How can you transform the light of a star into music?
To turn the data into sound I used a sonification technique that was developed by Cristian Droppelmann & Ronald Mennickent, in 2018. Rather than transforming the data as carried out by the Fourier Transform and XSonify programs, the Droppelmann and Mennickent formula translates the data into musical notes by calculating the normalized magnitude from the actual magnitude of the star, and the normalized time from the Julian dates of the observation.
This can be done using MS Excel because the formula is simple and very easy to code. These normalized values have equivalent musical notes and musical rhythm, respectively, based on a table that they also created. Once translated into musical notes and rhythm, a digital audio workstation (DAW) is used to generate the audio.
This audio of the light curve can then be interpreted into a musical piece. Therefore, using this method, we can generate two audios: one is the actual audio of the light curve where there is a corresponding 1:1 ratio of magnitude to musical note, and the other is a 1:1 ratio of Julian dates to musical rhythm. Most of the time, although these musical notes follow a specific key signature and family chords, there are some notes that deviate, meaning, it seems to be out of tune. That is why we also arrange it into a beautiful musical piece. 

The observed star – Delta Cephei, part of the constellation Cepheus
The star used for the audio is called Delta Cephei (abbreviated to Del Cep), located approximately 887 light-years away. It is a Type II Cepheid – a variable star type with a period of pulsation between 1 and 50 days. Delta Cephei itself has a period of pulsation of around 5 days, with a visual magnitude that changes within the range of 3.5 to 4.4. It is one of the stars in the Cepheus constellation, as seen in the constellation image below.​

The Stellar Music
You can check out my stellar music by listening to the two audio files below:
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​1)  Del Cep 2448606.58 to 2448636 - the actual audio of the light curve - not arranged and follows the 1:1 ratio

2)  The Joy of Cephei - the arranged audio - this is the musical piece, arranged, and some notes were manipulated for aesthetic purposes.

​Just remember - the sound that you hear is not from the interior of the star, rather, it is the sound that the light curve creates using the Droppelmann and Mennickent 2018 equations.
 
I hope you enjoy the stellar music…
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InnovaSpace congratulates the hard work and dedication of Space System Engineer Marco Romero and Daniela Barbosa and their team of helpers, who dedicate their own time and resources to promoting science & technology initiatives in Angola and beyond. Well done all on your latest activity to inspire the future space generation!

The Thematic Week to Celebrate Rural and Urban Development and looking at the contribution of the Education sector to sustainable development, saw the launch of 10 Editions of Space Science and Technology Comic Books, produced in Angola.
“Ruvi Humbi” illustrates the life of a girl born and raised in a village in southern Angola. She dreams of reaching the stars but a conflict between the cultural and empirical knowledge of her friend Humbi and the scientific knowledge of her physics teacher makes it difficult to realize her dream of exploring the universe.
“Xiamy” recounts the story of two boys who are invited to travel back in time to use the knowledge they acquired in physics and maths classes to help Punguandongo elders improve space surveillance and planetary defense techniques.
“Katutu – The Space Engineer” - Young Katutu is a dreamer who goes through the phases of discovering his profession. His regular routine of life as a student and homework is interspersed with dreams in which Katutu discovers a robot with whom he learns what it is like to be a Space Systems Engineer and how he can contribute to space science and technology that changes the world.
“Tropa dos Kandengues” - A group of young scientists go on a study trip to the Namibe desert, imagining its dry red landscape to be like a trip to the red planet Mars, and they apply all their knowledge acquired in classes on human and robotic exploration of the Solar System.

The space experience must be creative, cooperative and respectful. This is what the partnership established between the analog space station Habitat Marte and InnovaSpace is all about. The operationalization of the Habitat Marte project has permitted the bringing together of numerous enthusiastic people from the space area, this being the case for the virtual meeting that took place between myself and Thais Russomano, CEO of InnovaSpace.

When I see how much more we can do to help children and young people through the debate, education and popularisation of science using the space theme, this generates a high state of consciousness. It’s excellent having the possibility of interacting with the right people in order to create genuine relationships and interest in the professional growth and development of others, thus collaborating for a better world, with more justice and prosperity, especially for those who would like to include themselves more in the aerospace field. Many people find the space theme to be very inspiring and it seems to foster confidence and a great sense of personal fulfilment. I observe this in the trajectory of many young people who see this area as a future professional field

On the 2nd of October 2020, the Astro Zimba space education curriculum for young children began its programme, launching a pilot study with the Whitestone School, in Bulawayo, Zimbabwe. This space education curriculum recognises that building Zimbabwe’s space autonomy is hinged on the nation’s capacity to make a critical mass of skilled individuals. This capacity-building must necessarily begin from the early developmental stages.
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The Astro Zimba curriculum, created by myself and Marco Romero, in collaboration with InnovaSpace and Students for Exploration & Development of Space (Zimbabwe), is a series of lectures on space and space-related themes, using interactive sessions, games, videos, comic books and other learning activities to spark space science and technology curiosity amongst the youth. This is done in the hopes that more children, especially young girls, will be inspired to take up STEM subjects and careers. The founders of this programme identified a gap in existing curricula, one which they wish had been filled during their initial years, and one which they believe has a profound impact on the development of the space industry.

​Space sciences and technology, while a rapidly developing and exciting field, can often be quite a technical subject area for young children to understand. That said, having a dedicated programme which delivers science content in an engaging, tailored and fun way helps to boost interest in young children. It has the dual effect of inspiring both genders to become involved, which is the goal of the Valentina project for girls, facilitated by InnovaSpace, acknowledging that young girls are underrepresented in the STEM sciences. Giving access to quality education boosts social and economic circumstances, alleviates poverty and empowers young girls, positively impacting on the SDG 1 (poverty reduction), SDG4 (quality education) and SDG5 (gender equality).
The following lesson plans were presented during the pilot study. The introductory video sought to spark the learner’s curiosity and inspire more children to pursue careers in the space industry. Having careers in the space industry, the Founders thought it important to add a touch of personal experience and insights, including initiatives that have made a difference in their personal career journeys. The learners are introduced to each week’s theme through an interactive video message, before proceeding with practical in-person class sessions.

My Dad and I have discovered a way to combine the smartphone iPad with ultraviolet/infrared with space observation telescopy to make space discoveries, with assistance of the DIGI phone network and iCloud. My Dad and I devised this lens innovation. We were always fascinated by the surface of the Moon and planet Mars.  

​High Altitude Balloon Discover Mission (HABDM) is the first space student-led project that has been done in Zimbabwe. The project was a collaborative engagement project between students from the Students for the Exploration and Development of Space Zimbabwe (SEDS Zimbabwe) and the Meteorological Service Department (MSD) of Zimbabwe. The purpose of this mission was to spearhead space education in Zimbabwe and ensure that students are aware of the opportunities that space has. Our primary goal was to record the flight to the stratosphere and use that footage for educational purpose as well as celebrating the World Space Week. Prior to the launch date we decided that we would send our payload together a radiosonde from the MSD so that we could compare the atmospheric information obtained.

To add to the mission, we covered the capsule pink acknowledging that the month of October is the month for breast cancer awareness. It only took us three days to have all the equipment for the payload. Despite the risks involved and the probability of failing to recover our instruments was high because we did not have enough time to prepare. We had seen videos of well-prepared teams who had done high altitude projects facing some challenges in recovering their payloads when they were using state of the art equipment. So in our case to avoid too much disappointment we had to lower our expectation and accept any outcome.
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On the 10th of October the whole team met at the MSD offices and without wasting time the balloon was launched. We were graced by the presence of the Deputy Director of MSD Zimbabwe, Mr Mazhara. Unfortunately on the launch the weight of the payload posed a huge challenge. We ended up removing the radiosonde to ensure that the balloon ascended to the stratosphere. Our payload consisted of two cameras, mobile device, usb adapter, power bank and a data logging system. The team consisted of students from University of Zimbabwe and National University of Science and Technology Zimbabwe, with the assistance from Claire a geography teacher at St John’s College in Harare and William, a self-employed space enthusiast. It was through the collaborative effort of the team that we were able to have all the resources that were needed for the launch. The MSD came through for us by providing us with the balloon and hydrogen gas.

​To me, constellations are like an invitation to study and research: not only are they beautiful to watch, but they have an awesome scientific and historical aspect. The word itself, “constellation”, sounds unique: it comes from Latin: “con” means together, and “stella” was the word the late language used to refer to stars.
Astronomers have found 88 constellations in the sky. According to Wikipedia, “a constellation is an area in the sky in which a group of stars forms an outline or pattern”. Here comes the interesting part: “These can represent animals, mythological people, creatures, and inanimate objects."
The earliest accepted evidence on constellations we have is from prehistoric times, from Mesopotamia, now known as the Middle East: people made-up stories about them and created different beliefs, such as the influence on human behavior based on the position of a celestial object. According to their clay writing tablets, dating back to 3000 BC, Babylonian astronomy was the first to: apply math to their predictions, possess an accurate theory of the planets, and focus observation on a group of stars, known as Ziqpu stars.

The classical Zodiac is a revision of the Neo-Babylonian Empire’s constellations. Greek astronomy adopted the Babylonian system, first introduced by Eudoxus of Cnidus. It is a crucial phase in the history of astronomy, as they inspired the names of most stars, planets and constellations: some are tied to mythology, such as Orion and Aquila; some are astrological signs, such as Gemini and Leo, connected historically and scientifically in a manner that always makes me thankful for astronomers' time and effort put into all these discoveries.
The northern hemisphere and southern skies are different: most of the northern constellations are based on Greek legends, such as the hunter Orion; the southern ones have more modern roots, sometimes shortened names of ancient constellations. Constellations are made up of stars representing an image, and only those visible to the naked eye are part of constellations.
I would like to share a few definitions about stars that I found in my Science notebook from sixth grade: 

As the star gets cooler, it tends to get dimmer, and as it gets hotter, it gets brighter. How bright it looks from Earth depends upon its size, its distance from Earth and its absolute brightness. They can appear brighter or dimmer depending on these factors. Stars also have different colors, which depend on their surface temperature. Red is the coolest, followed by yellow, white and blue being the hottest. Thus, even though Betelgeuse is a red star and the Sun is a yellow-orange star, Betelgeuse gives off more light, given its size.
​I also learned in science about the Hertzsprung-Russell diagram (H-R diagram), that compares two very important characteristics of stars: the temperature and absolute brightness. Astronomers use it to understand how stars change over time.
Most of the stars form a diagonal line called the main sequence, where surface temperatures increase as brightness increases.
 The stars, far away in space, stay in one place, while Earth spins on its axis, as well as orbiting the sun, which causes the stars to appear to “move”. Earth also orbits the sun. We see different stars, depending on what side of Earth we are.
Constellations are more than just a group of stars. Throughout the ages, people have used them to share stories and develop scientific ideas. Modern astronomy consists of these stars, and is, in my opinion, an extraordinary field.
Thanks to many awesome people who develop modern technology, we have the opportunity to stargaze at home, just by downloading one of the multiple apps that facilitate easy access to seeing constellations, stars and countless other space objects.
Thank you to my science teacher, Ms. Edwards, who helped me navigate the mysteries of science in sixth grade and also thank you all for reading! Wishing all the students a successful academic year!

Hello, my name is Stephanie Lichi. Since I was very young, I was fascinated by multiple elements that later on I found out are part of astronomy: stars, the globe I played with, the solar system in a coloring book, rocket toys. My favorite game was to make a rocket out of chairs and pretend to blast off into space.

Later on, I found out my passion fits into the astronomy field; since I started watching space documentaries and learned more about rockets and stars, I was blown away to find out how many sciences contribute to the success of this field. 
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Even the most simple part of each area can lead to something extraordinary: math can calculate courses for rockets, the distance to stars, and tackle data in creative ways; science is used to collect and analyze data, and everything that has to do with collecting minerals to the lab equipment; programming is the process of building a  software system  to execute  a specific task; engineering builds the rocket and designs its components.

​When I observed stars for the first time with a telescope, I understood that it is a product of engineering  that requires precise mathematics and science in order to function. 

When astronomers, in an effort to understand  the dynamics of the universe, needed to  calculate the distance between Earth and stars, a lot of sciences worked together: math because this procedure involves lots of calculations, physics and science because Earth is constantly moving, and engineering because special instruments are required to measure the brightness of the star. 
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In rocket launching, thousands of specialists put together their brilliant minds: scientists and engineers build the rocket and the tools that the astronauts need, mathematicians do lots of calculations, space doctors make sure astronauts are healthy. 

Currently I am a rising seventh grader. I am aware that the knowledge my favorite subjects offer (math, science and engineering) is crucial to the space field and is used in all areas: rocket launch, observing stars, testing rock samples from Mars - to mention but a few. While solving equations in math, learning about chemicals in science and programming in computer class, I realized astronomy is such a fascinating field because it comes from a lot of dedication, teamwork and knowledge, and each area blends together magically thanks to the discipline of those who are committed to solving mysteries that have fascinated humanity for thousands of years. ​

I hope this article will inspire children to appreciate and look differently at the efforts made by many people who work behind the scenes.

Thank you to all the specialists who make astronomy possible and accessible to us!

My name is Warisa Jaidee-Isee. I am 18 years old and currently studying at UWC Atlantic College, in Wales, UK. I would like to share with you my passion and dreams to explore the Universe.  When I was 15, I attended the “APSCO Youth Space Contest”, organised by the Asia-Pacific Space Cooperation Organization (APSCO). I had a chance to share my idea about space science with my friends from the ASPCO member states in Beijing, China during 15-21 July 2017. Here is my idea under the theme “Future Space Homeland”.

To be able to live in space, there’s one important thing that people tend to overlook - the problem of space debris. We already know that when we invent a spacecraft and send it up into Earth’s orbit, it will one day no longer be of use and it will become space debris, drifting around in orbit or entering the vast outer space. These debris are dangerous because they could collide with new spacecraft sent up there. At the end of the day, the more space debris, the less resources we have on Earth. Therefore, if the future homelands of humanity are, supposedly, the new planets, we should consider clearing the space debris out of space for our own safety. My space debris clean-up beetle: “Debris bug” would be needed to set up a new space home.

Centuries later, Barry Ressler (Founder, President & CEO of Star Associates Inc. & CEO of ISMC Inc.) was running a series of Monochromatic UV germicidal experiments when, by chance, he also created some fascinating colourful images. He placed a data DVD near a window covered by a shade during the exposures for the experiment he was conducting. On the top of the DVD, Ressler placed a prism and a quartz spacer. When the shade was opened, the angle of the rays of the sun onto the DVD surface reflected through the prism and quartz onto a wall, resulting in the astonishing creation of Image 1.

Barry Ressler confessed though that the images happened completely by chance, as he placed the prism and quartz spacer inadvertently on top of the data DVD. ​

A fortunate case of serendipity that led to some stunning photos, and a not uncommon happening in the world of invention and discovery, whereby a little ‘luck’ or an ‘accident’ has led to an addition to the scientific knowledge. Just imagine if Dr Wilhelm Roentgen, Professor of Physics in Wurzburg, Bavaria, had not ‘accidently’ discovered X-rays while testing whether cathode rays could pass through glass! The first X-ray image ever was of his wife's hand, complete with ring, and his invention led him to become the first ever winner of the Nobel Prize in Physics in 1901.

The three prism and light images used in this blog, with the kind permission of Barry Ressler, first appeared and remain to this day on the American Physical Society Site - Physics Central, where the photos have met with a good deal of interest.