erau

Slide1: 

THE ERAU CAPSTONE COURSES Ron Madler, Rachel Shinn and Jim Lyall CDIO Workshop and Meeting June 2004

OVERVIEW: 

OVERVIEW Embry-Riddle Aeronautical University (ERAU) Background AE Curriculum Notes Astronautics Evolution for Design Capstone Design Courses Near Term Directions CDIO in the AE Curriculum

ERAU BACKGROUND: 

ERAU BACKGROUND ERAU has 2 residential campuses. Prescott AZ (~1650 students, ~550 engineers) Daytona Beach FL (~4700 students, ~1400 engineers) The Aerospace Engineering Programs are very large(~400 and ~1100 undergraduates) and have several tracks. Aeronautics (Both campuses) Astronautics (PR focus on space systems; DB on rockets) Propulsion (DB only)

ERAU BACKGROUND (2): 

ERAU BACKGROUND (2) Other engineering programs with an aviation/aerospace flavor include: Electrical and Computer Engineering, Software Engineering and Computer Science, Civil Engineering, Soon to have Mechanical Engineering. ABET2000 accreditation DB in 2002 PR in 2004 Modestly affecting curriculum evolution PR and DB have same basic curriculum => must approve major changes on both campuses.

WHY CDIO AT ERAU: 

WHY CDIO AT ERAU ERAU-PR is interested in CDIO because it fits our mission of educating engineers for the practice of engineering. CDIO fits with our continued curriculum evolution in engineering with an emphasis on capstone design. CDIO provides a framework for tying our curriculum inventory (summer/fall 04 project) to our ABET Outcomes and Objectives.

AE CURRICULUM NOTES: 

AE CURRICULUM NOTES Very typical aeronautics curriculum. Astronautics track has been evolved over the past 5 years to support the design sequence. AE is 134 semester credit hours. Humanities and Social Sciences = 27 credits Math and Sciences = 33 credits Core Engineering Science and AE = 48 credits Aero or Astro Specific Courses = 11 credits Capstone Design = 6 credits Technical and Open Electives = 9 credits 17 required credits difference between Aero and Astro.

ENGINEERING CURRICULUM: 

ENGINEERING CURRICULUM New curriculum is 129 credits and has a common 1st year for ALL engineering disciplines. dropped the Open Elective and one Humanities course Next curriculum iteration envisioned is for an integrated capstone sequence (AE, EE, CE, CS). Planned curriculum change to provide a more clear integration of the engineering curriculum. Curriculum inventory to support. Structures sequence already being modified to support the design sequences. Bold, bolder, and boldest change proposals.

ASTRONAUTICS EVOLUTION: 

ASTRONAUTICS EVOLUTION Original Capstone Sequence (9 credit difference) Space Mechanics (Orbits) was only prerequisite. Took Spacecraft Attitude Dynamics and Control concurrently. Current Support Courses (17 credit difference) Prerequisites: Space Systems Engineering and Experimental Space Systems Engineering. Co-requisites: Space Propulsion and Spacecraft Attitude Dynamics and Control. Unfortunately, Technical Electives are rarely offered in Astronautics.

CAPSTONE DESIGN EVOLUTION: 

CAPSTONE DESIGN EVOLUTION Original Aircraft Design Sequence as the Model Aircraft Preliminary Design – a paper based conceptualization and design Emphasis on the conceptual design and supporting spreadsheet analysis. Aircraft Detail Design – further design and analysis with some testing. Refinement in the analysis of the conceptual design resulting in PDR. Model building and wind tunnel testing. Additional detailed wing box analysis. Original Astronautics was analogous

CAPSTONE DESIGN EVOLUTION (2): 

CAPSTONE DESIGN EVOLUTION (2) Spacecraft design started integrated design teams in 2001 -> required evolution to meet the EE/CE program outcomes in addition to AE. Current Astronautics is more dense (more reqmts). Spacecraft Preliminary Design – still paper based, but more analysis and an attempt at multi-disciplinary design teams. Spacecraft Detail Design – Design, Build, Test, Integrate, Operate. Current Aeronautics has added an emphasis on structural analysis, build and test in the detail design course.

SPACECRAFT PRELIMINARY DESIGN: 

SPACECRAFT PRELIMINARY DESIGN Conceive Develop or respond to an AO or RFP (AIAA, NASA, or Faculty developed) As a team, develop mission concept with a focus on top level objectives and requirements Design (team taught – AE, EE, COM) Subsystems design to requirements and constraints from mission concept definition. Usually 2 or 3 design iterations (2 design freezes during semester) Students document and present their individual work with individual meetings, reports and an individual defense Teams document and present their work multiple times.

SPRING 2004 PRELIM DESIGN: 

SPRING 2004 PRELIM DESIGN

SPACECRAFT DETAIL DESIGN: 

SPACECRAFT DETAIL DESIGN Descope (now starting in Prelim Design) What part of spacecraft to implement in Detail Design concept, estimates of work breakdown, costs, etc Introductory Build Project to Develop Expectations Formal detailed design, build, integrate and test process with configuration management and formal processes. Detailed design, assembly and part drawings With Bill of Materials, test plans, requirements documents Supporting analysis (structural) to meet requirements Build and integration is simple (only 2 subassemblies) Test and comparison to analysis

SPACECRAFT DETAIL DESIGN (2): 

SPACECRAFT DETAIL DESIGN (2) Detail design and implementation of descope Multiple subsystems (3-4 subsystems) Detailed design, assembly and part drawings With BOM, assembly/test plans, requirements documents Supporting analysis before CDR Drawings and test plans should all be submitted and released shortly after CDR and before build. Build and test of subsystems (IMPLEMENT) Integration and test of the integrated systems Final presentation includes functionality demonstration (OPERATE) Conformity inspection (does documentation support?)

ODDSat: 

ODDSat

Slide17: 

ODDSat 066-0010-00 366-0010-00 Cover 200-0043-00 300-0043-00 Structure B 200-0048-00 300-0048-00 Upper 200-0051-00 300-0051-00 Payload 200-0049-00 300-0049-00 Solar Array 200-0047-00 300-0047-00 Wiring Harness 200-0046-00 300-0046-00 Main 200-0044-00 300-0044-00 Solar Array 200-0047-03 300-0047-03 Lower 200-0050-00 300-0050-00 Structure A 200-0045-00 300-0045-00 Solar Array 200-0047-02 300-0047-02 Solar Array 200-0047-01 300-0047-01 PVDF B 200-0054-01 300-0054-01 Mounting Plate 200-0052-00 300-0052-00 PVDF A 200-0054-00 300-0054-00 Electronics 200-0053-00 300-0053-00 Solar Array 200-0047-03 300-0047-03 Product Structure Walk-Through

DESIGN CHALLENGES: 

DESIGN CHALLENGES TIME! (3 semester credit hour courses) 1 semester = 6 hrs/week*15 weeks = 90 hrs contact time Students spend on average 200 hrs/semester +- 50 Long lead time items are not possible for detail design. Teamwork Prelim – teams of 5-8 members Detail – whole class (10-27 people) on a project Cost for Build Projects Started with donations – now 1-1.5 K Testing and Integration Resources Electrical aspects since the class is almost all AEs.

CDIO AND PROGRAM OUTCOMES: 

CDIO AND PROGRAM OUTCOMES Capstone sequence directly supports most of our program outcomes and objectives and is starting to drive our curriculum planning. AE Department is reviewing Objectives and Outcomes with our Stakeholders. We are starting a college wide curriculum review (timing is good to incorporate CDIO). Thanks to David Miller of MIT for posting external review 2 slides (this template). That presentation mirrors our hope for design, but at a more sophisticated level of project. Convinced us CDIO is something to explore more.

NEAR TERM DIRECTIONS: 

NEAR TERM DIRECTIONS Integrated Capstone Design Teams Curriculum Inventory Bold, Bolder, Boldest Curriculum Review Need to analyze how our experiments have worked Start negotiating evolution or revolution Bold = reevaluate and update each sub-discipline course sequence (aero, structure, space systems, electrical). Integration of theory, numerical, and experimental learning with the practice of engineering and design. Bolder = reformulate the engineering courses to support project based and “integrated” learning. Boldest = bolder with MA/PS/HU/COM incorporated.

CDIO AND THE AE CURRICULUM: 

CDIO AND THE AE CURRICULUM Why am I here? Learn from your experiences. Become a member if possible. Provides support of continued curriculum evolution. CDIO provides the framework and clear goals for undergraduate education in support of the practice of engineering. This supports the department mission and our goal of better outcomes and content integration. Partly driven by increased content growth (computational and software especially).