Microgravity Simulation Environments: Educational 3D Visualization of Astronaut Motion in Microgravity

In this joint project of the MIT Department of Aeronautics and Astronautics and the MIT Office of Educational Innovation and Technology, researchers collaborated with visual artists to create three-dimensional visualizations of astronaut motion in microgravity. Through the graphical user interface, which is implemented in X3D, students can interactively explore how astronauts rotate in a microgravity environment without using any external torques, i.e. without contact from the surroundings. These rotations are simulated with results from recent research in astronautics [Stirling, Ph.D. thesis, 2008] using mathematical algorithms that implement core curriculum concepts, such as conservation of linear and angular momentum. The computer character, which was modeled and texture-mapped in Maya®, wears a next generation astronaut space suit which MIT researchers develop for NASA.

Why is it important to understand the physics behind astronaut motion? In experiments involving actual astronauts in the space shuttle, Newman’s research group found a significant difference between astronauts who had received a tutorial on the theory behind micro-gravity motion and those who had not. The tutored group, like the non-tutored group, took the same number of tries to get to the target location. However, the tutored group was subsequently able to repeat the movement, while the non-tutored group could not. Reinforcing theory with practice resulted in quicker learning.

Professor Newman's next step will be to take the visualized animation of robot motion -- the virtual reality representation -- and evolve it into an actual simulator. Students will have access to the software and can experiment with selecting appropriate motions and velocities that will move the virtual astronaut as intended. Newman also wants to create a live, interactive simulation that allows students to experiment with different movements and see the often unexpected and undesirable results. Students will be able to make mistakes, learn from their mistakes, and also learn the physics principles. Ivanova, of OEIT, continues in collaboration with Professor Newman to complete the simulation phase of this project.