EDUCANSAT

Introduction

This week focuses on analyzing the real-world applications and broader implications of my final project, EduCansat. I also reflect on how the development of EduCansat integrates the skills and processes covered throughout Fab Academy. This page documents the main design choices, the materials and processes used, and the progress tracking as I bring my project closer to completion.

What will it do?

EduCansat is a modular educational CanSat platform designed to help students and educators explore concepts in space engineering, electronics, programming, and data science through hands-on experience. The project enables users to assemble the satellite, program embedded systems, launch it from high places, and collect real telemetry data, which can then be visualized and analyzed with a dedicated Python application.

Who’s done what beforehand?

Over the last two decades, there have been many projects that developed educational satellites and open-source kits for hands-on STEM learning. The original CanSat concept, created by professors like Robert Twiggs in the late 1990s, set the foundation for using soda-can-sized satellites in student missions. University teams soon started launching CanSats at events like ARLISS, completing the full mission cycle in months, and this idea quickly expanded to high schools through competitions like the ESA European CanSat program.

Some universities, such as the University of Tokyo, even developed dedicated CanSat kits for younger students, including outreach campaigns and balloon launches. These early programs established the now-standard approach of project-based learning: students design, build, launch, and recover a satellite that collects real data.

Many organizations, companies, and open-source communities have since created educational satellite kits and modular “satellites” for students. Here are some key examples:

• ArduSat: An open-source CubeSat based on Arduino, allowing students to upload experiments that run in orbit, and a classroom kit to simulate missions on the ground.
• NASA/HSFL Artemis CubeSat Kit: A comprehensive, open-source kit following the CubeSat standard, with hardware, software, and a curriculum for real spacecraft engineering education.
• LibreCube Initiative: An open-source community sharing modular designs and documentation for CubeSats, encouraging anyone to build and adapt space systems.
• OreSat: A fully open-source CubeSat platform with all hardware and software published online, aimed at university and advanced high-school teams.
• CubeSat Simulator (AMSAT): A ground-based “satellite emulator” for learning about satellite systems and telemetry, built around a Raspberry Pi and radio link.
• Twiggs Space Lab CanSat Kit: A modular commercial kit that covers all satellite subsystems and allows students to assemble and launch a functional CanSat.
• Orion Space EduCAN Kit: A low-cost CanSat kit from Nepal, using Arduino and LoRa modules, designed for affordability and simple assembly in developing regions.
• Electronic Cats CatSat: Open-source CanSat kits from Mexico with modular boards, LoRa communication, and a focus on both education and open hardware certification.
• AmbaSat-1: A small, open-source satellite kit that can be launched as a ride-share into orbit or used for ground-based experiments.
• EgSA CanSat: An educational kit from the Egyptian Space Agency, with modular boards and a slot for custom student experiments.
• SpaceIn CaKEd: A complete educational package from Malaysia, combining hardware, software, and a full teaching module for classroom space missions.
• Fab Academy & DIY Projects: The maker community, including Fab Academy students, has built prototype CubeSats and CanSats, often sharing their design files and code for others to learn from.

Each of these initiatives has contributed valuable ideas and resources for practical STEM education, often making real satellite concepts more accessible to students at various levels.

What makes EduCansat different is the combination of modular, swappable design, affordability, and open educational resources. My focus is on making it easy to replicate and adapt—so schools, rural communities, or workshops can build their own version without major barriers. EduCansat includes open documentation, a user-friendly Python data visualization app, and emphasizes creative exploration and accessibility, building on the best aspects of earlier kits but lowering the entry barrier even further.

What did you design?

• 3D-printed main shell (orange cylindrical design, custom fit for modular PCBs and batteries)
• Multiple custom PCBs: sensor board (GPS and temperature), microcontroller board, LoRa communication board, power management board
• Connectors and mounting brackets for internal modules
• Python application for data visualization and mapping
• Illustrated handbook for assembly and educational activities

What materials and components were used?

• PLA filament for 3D printing the main shell, internal supports, and battery holder
• 2 Xiao ESP32-C3 microcontroller boards
• 2 LoRa RA-02 communication modules
• GPS module (NEO-M8N)
• BMP280 sensor (temperature and pressure)
• LM2596 voltage regulator
• Two 18650 batteries
• Custom PCBs for sensor, microcontroller, power management, and communications
• Connectors (various types as needed)
• Cables and wiring
• Brass standoff spacers (M3 thread, long 6 mm) with screws and hex nuts
• Miscellaneous mounting hardware
• Packaging: custom 3D-printed case

Where did they come from?

• 3D-printed parts and case: fabricated in-house using FDM printers and PLA filament
• Custom PCBs: designed in KiCad and manufactured via PCB fabrication service
• Xiao ESP32-C3 boards, LoRa RA-02 modules, BMP280 sensor, GPS module (NEO-M8N), LM2596 voltage regulator, 18650 batteries, connectors, brass spacers, and hardware: sourced from local and international electronics suppliers
• Cables and wiring: obtained from electronics suppliers
• Brass standoff spacers and mounting hardware: purchased from online electronics stores

How much did they cost?

Below is an updated cost breakdown for a single EduCansat prototype, based on recent prices and currency conversion (COP to USD, rounded at 4,000 COP per USD):

Component	Unit Cost (USD)
PLA filament (3D-printed parts)	$3.00
Xiao ESP32-C3 microcontroller boards (x2)	$14.00
LoRa RA-02 modules (x2)	$15.00
GPS modules (2 units)	$32.00
BMP280 sensor	$2.00
LM2596 voltage regulator	$1.00
18650 batteries (x2)	$5.00
Custom PCBs (set)	$8.00
Connectors	$4.00
Brass standoff spacers & hardware	$10.00
Cables and misc. hardware	$2.00
Total Estimated Cost	$96.00

What parts and systems were made?

• 3D models for the EduCansat main shell, internal supports, and battery holder (all 3D printed in PLA)
• Custom PCBs for sensor integration, microcontroller (XIAO ESP32-C3), LoRa communication, and power management
• Assembly and mounting system using brass standoff spacers, screws, and custom brackets
• Full wiring harness using custom connectors and cables
• Mechanical integration of all modules within the cylindrical case
• Firmware for the ESP32-C3: sensor data reading, LoRa data transmission, power management, and telemetry formatting
• Step-by-step assembly documentation and bill of materials

What processes were used?

• 3D modeling and CAD design using Fusion 360 for the main shell, internal supports, and battery holder
• 3D printing of all structural parts in PLA filament
• PCB design using EasyEDA for all custom boards (sensor, microcontroller, power, LoRa)
• PCB milling and cutting performed with the Makera Carvera machine at the EAN FabLab
• Hand soldering and assembly of all PCBs and connectors
• Assembly of all electronic modules using custom connectors and cables
• Mechanical assembly using brass standoff spacers, screws, and 3D-printed parts
• Firmware development and embedded programming for the XIAO ESP32-C3 boards
• System integration: fitting all modules inside the shell, running power and communication tests, troubleshooting, and verifying telemetry
• Preparation of documentation: wiring diagrams, build instructions, and cost analysis

What questions were answered?

• What is the optimal arrangement of internal modules to maximize space and maintain accessibility for maintenance?
  I had to carefully consider the height of each component and their arrangement to optimize both space usage and flight dynamics. The internal layout was designed to favor a balanced center of mass, minimizing unwanted rotation during descent. This is particularly important because an uneven weight distribution could cause the CanSat to spin or tilt, increasing the risk of tangling with the parachute and potentially damaging the system during recovery.
• How to ensure reliable communication between the two Xiao ESP32-C3 boards and the LoRa modules for data transmission?
  Selecting the right LoRa module was essential, as well as understanding whether I needed full control over the communication protocol. This allowed me to adjust key parameters such as spreading factor and transmission power. Having this flexibility was crucial to achieve reliable data transmission and to adapt the system to different operational environments.
• What battery configuration and voltage regulation are needed to power all components safely and efficiently?
  I chose components with low current and voltage requirements in order to maximize battery life and guarantee longer operation times. It was also important to ensure that the VCC and GND traces running between PCBs remained properly aligned and correctly routed to avoid short circuits. Careful power management and proper PCB design were key to maintaining system stability.
• How to physically secure all boards and modules inside the cylindrical shell, minimizing movement during launches or drops?
  This aspect was challenging. I decided to add small tabs inside the shell to support the base of the PCB stack and prevent them from falling and hitting the batteries. By carefully managing the tolerances between the PCBs and the CanSat walls, I was able to significantly reduce unwanted movement and protect the components during operation and recovery.
• What fabrication tolerances are required to ensure PCBs fit perfectly in the custom 3D-printed case?
  A tolerance between 2 and 4 mm was sufficient to ensure that all components fit securely inside the enclosure. This tolerance range allowed for reliable assembly without excessive force, reducing the risk of damage or misalignment.
• How to simplify wiring and assembly for ease of replication in educational contexts?
  My guiding principle was to make interconnections as intuitive as possible. The more user-friendly and straightforward it is to connect one board to another, the easier and more engaging the experience will be for young learners and newcomers to aerospace systems.
• How to test and validate the telemetry and data collection system before real-world deployment?
  I addressed this question by comparing collected data against known reference points and locations, while monitoring signal strength and consistency. This approach allowed me to validate the accuracy and reliability of the telemetry system prior to real launches.

How will it be evaluated?

• Bench testing of each subsystem: Each module (power, communication, sensors) will be tested independently to verify functionality and stability before integration.
• Integrated system test: After assembly, all modules will be tested together inside the 3D-printed shell to ensure correct power distribution, communication, and data flow.
• Telemetry verification: The system’s ability to transmit, receive, and display real-time data will be evaluated by comparing received values to known reference points (e.g., GPS location, temperature readings) and checking for consistency and accuracy.
• Drop/lift tests: The assembled EduCansat will be launched from the top of a building to simulate real deployment, and telemetry will be monitored during descent and landing to assess robustness and data integrity.
• Ease of assembly and documentation: The build process will be tested with users unfamiliar with the project to evaluate whether the instructions, connectors, and hardware are truly intuitive and replicable for educational use.

What tasks have been completed?

• Phase 1: Preparation and Initial Testing (April 24–28) – 100% completed
  • Confirmed materials and organized workspace.
  • Finalized schematic and PCB designs for GPS, temperature sensor, communication modules, and power management.
• Phase 2: Integration and Software Development (May 1–20) – 90% completed
  • Integrated GPS, temperature sensor (BMP280), and LoRa communication modules.
  • Developed ground station display and data acquisition software.
  • Set up wireless communication between CanSat and ground station.
  • Conducted initial complete system testing.
• Phase 3: PCB Fabrication and Prototyping (May 15–20) – 100% completed
  • Fabricated custom PCBs.
  • Assembled and soldered all components.
• Phase 4: Testing, Debugging, and Final Adjustments (May 21–27) – 80% completed
  • Performed field testing with the integrated system.
  • Made adjustments to hardware and code as necessary.
  • Documented assembly and test results.
• Phase 5: Contingency and Delivery (May 28–June 2) – In progress
  • Preparing for final delivery and addressing any unforeseen issues.

What tasks remain?

• Complete final field testing and perform launch/drop tests from building heights to validate system performance in real conditions.
• Fine-tune firmware for improved telemetry stability and error handling based on test results.
• Optimize the ground station application for better user experience and clearer data visualization.
• Finalize all documentation
• Prepare the final presentation slide and video for Fab Academy submission.
• Organize and back up all project files, source code, and CAD models for open-source release.

What has worked? What hasn’t?

• What has worked:
  • The modular 3D-printed shell and internal supports have provided secure housing and made assembly and maintenance straightforward.
  • The custom PCBs, designed in EasyEDA and fabricated with the Makera Carvera, have fit well and functioned as intended.
  • The communication between the two Xiao ESP32-C3 boards and LoRa modules has been stable during bench and initial field tests.
  • The power system (18650 batteries + LM2596 regulator) has consistently supplied the required voltage and current for the entire system.
  • The GPS and BMP280 sensors have provided accurate data, and their integration with the microcontroller was successful.
• What hasn’t worked:
  • Minor fit issues appeared in the first 3D-printed prototype, requiring adjustments in the design tolerances.
  • Some intermittent issues with LoRa communication appeared during extended outdoor testing, mainly due to antenna positioning and environmental factors.

What questions need to be resolved?

• Is the alignment of the connectors and mounting holes sufficient to allow for straightforward assembly without forcing parts?
• Does the battery holder secure the cells firmly during drops, or does additional padding or support need to be added?
• Is the antenna placement optimal for reliable LoRa communication, or does it need to be relocated or better insulated from the shell?
• Are the standoff spacers and screws long enough to avoid putting pressure on the PCBs when the case is closed?

What will happen when?

Once the EduCansat prototype is fully developed, the next steps will focus on sharing and scaling its impact. The plan is to test the platform in real educational environments—starting with workshops and bootcamps for students, teachers, and rural communities. The open-source documentation and modular design will make it easy for others to replicate and adapt the project. By collaborating with schools and educational organizations, the goal is to empower more people to explore space technology, inspire creative STEM learning, and enable hands-on experimentation with real-world data collection.

What have you learned?

Throughout this project, I have learned how to integrate a wide range of skills—from 3D modeling and digital fabrication to electronics design, embedded programming, and system integration. I gained hands-on experience with PCB design and in-house milling, managed real-world constraints such as tolerance adjustments and power management, and saw firsthand how small design decisions can affect system reliability and usability. Perhaps most importantly, I learned how critical clear documentation and modular design are for making complex technology accessible to others. This process has strengthened my ability to approach engineering challenges creatively, iteratively, and with the end-user in mind.