
Bringing Space Home: The Role of Sample Return in Space Exploration: https://vimeo.com/537422251
This algae bioreactor can remove as much carbon dioxide as an acre of trees
Algae Caviar, Anyone? What We'll Eat on the Journey to Mars
With Bugs and Algae, One Million People Could Live in Mars Colonies
Nasa's rover makes breathable oxygen on Mars: https://www.bbc.com/news/science-environment-56844601
Clever space algae could be the key to getting humans to Mars
NASA is learning the best way to grow food in space
Terrestrial, Atmospheric, and Space Science
3D Printed Artificial Leaves Could Generate Oxygen on Mars
Greenhouses for Mars
Roane Lab: Applied Microbial Ecology
Microorganisms in parched regions extract needed water from colonized rocks
Getting Water From a Stone: How Life Survives in Extreme Environments
Space agencies are learning how to make food on Mars and the moon
Mars: Vast amount of water may be locked up on planet
Sneaky New Bacteria on the ISS Could Build a Future on Mars
Nasa's rover makes breathable oxygen on Mars
Inspirational story about a 12-year old aerospace girl
https://www.goodmorningamerica.com/amp/living/story/12-year-genius-sights-set-nasa-engineer-76923842 / https://www.goodmorningamerica.com/living/video/12-year-child-prodigy-dreams-working-nasa-day-76983173
AIAA Classroom Grant Program
Mars Science City project in Dubai
Decades of Mars research by CU faculty and students lays the groundwork for human astronauts
Nanoracks' spinoff aims to bring food production to Earth's deserts and orbital space
In an attempt to understand "Key (Driving) Requirements, I found these resources:
Mars Greenhouses: Concepts and Challenges. Proceedings from a 1999 Workshop: https://ntrs.nasa.gov/citations/20050182966
KETCHUP on MARS: https://www.floridatoday.com/story/news/2021/11/15/florida-tech-and-heinz-grow-space-tomatoes-marz-ketchup-brevard-county-space-travel-mars-red-planet/8584265002/?utm_source=floridatoday-Daily%20Briefing&utm_medium=email&utm_campaign=daily_briefing&utm_term=hero&utm_content=1028FT-E-NLETTER65
Deep Space Food Challenge - Winner
Telling the Story
ConOps (Concept of Operations)
From Dr. Matula:
These are used a lot in the aerospace industry (especially the space industry!) to describe how a system or technology is going to work during a mission. You can think of them like a story, it tells the audience how something is going to work or how it will be used during its activity.
Below is a concept of operations of how NASA was going to test an emergency abort system for a crew capsule using parachutes.
The story it tells is:
The abort system will be loaded onto a rocket, and launched.
The abort system will separate from its launcher and the top 2 parachutes will deploy and start to slow down the abort system connected to the crew capsule.
After the crew capsule is slow enough, the abort system will release the crew capsule.
The crew capsule will start to land using its own 2 parachutes, release them, and finally land using its 4 parachutes
When I am coming up with a concept of operations, I like to imagine how I would use the technology
Ex: A canvas grocery bag design
When I leave my house to go to the grocery store, I need to take something with me to carry my groceries in.
I grab my canvas grocery bag and put it in my car.
I get to the store, take my bag in with me, pick out my watermelon, and pay for the melon.
I put the melon in my bag and I walk out of the store to my car carrying the bag by its handles
Why we use ConOps
We will use ConOps to not only tell others what we are going to do, but also helps us think about what we expect our system to do, if we are forgetting anything in our design, and to make sure our design meets all our requirements.
My bag design
-Big enough to hold a melon
-Strong enough material to hold a melon
-Light enough for me to carry around in the store
-With handles for easy grabbing
Make a ConOps diagram that either describes
-How your greenhouse will be built/deployed
-How astronauts will plant, tend, harvest plants using your greenhouse systems
-How one of the systems in your greenhouse will operate/interact with the other systems in the greenhouse
Good luck and we look forward to having you share your ConOps diagrams with the other teams.
Presenting Tips for Slides
(from Eric Wilson - The SLIDE master!)
Identify the key message(s) on each slide
Each slide should have 3-4 key points at most. If it’s an important element of your project – like your greenhouse drawing/model – I’d say just that one key point on a slide is great.
A key message can have supporting bullet points below it. But those shouldn’t be read to the audience. They can read faster than you can talk so just touch on the header key points on the slide then move on.
If the slide is strictly pictures or graphics, make sure to have your speaker notes handy. Doesn’t need to be a script you read – you’ll come across as a better presenter with more natural speaking. But keeping your 2-3 key bullet points on a note you can see during the presentation will help keep you focused and moving through the content.
Look for ways to combine slides
If there are commonalities in key points on three slides, can the supporting text be deleted? Pictures combined?
While you can certainly leave the three slides in place and talk to each one for 20 seconds, it is often more effective to make one slide and talk for 45 seconds. Just saved 15 seconds!
Practice presentation timing
Create the slide deck, use 1 minute per slide as guidance.
When you practice the speaking portion, target 30-45s per slide. if you find yourself going over that by a lot, look for ways to delete content. You practice at less than your planned minute per slide because most times you’ll be excited during the live session and will talk more.
Words of Wisdom from Design Team Member Jim Christensen