**2. Educational analog missions**

By educational analog mission, we mean hands-on experience of multidisciplinary experiments and tasks mounted in the space mission scenario. Objectives of this type of training are clearly defined and easy to evaluate, even in the form of selfevaluation. AATC elaborated three types of trainings adjusted to three basic levels of education: primary school kids, high school pupils and students. For each group, we prepared different types of trainings based on the participants' background.

In the case of primary school kids, we organised Junior Space Camps [2]. The main aim of these types of trainings is practical application of STEAM subjects and learning of effective teamwork. Attention is given to the development of exploration skills and skills related to decision making, asking questions, being sceptical, hardworking, precise and patient. Multiple puzzles mixed with the development of manual skills are implemented in the training process and this makes such analog missions continuously exciting, engaging multiple senses and skills at the time. We developed short and long time duration trainings. Short trainings are designed in a way, that each participant receives a working card with 20 assignments to be realized under specific responsibilities and roles. Such work is presented on **Figure 2**. Each assignment is evaluated considering the quality of performance and time of realisation. The document (a working card) contains elements of a real astronaut training such as solving mathematical, linguistic, technological problems as well as cognitive tasks. Each working card is different for each participant depending on selected role and responsibilities. For example, commander receives a dedicated working card containing planning and management tasks, astrobiologist receives tasks related with space biology experiments, data officer will work on collecting environmental and physiological data, etc. All working cards are complementary and require performing dedicated tasks in the right order what requires good communication and management skills within the crew. Working cards are designed according to the time of the educational mission. Some of them can be performed at school for 3 h; other training programmes are made to run in the habitat. This type of training can be longer, even until 7 days in the form of Green School or Junior Space Camp.

For secondary school pupils, we also focussed on STEAM subjects, but this time, orienting the training towards efficient support in the selection of future careers. Most of the secondary pupils are interested in testing themselves in different roles such as mission commander, scientist, engineer, communication officer, data officer, journalist, medical surgeon, astronomer, planetary scientist, geophysicist, mathematician, computer scientist and so on. In order to obtain the best results, participants are able to try all interested roles, potentially their future jobs (even 3 role shifts at the time of training, if necessary), and then decide, which role suits

them the best. All pupils whom we trained like this, approved that this type of training was unique and very helpful for them to decide what to do in the future. The training itself was based on the pre-training phase, familiarising with the mission manual and habitat procedures. After pre-training, participants are requested to select their roles for the analog mission. Each role with its responsibilities is described in the mission manual. Each role is assigned to separate scenarios and dedicated tasks incorporated in the mission schedule. Each scenario is designed in a way that it is interlocked with scenarios of other roles; so a single scenario cannot be realised without the support of interlocked components. Each participant receives an individual training manual (mission scenario), with specified tasks to be done in a specific order. Pupils are requested to write reports and solve all tasks in the way it is described in the training manual. The mission success is determined by the realisation of all required tasks, timing, motivation of the crew, quality of performed tasks and independence (parameter computed based on number of contacts with remote mission control centre). At the end of the analog mission, participants present their results on the summary meeting. Everyone elaborates the lessons learned.

The largest group we educate are students who want to develop their career in space sector. Analog simulations are attractive, short term and efficient internships to gain unique experience and condensed knowledge in practice. Analog simulations help to win international internships at ESA, NASA and scholar grants. One of our analog astronauts participating in the mission Spectra—Dr. Sian Proctor flown to space in the first civilian mission "Inspiration 4" organised by Space X in September 2021. Increased number of engineer, master and doctoral theses realized at AATC approve, that analog missions are no longer game or exclusive holidays but can be useful in shaping future careers. This new approach oriented on personal development increases the credibility of such type of trainings. Analog astronauts are no longer funny people wearing blue suits. Global situation and increased interest in commercialisation of human spaceflight catalyse the transition of analog simulations into platform for scientific studies and development of technologies.

#### **Figure 2.**

*Lunar educational mission " Youth for Moon" consisted on 25 pupils divided into two groups: analog astronauts and mission control center. All analog astronauts and mission control center participants were working point by point according to their printed versions of working cards (visible in the hand of one of individuals).*

*Educational and Scientific Analog Space Missions DOI: http://dx.doi.org/10.5772/intechopen.101392*

Students are selected based on the mission call, where they are asked to send CV and cover letter. Using this information we adjust training system relevant to the background of the mission candidate. The main part of this training is to perform experiment inside the analog environment. This task requires multiple decisions to be made, considering the limitations of time and distance, restricted communication, simple tools and workspace. Work is performed in a noisy environment similar to that in a space station. Artificial lighting and crew mates mounted in the mission schedule create demanding conditions which induce stressful environment and need to explore new ways of solving completely new problems. Effects of training during educational missions are cooperation, creative problem solving, building a common strategy, systematic work, professional commands/language, organisation of work time, delegating tasks, providing information transfer and fast decision making.

Analog mission is based on established simulations. We simulate:


• experiments on lunar and Martian regolith simulants

#### **Figure 3.**

*Example of astropuzzles. A: find coordinates of yellow star. B: solution of this puzzle presented in the training manual of one of our pupils. Participants are requested not only to find numbers but also to describe the method which they used. C and D: astropuzzle: find a star labelled in the red circle on the D image. This kind of astropuzzles is used to find constellations of points. When all points are correctly defined, they create a specific shape which is the final answer for the task.*

#### **Figure 4.**

*Space origami is a manual training and practical demonstration bringing lots of joy in learning of space topics. Folded structures are made using space technologies such as hydrogel materials, NRC foil and other composites. Hexagons, flexagons, cubesats, antennas, radar reflectors, solar panels, space shuttles and rockets are some of examples used in the training.*

#### **Figure 5.**

*The final day of the educational training at the Modern School in New Delhi. Happy analog astronauts with their certificates after 1 week of training. Visible on the table awarded projects of lunar and Martian bases, designed mission patches and astronaut helmets.*


Remote analog missions are based on training manuals and realisation of mission tasks that do not require the habitat environment. These tasks are based on processing satellite data, monitoring space weather, making astronomical observations, solving astropuzzles (**Figure 3**) and folding space origami (**Figure 4**). Because of huge interest in space origami, we published a small booklet with models, which can be freely downloaded from our website [3].

At the end of each successful analog simulation, we generate certificates. What is important to note is that we organise analog missions not only inside the habitat, but remotely and at schools around the world, for example in New Delhi (**Figure 5**).
