675.768.81 - Spacecraft Integration and Test

Space Systems Engineering
Fall 2024

Description

This course introduces students to the fundamental principles of developing Integration & Test (I&T) programs for space systems. Topics covered will provide a detailed understanding with practical applications of all phases of Spacecraft I&T starting with the design input/planning phase, staffing/budget phase, subsystem and instrument integration phase, environmental testing phase, and finally the launch campaign phase in the field. Classes will be structured to provide students information exchange sessions with subject matter experts and actual practitioners within the I&T community. Students will learn about all of the Electrical and Mechanical ground support equipment needed to build a spacecraft and the importance of the paperwork and processes used throughout all phases to manage spacecraft systems I&T.

Instructors

Default placeholder image. No profile image found for Annette Dolbow.

Annette Dolbow

annette.dolbow@jhuapl.edu

Default placeholder image. No profile image found for Roland Lang.

Roland Lang

Course Structure

The course materials are divided into modules, which can be accessed by clicking the Course Modules on the left menu. A module will have several sections including the readings, self-scored quiz, video lessons, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, any exceptions are noted in the Course Outline. The required approach to the modules is to go through the assigned reading material, take the self-scored quiz, view each of the video lessons with supporting material available in PowerPoint form for your reference. You can then work on the assignment and participate in each module’s discussion. Throughout the course we will work on a course project developing an Integration and Test Plan for a candidate spacecraft.

Course Topics

Course Goals

This course will explore the challenging and exciting engineering field of spacecraft integration and test. You will go through the full test flow needing to be developed for integrating all the space system subsystems and components to build and test the spacecraft for the mission. You will know all the engineering disciplines required to support developing the I&T Plan as well as the flow required to integrate the spacecraft components in an efficient and safe controlled environment. The course will also cover the importance and requirements for developing the documentation for design, development, test, and operations in support of all mission development phases.

Course Learning Outcomes (CLOs)

Textbooks

Required

Wertz, J.R., Everett, D.F., & Puschell, J.J. (Eds.). (2011). Space mission engineering: The new SMAD (space technology library, volume 28). Microcosm Press.


ISBN-13: 978-1881883159

Fortescue, P. Swinerd, G., & Stark, J. (Eds.) (2011). Spacecraft systems engineering (4th ed.). Wiley

ISBN-10: 047075012XISBN-13: 978-0470750124

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and written assignments and discussion sessions (approximately 2–3 hours per week).

Quizzes (5% of Final Grade Calculation)

The quizzes are self-scored and will provide you with an assessment and reinforcement of the assigned text reading literature. The reading assignments and the quizzes should be completed and submitted prior to the beginning of any module week. Quiz 1 before Module 1 video lessons, Quiz 2 before Module 2 video lessons, etc. There are text readings and quizzes for most modules, and we can discuss any questions you have related to missed answers during office hours or class discussion sessions.

Discussions (5% of Final Grade Calculation)

The discussions are based on specific topics covered during the module readings and video lessons. They will involve interaction with fellow classmates and the instructors. The discussions will allow you to see how others would address the topic and create a dialogue to address independent thought and collaborate on ideas alternative views.

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.

Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

I/We will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I/we will summarize the overall discussions and post the summary for the module.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].    
• <70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Assignments (10% of Final Grade Calculation)

Assignments will include a mix of qualitative assignments (e.g., literature reviews, model summaries), quantitative problem sets, and case study updates. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due according to the dates in the Calendar.

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate\u0002level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples.)
5. Outside references are included (15%)

Qualitative assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].
• 89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].
• 79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].
• <70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.
• 89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.
• 79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.
• <70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

Course Project (50% of Final Grade Calculation)

A course project will be assigned several weeks into the course. The next-to-the-last week will be devoted to the course project.

The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (40%)
2. Student technical understanding of the course project topic (30%)
3. Writing quality and technical accuracy (15%) (Writing is expected to meet or exceed accepted graduate\u0002level English and scholarship standards. That is, all project will be graded on grammar and style as well as content.)
4. Outside references are included (15%)

Course Project is graded as follows:

• 100–90 = A—Student Understanding [rich in content; full of thought, insight, and analysis].
• 89–80 = B—Student Understanding [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Student Understanding [generally competent; information is thin and commonplace].  
• <70 = F—Student Understanding [rudimentary and superficial; no analysis or insight displayed].

Exams (30% of Final Grade Calculation, combined from 15% for Midterm and 15% for Final)

The midterm exam will be available in Module 7 and the final exam will be available in Module 13. The midterm will cover material in Modules 1 –7 and the final will cover Modules 8 - 13. You will have 4 days to complete the exams, they will release on Friday and they will be due by 5PM on the following Monday. You may use the course text to complete the exams.

The exams are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate\u0002level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.)
5. Outside references are included (15%)

Exams are graded as follows:

• 100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].
• 89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace]. 
• <70 = F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].  


 

Grading Policy

Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. We will post grades one week after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

Final grades will be determined by the following weighting:

Item% of Grade
Quizzes5%
Discussions5%
Assignments10%
Midterm15%
Final15%
Course Project50%


Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.