View source for ESA Teach with Space 2025

== Introduction ==

Leaflet: https://airdrive.eventsair.com/eventsairwesteuprod/production-atpi-public/f93d4d1b1c6e41e7a08504b72a8b1136

== Day 1 ==

=== A journey through the ESA Education secondary resources ===

(Merle Vonthron)

<youtube>krlHFAPQGg4</youtube>

ESA Education https://www.esa.int/Education

Teach with Space https://www.esa.int/Education/Teachers_Corner/Teach_with_space3
* Teach with Space videos https://www.esa.int/ESA_Multimedia/Sets/ESA_Teach_with_Space/
* Meet the ESA experts https://www.esa.int/ESA_Multimedia/Sets/Meet_the_ESA_experts/(result_type)/videos


Secondary classroom resources https://www.esa.int/Education/Teachers_Corner/Secondary_classroom_resources

Pick a Space Theme https://www.esa.int/Education/Pick_a_space_theme

Hack an exoplanet https://hackanexoplanet.esa.int/resources/

ESA School Atlas

Educational kits.

<youtube>1Fd0zjc9iZQ</youtube>

=== Plenary 1 - ESA Expert Keynote - Earth’s Climate from Space: The Long-Term Satellite View ===

<blockquote>
Paul Fisher. ''Abstract: Satellites, with their global and long-term view, reveal how our climate works - and how it is changing in response to human influence. In this presentation, we’ll dive into the story of these orbiting workhorses, what they are telling us about the changes tacking place across every region of the planet and how they are helping to guide our response to what is one of the greatest challenges of our time.''
</blockquote>

New Earth observing satellites.

'''Biomass''' https://earth.esa.int/eogateway/missions/biomass
* P band SAR penetrates dense canopy.
* 3d map of tropical forests
* Can penetrate sand; even 5m.


What do we know about biomass?


'''EarthCare''' https://earth.esa.int/eogateway/missions/earthcare
* 3d profile of clouds and aerosols


What is Climate. What do need to observe
* Upper air Atmosphere
** cloud
** vater vapour
* Cryosphere
** ice sheets
** snow
** permafrost
** glaciers
* surface ocean physics
** sea surface temp
** sea state
** sea ice
** salinity
** sea level
* Ocean biochem
** ocean color
* biosphere
** above gnd bionass
** land cover
** fire
** land surface temp
** leaf area index
** fraction of absorved photosynthetically active radiation

=== Plenary 2. Investigating Earth from Space: Tools to access satellite data and practical activities ===

''Orestis Giannakis''

Copernicus Browser (EO Browser is deprecated). Teacher manual (https://climatedetectives.esa.int/wp-content/uploads/2025/05/Copernicus-browser-teacher-guide.pdf)
* DO not login.
* Attention! The pre-selected basemap (background) is a mosaic of different satellite images and may sometimes be mistaken for the images you visualise. To change this, go to the top right-hand side corner.
* Change from Sentinel-2 Mosaic to OSM Background
* Can calculate the area of a polygon!
* Lake Popoov. New: Algae blooms in Europe / Oil Spills

What is truth!

=== Plenary 3: Observing Earth’s climate, building awareness in education ===

<blockquote>
David Piggott & Merle Vonthron & Frederika. . . . Introducse to the Climate Detectives project. The project aims to engage students in climate science through inquiry-based learning and real-world data analysis from Earth Observation (EO) satellites. Climate Detectives is open for primary (Climate Detectives Kids) and
secondary school levels; the programme empowers young learners to explore climate-related issues affecting their local environment and making a difference. During the session, educators and stakeholders will discover how the project encourages teamwork, critical thinking, and problem-solving by guiding students to investigate a local climate or environmental issue by using EO
data. The presentation will cover the objectives, structure, and resources, highlighting success stories from past participants. Educators will also learn how to register, support students through their investigations, and contribute to raising climate awareness through education. Whether you’re a teacher, school administrator, or science communicator, this session offers valuable insights into integrating space-based climate education into the classroom and inspiring the next generation of climate-conscious citizens.
</blockquote>

https://climatedetectives.esa.int/

=== Share your project ===

https://tryfive.ie/workshops/

https://view.genially.com/6831f0b081f96214ffb1af31/presentation-collaborative-products and https://school-education.ec.europa.eu/en/etwinning/projects/kids-space/twinspace

https://www.dropbox.com/scl/fo/d6g3p61rg6k2583gu61xe/AN7fgsVJBY6AbUoLvuitlOE?rlkey=v21t5p1v1u17qr6l5uglk5fiy&e=1&st=dgvaj3iv&dl=0 https://www.limitlessspace.org/about/

steffen jauch. Stem on the AIR. Fox hunting (https://www.youtube.com/watch?v=PN-c5DQFuhI https://byonics.com/foxhunt) 
https://school-education.ec.europa.eu/en/etwinning/projects/marconis-legacy/twinspace

=== Plenary 4 - ESA Expert keynote - ESA Astronaut talk on space exploration, Q&A ===

<blockquote>
John McFall is a British medical doctor, Paralympic medallist, and member of the ESA astronaut reserve.
After losing his right leg in a motorcycle accident at age 19, John went on to become a decorated Paralympic sprinter and later a UK national Trauma and Orthopaedic Specialist Registrar. In November 2022, he was selected to join ESA’s Fly! initiative, a groundbreaking programme to assess the feasibility of astronauts with physical disabilities participating in space missions. John played a central role in a two-year study examining the training, medical, and operational considerations for long-duration spaceflight, with results confirming that astronauts with a lower-limb disability can safely and effectively serve as fully integrated crew members aboard the International Space Station. His continued involvement in the initiative’s Mission Ready phase marks a significant step toward enabling the first spaceflight of an astronaut with a physical disability and advancing inclusion in space exploration.
</blockquote>

"Actions speak more than words."

"Give yourself credit"

https://www.ariss.org/ ARISS

=== Splinter Session 4 - - ESA Education: Challenge - Exploration activities on the ISS and the Moon ===

Nina van Tent

Astro Pi  [https://esero.fr/ressources/?projet%5B%5D=2286 French Esero]

'''Moon camp'''
* Building
* Communication
* Power
* Material
* Robots
* Air
* Water
* Food
* Waste

Dangers
* Radiation
* Lunar Dust
* Meteoroids
* Extreme temp
* Low gravity
* Psychological effect

Also Minecraft, Roblox.

== Day 2 ==

=== Plenary 5 ESA Expert keynote - Space Applications: Systematic Earth Observation from Satellites addressing Climate Change ===

<blockquote>
Frank Martin Seifert, ESA

Biography:
Frank Martin Seifert has been working for the European Space Agency at its Earth Observation
Centre ESRIN in Frascati, Italy since 2000 as Earth Observation Application Engineer. He has been ESA’s
focal point for land and forest services from local to global scale for Copernicus and is active in ESA’s
Climate Change Initiative with applications in the cryosphere and for biomass. He is ESA’s Lead in the
GEO Flagship Global Forest Observations Initiative (GFOI) and advocates for Earth Observation at UN
level as ESA’s Designated Contact Point for UNFCCC. 

Abstract:
The talk will address the role of systematic Earth Observations (EO) in the Paris Agreement and its
Global Stocktake process. Systematic observations of the Earth’s atmosphere, ocean and land surface are
critical for supporting these efforts. ESA as accredited Intergovernmental Organization is an observer in
this process. ESA’s contributions to climate research and systematic observations will be highlighted and
explained with examples emphasizing the role of EO in mitigation and adaptation
</blockquote>

=== Splinter Session 6 - Classroom Activities - Nexus Island Game on Biodiversity - A collaboration between ESA and EMBL ===

<blockquote>
Nexus Island – ESA Extension is a story-driven, game-based resource that brings Earth Observation into your classroom. Students become scientists investigating the ecological health of a fictional island where everything is connected – from
algal blooms to human impact. Using a large floor map, game cards, and satellite images, students learn how satellites track environmental changes, and apply their understanding to develop strategies to protect the island’s ecosystem. Along the way, they discover how satellite data complements ground- based observations and build key skills in scientific observation, collaboration, and communication. Bring Earth Observation science into your classroom with a hands-on resource that’s engaging, curriculum-relevant, and ready to use.
</blockquote>

European Molecular Biology Laboratory EMBL. https://www.embl.org/training/

Nexus Island. https://www.embl.org/ells/teachingbase/nexus-island/
#Introduction & Explore
#Something happens
#Difficult choice & Solution

Pupils are not just learning about science -- they are doing science.

Also oil spills and some other game.

=== Plenary 6 - ESA Expert keynote - In search for exoplanets ===

<blockquote>
Gaitee Hussain, ESA

Biography:
Her research relates to understanding the formation and evolution of solar-type stars and planetary systems like the Sun. I trace the evolution of solar-type stars, from when they are surrounded by discs in which fledgling planets begin to form, through too
much older Sun- like systems, i.e. extrasolar systems. I use photometry, spectroscopy and Spectro polarimetry from both ground and space-based facilities to push progress in these areas.

Abstract:
Planets around other stars are called exoplanets and the first exoplanet around a star like our Sun was discovered in 1995. That discovery inspired astronomers around the world to dedicate their time to understanding what these alien worlds may look like and how the planets in our solar system compare. After introducing the latest findings in this exciting area of research, I highlight the areas in which ESA and Europe are contributing to the characterisation of other worlds: CHEOPS is the first dedicated exoplanet mission in our fleet. It will soon be joined by PLATO, which will detect exoplanets across the solar neighbourhood and then by Ariel, which will survey
exoplanet atmospheres. My talk will also look further ahead to prospects in the search for habitable planets. Join us to explore how ESA is shaping the future of exoplanet science!
</blockquote>

Exoplanets are totally different than those planet close to us. Many are orbiting very close to the star.

Ligh-house plus a small mirror millions of kms away.
Techniques
* Transits
** Orbital distance
** Orbital period
** Planet radius
** Orbital inclination
** Planet mass?
** Spectroscopy
* Radial velocity
** Lower limit of planet
** Eccentricity
** Requires bright stars
** Ground-based observations
* Astrometry: very precise movement of the center of the mass of the star.
** True planet mass
** Semi major axis
** Coplanarity
* Microlensing
** Population statistics
** Approximate mass
* Direct imaging
** Orbital parameters
** Spectroscopy -> radius

Also light curves when the exoplanet is behind the planet.

Usually smaller and cooler stars: red dwarfs. Thus, a larger transient signal.

New type of planets: "mini neptunes". Something between gas and rock planets? Planet types: mass vs star-planet distance.

Naming; First exoplanet is b, second c etc. The letter a is for the star. Thus the first fpund exoplanet orbiting Proxima Centauri is called Proxima Centauri b.

TRAPPIST-1 system; all planets are well within the orbit of Mercury.

Habitable zone.

=== Hack an Exoplanet activities ===

https://hackanexoplanet.esa.int/

https://hackanexoplanet.esa.int/wp-content/uploads/2025/05/P39_EN_Hack-an-Exoplanet-Teacher-Guide.pdf

https://hackanexoplanet.esa.int/wp-content/uploads/2025/05/P39_EN_Hack-an-Exoplanet-Student-Casefiles.pdf

===  Splinter Session 7 - Classroom Activities - Exoplanet in a box (using microbit) ===

Orestis Giannakis

https://hackanexoplanet.esa.int/wp-content/uploads/2024/11/P30_EN_Exoplanets-in-a-Box.pdf

https://hackanexoplanet.esa.int/exoplanets-in-a-box/


<blockquote>
Discover how scientists detect distant planets using the transit method and replicate this technique with a simple yet engaging experiment using a Micro:bit. Learn how to simulate a star’s dimming as an exoplanet passes in front of it and analyse the data just like real astronomers. Perfect for educators looking to bring space science to life in the classroom! Join us for this interactive demo and inspire your students with the wonders of exoplanet discovery.
</blockquote>

Equipment
* Box, scissors
* planet and a stick
* light and light detecting system

=== ESEC ===

Security (cyber) and Education

ESTEC (Noordwijk), ESOC (Darmstadt), HQ (Paris)



*Proba I: Earth observation
*Proba II: Sun observation. Repository: https://proba2.sidc.be/swap/data/qlk/ Corona is normally hidden because it so dim compared to Sun. The temp of corona is much higher than the Sun.
*Proba V (vegetation): Earth observation and ads aircraft detector
*Proba III: Sun's Corona observation


Galileo is an EU, not ESA mission.
* In orbit testing
* Sensor station
* Live since 2016
* Free service accuracy: 1.3 m / High accuracy service: 0.21 m.

Galaxia: Educational
* "The phrase 'shake and bake' for vibration and thermal testing of spacecraft ", Kate Arkless Gray

=== From Low Earth Orbit - To Mars and beyond ESA EXPERT KEYNOTE PLENARY 9 ===

<blockquote>
Speaker: Orson Sutherland , ESA 

Biography:
Orson Sutherland leads the Mars & Beyond Exploration Programme within the Directorate of Human and Robotic Exploration. Based at ESTEC, he oversees a portfolio of
programmes including ExoMars, ESA’s contributions to Mars Sample Return in partnership with NASA, and the RAMSES planetary defence project in collaboration with JAXA.
He previously served as Project Manager of the Earth Return Orbiter and, from 2008 to 2018, as Engineering Manager of BepiColombo, ESA’s flagship mission to Mercury in collaboration with JAXA. Dr Sutherland’s background is in Plasma Physics and Ion Optics, with a focus on Electric Propulsion Systems, especially for deep space and inter-planetary missions. He is also the inventor of several internationally patented
technologies in the field of charged particle beam systems, which are used in both scientific and industrial settings. 

Abstract:
From Low Earth Orbit - To Mars and Beyond: an Introduction to ESA’s Exploration Programme This presentation offers a guided tour of the European Space Agency’s (ESA) exploration programme, designed to provide primary and secondary school teachers with a clear and compelling overview of current and upcoming missions across the Solar System. From missions to Mercury and Jupiter’s icy moons to preparing human outposts around the Moon and paving the way for a future journey to Mars, ESA’s activities reveal the breadth and ambition of Europe’s role in space. The presentation
will highlight key scientific challenges— such as surviving microgravity, managing closed-loop life support systems, and defending Earth from asteroids—while showcasing how space exploration brings together biology, engineering, medicine, and international collaboration. Teachers will leave with a deeper understanding of how space science connects to some of the most profound questions of our time: How did life begin? Are we alone? How can we sustainably explore and inhabit other worlds?
This broad overview aims to equip educators with the context and confidence to present Europe’s space story to their students—framing it as a shared human endeavour that is
already reshaping our future on Earth and beyond 
</blockquote>

How do humans adapt to space?

Exoplanet Rover Rosalin Franklin https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/ExoMars_Rosalind_Franklin_rover_will_have_a_European_landing_platform

ISS

Ramses. Physics of asteroids.

=== Moon Constitution ===

<blockquote>
Imagine establishing the first human society on the Moon—what rules should govern it? In this interactive activity, we’ll discuss and debate key questions: How should resources be shared? What rights should lunar citizens have? Who should be allowed to live on the Moon? Through lively discussion, you’ll help draft a “Moon Constitution,” tackling real-world challenges of space exploration. Perfect for fostering critical thinking, collaboration, and creativity— join us to shape the future of off-world societies
</blockquote>

https://esamultimedia.esa.int/docs/edu/PR40_EN_Moon_Constitution.pdf

=== Power from sunlight ===

<blockquote>
Students will learn about two concepts that influence solar panel design for space missions. The inverse square law and the angle of incidence. They will perform two simple investigations using a photovoltaic (solar) cell and a light source. They will measure how the power produced by the solar cells varies with the distance from the light source and attempt to retrieve the inverse square law for light intensity experimentally. They will then conduct an experiment to investigate the dependence of the power output for the solar cell with the angle of incidence.
</blockquote>


https://www.esa.int/Education/Teachers_Corner/Power_from_Sunlight_-_Powering_space_exploration_with_solar_energy_Teach_with_space_P09

* The inverse square law
* The angle of incidence

Photovoltaic cell and a light source.
* for a solar panel of a length L, the effective collection area is <math>L\cos(\theta)</math>

* Rosetta; 800 million km from the sun; the level of sunlight only 4%.
* BepiColombo to Mercury: heating effect will be large. To keep solar panels cooler (around 200C). Top produce the electricity needed, the panels need to be larger.

1. activity:
* The inverse square law.
* Materials: a dark box; solar cell, multimeter, light source
* Measure U, I and calculate P. Make the experiment many times and calculate the mean value for each distance.
* Variations: Box not completely dark, measurement of distance, scattering, reflecting, the internal resistance of the solar cell, . . .

2. activity
* rotate the solar cell: add it to a stick, mark basic angles on the box.

DIY Arduino?
* Voltage divider or a dedicate circuit LM4040
* Current, eg ACS712 Hall sensor
*# Invasive:  Resistor, voltage drop. But affects circuit voltage
*# Non-invasive: Hall-Effect, magnetic field.

=== Plenary 10 - ESA Expert keynote - Use of Artificial Intelligence in Space ===

<blockquote>
Lisa Denzer, ESA. LinkedIn. Ideas.esa.int

Biography:
Lisa is leading the AI Lab at the European Space Agency, where she spearheads the development of cutting-edge AI technologies to push the boundaries of human and robotic space exploration missions. With over a decade of experience in deep tech innovation across industries like space, robotics, fintech, real estate and e-commerce, she blends her AI expertise with a passion for pioneering advancements. Holding degrees in IT Digital Innovation and Political Science, Lisa has lived and worked
in Austria, Denmark, Germany, and the Netherlands, shaping her global perspective and forward-thinking approach. 

Abstract:
How can artificial intelligence help us explore the Moon and Mars? In this talk, ESA’s AI Lab Lead Lisa Denzer shares how AI is already supporting astronauts on the International Space Station and how it will enable smarter, more autonomous missions beyond Earth. From robotic assistants and predictive maintenance to navigation on alien terrains, this session offers real-world examples of AI in action—and a glimpse into the technologies shaping the future of space exploration. Educators will gain insights they can bring back to the classroom, as well as behind-the-scenes  perspectives from ESA’s cutting-edge work.
</blockquote>

* Extreme temperatures
* Way too much radiation: ionization, alpha, beta, particles, etc
* Communication delays (Mars 25 - 45 mins)

AI, Extended reality, quantum technology, robotics & iot.

ISS. Old. Limited power and space, Complex systems, permanently inhabited. Could be smarter
* Robotic arm
* digital twins
* xr training
* teleoperation
* crew assistant
* automation

Lunar gateway (Esprit & iHAB). Higher radiation. Communication delays (up to 3s; try this at school/ home). Lack of Crew (10d/year; too much radiation; no radiation shields). Needs to be smart. Must assembly itself (need to fold, need to launch in multiple rockets. . .). Radiation monitoring, autonomy. Self-repair (software reboots, self-repaining material is much harder). 

The moon (Lunar habitat). Even more radiation. 14 days of night. Extreme temperatures. Aggressive sand. Protected hardware, smart power management, autonomous navigation, resource extraction. 
* Communication % navigation. Scouting, logistics, descent (landing), space resources.

Mars. Thin atmosphere. Orbital Mechanics, smart fuel. Dust storms, rough terrain, radiation, cold. Simulations, object detection, obstacle avoidance. Terrain mapping. Path planning. 

Mission operators. Flight controllers. LLM, Voice control, Faster anomaly resolution, real time data processing.

Volatiles


=== Using image recognition to navigate an online rover ===

<blockquote>
Discover how artificial intelligence helps rovers “see” and navigate alien terrain by training your own image recognition model with Google’s Teachable Machine. Learn to classify different landscapes, obstacles, or scientific targets, then test your skills by guiding a simulated rover through a virtual environment. Perfect for educators and students eager to explore AI, robotics, and space technology in an interactive way—no coding experience required! Join us to unlock the potential of machine learning in planetary exploration.
</blockquote>

=== Building a joystick to control a device ===

<blockquote>
Students will get acquainted with technology used in space via an Arduino controller.
They will design and build a joystick, using a plastic bottle of water. They will learn how to build basic electronic circuits and perform electrical measurements, using a breadboard and wires. The basics of programming in C++ will be introduced using the Arduino (IDE) software. Then, they will use their joystick to control a motor and even play a video game
that they will program using the MIT Scratch programming environment.
</blockquote>

How do machines help us in space exploration
* they see what we don't see
* more powerful, accurate
* 
*

Controlling robotic arm. Canadarm2
* Can we build a joystick on our own?
* Half-filled Water bottle: water level is parallel to earth land

Voltage divider
* Measure the resistance of water; close 10 kohm if the distance of the wires (electrodes) is 2 cm.
** Tap water, rainwater, seawater, distilled water, purified water.

=== Plenary 11 - ESA Academy & early careers - Getting closer to space after finishing secondary school: ESA Academy and early careers ===


<blockquote>
Students will be introduced to ESA Academy and early-career opportunities at ESA, with a special focus on activities accessible after secondary school. The session will present ESA Academy’s educational programmes for university students, including training sessions, the new Rocketry Training Programme, and the REXUS/BEXUS programme. Entry-level opportunities such as internships and the ESA Graduate Trainee programme will also be highlighted, offering a glimpse into how young people can get closer to space from the very beginning of their academic journey

</blockquote>

ESA Academy
* Training
** Experiments: Large centrifuge, Orbital robotics lab, ZARM drop towers, parabolic flights, space rider, ICE cubes facility
** Rexus/ Bexus program. Rocket/ Balloon. Kiruna, Sweden. 90-90 km alt. Bexus: 2.5h floatinf 20-30 km alt. 
** Rocketry training.
* Projects
** Fly your satellite. Design booster, test opportunities.
* Engagement

=== References ===