Crew 205 - International Emerging Space Leaders - Revision history

NathanielFromMars: Formatted tables

2019-03-08T01:50:02Z

Formatted tables

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	\|'''DEC'''		\|'''DEC'''
	\|'''V MAG'''		\|'''V MAG'''
	\|Visibility Time		\|'''Visibility Time'''
	\|-		\|-
	\|'''ASASSN-V J081823.00-111138.9'''		\|'''ASASSN-V J081823.00-111138.9'''

NathanielFromMars: Added EVA and Operations Reports page links

2019-03-08T00:45:37Z

Added EVA and Operations Reports page links

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	===[[Crew 205 Journalism Reports]]===		===[[Crew 205 Journalism Reports]]===

	===Crew 205 Operations Reports===		===[[Crew 205 Operations Reports]]===

	===Crew 205 EVA Reports===		===[[Crew 205 EVA Reports]]===

	===[[Crew 205 Science Reports]]===		===[[Crew 205 Science Reports]]===

NathanielFromMars: Added link to GreenHab reports

2019-03-08T00:40:55Z

Added link to GreenHab reports

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	===[[Crew 205 Science Reports]]===		===[[Crew 205 Science Reports]]===

	====Crew 205 GreenHab Reports====		====[[Crew 205 GreenHab Reports]]====

	====[[Crew 205 Astronomy Reports]]====		====[[Crew 205 Astronomy Reports]]====

NathanielFromMars: reformatted reports

2019-03-07T22:33:52Z

reformatted reports

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	===[[Crew 205 Journalism Reports]]===		===[[Crew 205 Journalism Reports]]===

	=== Crew 205 Operations Reports ===		===Crew 205 Operations Reports===

	=== Crew 205 EVA Reports ===		===Crew 205 EVA Reports===

	=== Crew 205 Science Reports ===		===[[Crew 205 Science Reports]]===

	==== Crew 205 GreenHab Reports ====		====Crew 205 GreenHab Reports====

	====[[Crew 205 Astronomy Reports]]====		====[[Crew 205 Astronomy Reports]]====

NathanielFromMars: Reformatted reports section

2019-03-07T22:23:13Z

Reformatted reports section

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	===[[Crew 205 Journalism Reports]]===		===[[Crew 205 Journalism Reports]]===
	~~Crew 205 Operations Reports~~

	Crew 205 ~~EVA~~ Reports		=== Crew 205 Operations Reports ===

	Crew 205 ~~GreenHab~~ Reports		=== Crew 205 EVA Reports ===

	=== [[Crew 205 Astronomy Reports]] ===		=== Crew 205 Science Reports ===

			==== Crew 205 GreenHab Reports ====

			====[[Crew 205 Astronomy Reports]]====

	==Mission Summary==		==Mission Summary==

NathanielFromMars: added link to astronomy reports

2019-03-07T22:21:25Z

added link to astronomy reports

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	Crew 205 GreenHab Reports		Crew 205 GreenHab Reports

	Crew 205 Astronomy Reports		=== [[Crew 205 Astronomy Reports]] ===

	==Mission Summary==		==Mission Summary==

NathanielFromMars: Added other report links

2019-03-07T22:14:06Z

Added other report links

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	===[[Crew 205 Sol Summaries]]===		===[[Crew 205 Sol Summaries]]===

	=== [[Crew 205 Journalism Reports]] ===		===[[Crew 205 Journalism Reports]]===
			Crew 205 Operations Reports

			Crew 205 EVA Reports

			Crew 205 GreenHab Reports

			Crew 205 Astronomy Reports

	==Mission Summary==		==Mission Summary==

NathanielFromMars: Added link to journalist reports

2019-03-07T21:35:16Z

Added link to journalist reports

← Older revision		Revision as of 22:35, 7 March 2019
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	Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.		Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.

	== Reports ==		==Reports==

	=== [[Crew 205 Sol Summaries]] ===		===[[Crew 205 Sol Summaries]]===

			=== [[Crew 205 Journalism Reports]] ===

	==Mission Summary==		==Mission Summary==

NathanielFromMars: Added link to Crew 205 Sol Summaries

2019-03-07T21:23:13Z

Added link to Crew 205 Sol Summaries

← Older revision		Revision as of 22:23, 7 March 2019
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	Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.		Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.

			== Reports ==

			=== [[Crew 205 Sol Summaries]] ===

	==Mission Summary==		==Mission Summary==
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	==== Making Future EVAs Safer and More Efficient ====		====Making Future EVAs Safer and More Efficient====

	===== Project 1: EVA Navigation =====		=====Project 1: EVA Navigation=====
	Drone for lighthouse: The drone flew stably at altitudes below 6m, while carrying neon tape weighted with washers. Unfortunately, the neon tape acted as a kite and pulled the drone off-course. An alternate source of visibility could be used for this proof of concept to be more viable. In tests performed inside MDRS, the drone lifted a sizeable glow stick. If a stronger drone with a brighter, heavier glow stick attachment system could be flown and survive higher winds stably, then the method could be implemented successfully.		Drone for lighthouse: The drone flew stably at altitudes below 6m, while carrying neon tape weighted with washers. Unfortunately, the neon tape acted as a kite and pulled the drone off-course. An alternate source of visibility could be used for this proof of concept to be more viable. In tests performed inside MDRS, the drone lifted a sizeable glow stick. If a stronger drone with a brighter, heavier glow stick attachment system could be flown and survive higher winds stably, then the method could be implemented successfully.

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	Laser Rangefinder: The laser rangefinder was used in the field and tagged distant and difficult to outline objects such as cliffs, ridges and the MDRS base. However due to the dimensions of the EVA helmet visor, it was difficult to see through the viewfinder. If the device could be mechanically incorporated into or onto the helmet visor with a more ergonomic operating procedure, then the tool could be a useful planetary exploration tool.		Laser Rangefinder: The laser rangefinder was used in the field and tagged distant and difficult to outline objects such as cliffs, ridges and the MDRS base. However due to the dimensions of the EVA helmet visor, it was difficult to see through the viewfinder. If the device could be mechanically incorporated into or onto the helmet visor with a more ergonomic operating procedure, then the tool could be a useful planetary exploration tool.

	===== Project 2: EVA Optimization =====		=====Project 2: EVA Optimization=====
	Analysis of the first few EVAs conducted by crew 205 during their rotation at MDRS showed that the success of an extravehicular activity (EVA) depends highly on both the EVA crew and Support crew being aware of planned objectives and intended routes. This means that both parties should conduct EVA planning together, in order to understand what should be accomplished and what hazards could impact EVA outcomes. Pre-and-post-EVA checklists and SOPs were created to allow crews going on EVA to expose deficiencies in both the planning and execution. This allows team members to improve the process of preparing for an EVA, leading to more effective and safe EVAs. The Post-EVA Debrief checklist in particular will (when utilized by successive crews of planetary analog sites) expose complacency and help leaders to conclude which issues are impeding objectives from being accomplished.		Analysis of the first few EVAs conducted by crew 205 during their rotation at MDRS showed that the success of an extravehicular activity (EVA) depends highly on both the EVA crew and Support crew being aware of planned objectives and intended routes. This means that both parties should conduct EVA planning together, in order to understand what should be accomplished and what hazards could impact EVA outcomes. Pre-and-post-EVA checklists and SOPs were created to allow crews going on EVA to expose deficiencies in both the planning and execution. This allows team members to improve the process of preparing for an EVA, leading to more effective and safe EVAs. The Post-EVA Debrief checklist in particular will (when utilized by successive crews of planetary analog sites) expose complacency and help leaders to conclude which issues are impeding objectives from being accomplished.

	==== Developing Guidelines and Standard Operating Procedures (SOPs) ====		====Developing Guidelines and Standard Operating Procedures (SOPs)====
	Conducting a mission at MDRS requires adequate and effective planning and execution of all steps in the mission. During their rotation in February of 2019, Crew 205 developed a series of procedures and checklists to improve crew efficacy, and generate more operational continuity from future crews. This began from the moment Crew 205 conducted handover training with Crew 204, and concluded with crew revisions after the cessation of extravehicular activities (EVAs). These procedures focused primarily on points of performance for EVAs, unique tasks for Crew Engineers, Health & Safety Officers (HSOs), and element leaders, and critical tasks for crew members who are supporting EVA operations from the Habitat campus. These comprehensive checklists and procedures carefully outline specific tasks regarding Pre-and-Post-EVA checks for leaders and support teams, an HSO Medical Quick Reference Card, an Engineering and Maintenance task sheet, and rotating module inventories.		Conducting a mission at MDRS requires adequate and effective planning and execution of all steps in the mission. During their rotation in February of 2019, Crew 205 developed a series of procedures and checklists to improve crew efficacy, and generate more operational continuity from future crews. This began from the moment Crew 205 conducted handover training with Crew 204, and concluded with crew revisions after the cessation of extravehicular activities (EVAs). These procedures focused primarily on points of performance for EVAs, unique tasks for Crew Engineers, Health & Safety Officers (HSOs), and element leaders, and critical tasks for crew members who are supporting EVA operations from the Habitat campus. These comprehensive checklists and procedures carefully outline specific tasks regarding Pre-and-Post-EVA checks for leaders and support teams, an HSO Medical Quick Reference Card, an Engineering and Maintenance task sheet, and rotating module inventories.

	==== Outreach Activities ====		====Outreach Activities====
	The focus of our outreach project is to Inform, inspire and Involve. We Inform using videos explaining information about the life and MDRS and about Mars using a small puppet called “Gus”. Gus is featured as each crew member who are explaining their tasks and research that they are conducting. The videos are short and kids friendly, easy to understand and will be shared on YouTube and Facebook.		The focus of our outreach project is to Inform, inspire and Involve. We Inform using videos explaining information about the life and MDRS and about Mars using a small puppet called “Gus”. Gus is featured as each crew member who are explaining their tasks and research that they are conducting. The videos are short and kids friendly, easy to understand and will be shared on YouTube and Facebook.

NathanielFromMars: Finished adding in mission summary

2019-03-07T20:36:50Z

Finished adding in mission summary

← Older revision		Revision as of 21:36, 7 March 2019
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	Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.		Verónica currently works at the European Space Agency’s ESTEC centre (Netherlands) on the ESA-led HERACLES mission which aims to send a rover to the Moon by 2026 and bring samples back to the lunar gateway. She has recently finished her MSc in Space Exploration Systems from the University of Leicester (UK). During this masters, she participated in the 10th edition of the SEEDS (SpacE Exploration and Development Systems) project, which is done in partnership with two other universities; Politecnico di Torino (Italy) and ISAE Supaero (France). The conclusion of this six month project was a phase A feasibility study for a conceptual mission to set up infrastructure on the lunar surface in order to create propellant from in situ resources. One of her main roles on the project was to help design the crew habitat. More specifically, Verónica worked on Human Factors engineering, as well as crew surface operations. Verónica also holds a bachelor’s degree (BEng) in Aerospace Systems Engineering from Coventry University (UK). During her bachelor’s, she undertook a year in industry, where she worked as a flight dynamics software engineer for SCISYS in Darmstadt (Germany). During this time, she helped develop the mission analysis software Pleniter, which will be utilised in, among other missions, the world’s largest constellation of satellites. Verónica has partaken in several space-related educational workshops. She attended the 2014 ISSET (International Space School Educational Trust) Astronaut Leadership Experience in Washington D.C. (USA) where she visited NASA centres and took part in leadership exercises guided by astronauts. She was also selected for the 2017 ESA-organised Alpbach Summer School (Austria) in which she worked in a team of 15 people to design a space mission concept in ten days. Whilst at the 2018 ESA Training Course in Redu (Belgium), she attended lectures to learn about Standardisation in the space industry. Verónica is passionate about space and science and is keen to engage in activities where she can inspire younger boys and girls to join STEM subjects. She was a mentor for the winning team of the 2015 FIRST LEGO league competition where kids aged 8-12 built LEGO robots and programmed them to follow determined paths. Verónica also worked in the Big Bang Science Fair in Birmingham (UK), giving talks about science subjects and doing experiments for young children. In the future, Verónica hopes to work on large scale planetary exploration missions and help put humans on the surfaces of the Moon and Mars.

	== Mission Summary ==		==Mission Summary==

	=== Mission Overview ===		===Mission Overview===
	Establishing a human presence on Mars is increasingly seen by space agencies and private organizations as the horizon frontier in human space exploration. These long-duration mission impose a high degree of technological, operational, physical and psychological challenges. Mars analog habitats, such as the Mars Desert Research Station (MDRS) in Utah (U.S.) are established to conduct field experiments, test new hardware, new operational concepts and study the social and crew teamwork dynamics in support to these future manned missions to the Red Planet. The International Emerging Space Leaders (IESLs) Crew (or MDRS Crew 205) was composed of eight international young professionals and students, who together undertook a Mars analog mission from February 9th to 24th at the MDRS. The IESL’s Crew was an interdisciplinary team including members from Kuwait, Spain, Germany, the U.K. and the U.S. During the two-week rotation, the crew conducted multiple research projects in support of future analog and space manned missions. A key goal of the IESL crew was to identify key aspects for successful leadership in future space missions. As a case study, the crew rotated command roles during the mission, evaluating each other’s leadership performance during the mission. The team conducted multiple additional research projects relevant to space exploration in areas such as in-situ resource utilization, astronomy, geology, EVA optimization, and science outreach. This mission aimed at contributing to a better understanding of the requirements, benefits and challenges of international teams in future manned missions.		Establishing a human presence on Mars is increasingly seen by space agencies and private organizations as the horizon frontier in human space exploration. These long-duration mission impose a high degree of technological, operational, physical and psychological challenges. Mars analog habitats, such as the Mars Desert Research Station (MDRS) in Utah (U.S.) are established to conduct field experiments, test new hardware, new operational concepts and study the social and crew teamwork dynamics in support to these future manned missions to the Red Planet. The International Emerging Space Leaders (IESLs) Crew (or MDRS Crew 205) was composed of eight international young professionals and students, who together undertook a Mars analog mission from February 9th to 24th at the MDRS. The IESL’s Crew was an interdisciplinary team including members from Kuwait, Spain, Germany, the U.K. and the U.S. During the two-week rotation, the crew conducted multiple research projects in support of future analog and space manned missions. A key goal of the IESL crew was to identify key aspects for successful leadership in future space missions. As a case study, the crew rotated command roles during the mission, evaluating each other’s leadership performance during the mission. The team conducted multiple additional research projects relevant to space exploration in areas such as in-situ resource utilization, astronomy, geology, EVA optimization, and science outreach. This mission aimed at contributing to a better understanding of the requirements, benefits and challenges of international teams in future manned missions.

	=== Partners ===		===Partners===
	The IESLs Crew was supported by several partners around the world including the Florida Institute of Technology and the European Space Agency’s EuroMoonMars program. Moreover, outreach programs are going on using the following networks: Pi Lambda Phi fraternity (USA), Astrobiological Research and Education Society (USA), Florida Institute of Technology (USA), Space School UK, UKSEDS, UK National Space Center, University of Leicester (UK), Space Generation Advisory Council, The Scouting Movement, University of Munich (Germany), ILEWG and ESTEC (Netherlands).		The IESLs Crew was supported by several partners around the world including the Florida Institute of Technology and the European Space Agency’s EuroMoonMars program. Moreover, outreach programs are going on using the following networks: Pi Lambda Phi fraternity (USA), Astrobiological Research and Education Society (USA), Florida Institute of Technology (USA), Space School UK, UKSEDS, UK National Space Center, University of Leicester (UK), Space Generation Advisory Council, The Scouting Movement, University of Munich (Germany), ILEWG and ESTEC (Netherlands).

	=== Summary of Projects ===		===Summary of Projects===

	==== Effective Leadership and Teamwork ====		====Effective Leadership and Teamwork====
	A key goal of the MDRS IESL crew was to develop the leadership and teamwork skills of all crew members. As a case study imposed by the Mars Society, all crew members rotated roles during the mission (i.e., all crew members acted as commander and XO at least for a day). This project had a twofold objective: strengthen crew members’ leadership and teamwork skills, and identify key aspects for successful leadership and teamwork in future analog and space missions.		A key goal of the MDRS IESL crew was to develop the leadership and teamwork skills of all crew members. As a case study imposed by the Mars Society, all crew members rotated roles during the mission (i.e., all crew members acted as commander and XO at least for a day). This project had a twofold objective: strengthen crew members’ leadership and teamwork skills, and identify key aspects for successful leadership and teamwork in future analog and space missions.

	The project used surveys as primary research tools to evaluate leadership and teamwork performance during the mission (e.g.: communication, effective planning, decision making, effect of diversity, etc.) and key lessons learned. The surveys were built on existing open literature[1]<ref>[1] “Leadership Competency Self-Assessment Questionnaire”, Western University (2016)</ref>. The study included four main phases:		The project used surveys as primary research tools to evaluate leadership and teamwork performance during the mission (e.g.: communication, effective planning, decision making, effect of diversity, etc.) and key lessons learned. The surveys were built on existing open literature[1]<ref>[1] “Leadership Competency Self-Assessment Questionnaire”, Western University (2016)</ref>. The study included four main phases:

	# Pre- Mission Survey: self-assessment of personal leadership skills and expected performance of the crew prior to the mission.		#Pre- Mission Survey: self-assessment of personal leadership skills and expected performance of the crew prior to the mission.
	# Mission survey: daily surveys filled by all crew members during the mission including a self-assessment survey (for commanders and XOs) and peer assessment surveys.		#Mission survey: daily surveys filled by all crew members during the mission including a self-assessment survey (for commanders and XOs) and peer assessment surveys.
	# Debriefing: evaluation of the team’s performance, challenges faced, areas for improvement, etc.		#Debriefing: evaluation of the team’s performance, challenges faced, areas for improvement, etc.
	# Results Consolidation and Analysis: consolidation of the survey results and analysis.		#Results Consolidation and Analysis: consolidation of the survey results and analysis.

	The data derived from the study will be combined and analyzed after the mission. The results will be summarized in a white paper to be submitted to the Mars Society.		The data derived from the study will be combined and analyzed after the mission. The results will be summarized in a white paper to be submitted to the Mars Society.

	==== Food Production In Regolith To Support In-Situ Resource Utilization (ISRU) ====		====Food Production In Regolith To Support In-Situ Resource Utilization (ISRU)====
	In situ resource utilization (ISRU) strategies on Mars include the use of local regolith for plant growth. Regolith samples collected on the surface of Mars will not be uniform and consequently must be benchtop tested to determine their composition and properties by astronauts on Mars before being used for large scale food production. The purpose of this study was to investigate the viability of regolith collected around MDRS to support the growth of the model plant ''Arabidopsis thaliana''.		In situ resource utilization (ISRU) strategies on Mars include the use of local regolith for plant growth. Regolith samples collected on the surface of Mars will not be uniform and consequently must be benchtop tested to determine their composition and properties by astronauts on Mars before being used for large scale food production. The purpose of this study was to investigate the viability of regolith collected around MDRS to support the growth of the model plant ''Arabidopsis thaliana''.

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	\|}		\|}

	==== Astronomical Observations of Variable Stars and Astrophotography ====		====Astronomical Observations of Variable Stars and Astrophotography====
	The primary goal of the astronomy project was to observe 3 different variable stars and perform photometry on them. The stars were selected from the American Association of Variable Stars Association Notices numbers 632 and 645. Their apparent magnitude was found to be suitable for the MDRS-14 observatory. The following table shows more information about the selected targets:		The primary goal of the astronomy project was to observe 3 different variable stars and perform photometry on them. The stars were selected from the American Association of Variable Stars Association Notices numbers 632 and 645. Their apparent magnitude was found to be suitable for the MDRS-14 observatory. The following table shows more information about the selected targets:
	{\| class="wikitable"		{\| class="wikitable"
Line 213:		Line 213:
	\|Data was submitted to AAVSO		\|Data was submitted to AAVSO
	\|}		\|}

			==== Making Future EVAs Safer and More Efficient ====

			===== Project 1: EVA Navigation =====
			Drone for lighthouse: The drone flew stably at altitudes below 6m, while carrying neon tape weighted with washers. Unfortunately, the neon tape acted as a kite and pulled the drone off-course. An alternate source of visibility could be used for this proof of concept to be more viable. In tests performed inside MDRS, the drone lifted a sizeable glow stick. If a stronger drone with a brighter, heavier glow stick attachment system could be flown and survive higher winds stably, then the method could be implemented successfully.

			Drone for pre-scouting: The drone flew successfully at altitudes below 10m on flat areas near MDRS and on top of Kissing Camel Ridge East. Photos were captured over target areas of an appreciable area better than could be visualized by a human on the ground or by satellites. These photos could be uploaded to a laptop in the field. Use of a scale marker (3 m of neon tape) allows the images to be used for accurate mapping. However, the ground often appeared too bright, meaning smaller features were hard to resolve. With an improved camera and a drone capable of flying stably to higher altitudes, this could be a viable tool for mapping landscapes around an EVA crew.

			Laser Rangefinder: The laser rangefinder was used in the field and tagged distant and difficult to outline objects such as cliffs, ridges and the MDRS base. However due to the dimensions of the EVA helmet visor, it was difficult to see through the viewfinder. If the device could be mechanically incorporated into or onto the helmet visor with a more ergonomic operating procedure, then the tool could be a useful planetary exploration tool.

			===== Project 2: EVA Optimization =====
			Analysis of the first few EVAs conducted by crew 205 during their rotation at MDRS showed that the success of an extravehicular activity (EVA) depends highly on both the EVA crew and Support crew being aware of planned objectives and intended routes. This means that both parties should conduct EVA planning together, in order to understand what should be accomplished and what hazards could impact EVA outcomes. Pre-and-post-EVA checklists and SOPs were created to allow crews going on EVA to expose deficiencies in both the planning and execution. This allows team members to improve the process of preparing for an EVA, leading to more effective and safe EVAs. The Post-EVA Debrief checklist in particular will (when utilized by successive crews of planetary analog sites) expose complacency and help leaders to conclude which issues are impeding objectives from being accomplished.

			==== Developing Guidelines and Standard Operating Procedures (SOPs) ====
			Conducting a mission at MDRS requires adequate and effective planning and execution of all steps in the mission. During their rotation in February of 2019, Crew 205 developed a series of procedures and checklists to improve crew efficacy, and generate more operational continuity from future crews. This began from the moment Crew 205 conducted handover training with Crew 204, and concluded with crew revisions after the cessation of extravehicular activities (EVAs). These procedures focused primarily on points of performance for EVAs, unique tasks for Crew Engineers, Health & Safety Officers (HSOs), and element leaders, and critical tasks for crew members who are supporting EVA operations from the Habitat campus. These comprehensive checklists and procedures carefully outline specific tasks regarding Pre-and-Post-EVA checks for leaders and support teams, an HSO Medical Quick Reference Card, an Engineering and Maintenance task sheet, and rotating module inventories.

			==== Outreach Activities ====
			The focus of our outreach project is to Inform, inspire and Involve. We Inform using videos explaining information about the life and MDRS and about Mars using a small puppet called “Gus”. Gus is featured as each crew member who are explaining their tasks and research that they are conducting. The videos are short and kids friendly, easy to understand and will be shared on YouTube and Facebook.

			A question and answer session was organized on Facebook to involve all followers in the mission. We Inspire as we gave kids the ability to send us their pictures and we did a photo on EVAs. The crew members took several outreach pictures and daily updates were posted on social media platforms.

			Furthermore, crew members will go back to their institutions to give talks about their experience in MDRS. We Involve everyone sharing all our pictures and videos to make them available for the public. We used several networks that are listed at the beginning of this mission summary.

			Crew members took pictures and videos throughout the mission. The best photos were sent to our social media channels. Videos for the Youtube channel were recorded throughout the. The talks and visits to high schools and universities will be done when we return from Mars.

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