Transcript Rita M. Caso Jeff E. Froyd Dimitris C. Lagoudas Othon K

Implementation of an Undergraduate
Curriculum with Focus on Intelligent
Systems
 Rita
M. Caso
 Jeff E. Froyd
 Dimitris C. Lagoudas
 Othon K. Rediniotis
 Thomas W. Strganac
 John L. Valasek
 John D. Whitcomb
http://crcd.tamu.edu
Goals of MCIS Effort at TAMU

Develop new curriculum track on
intelligent systems emphasizing aerospace
technologies.

Increase knowledge and interest in using
active or “smart” materials to design
intelligent systems.

Include design courses and one-on-one
directed studies with faculty members.
URICA and design team

Modify engineering science courses to
emphasize use of basic tools in modelling
intelligent systems.

Modify existing and introduce new upper
division courses on intelligent systems that
will also connect engineering science with
capstone design courses.
Synthetic Jet Actuator
Texas A&M University
Courses Impacted

AERO 101 - Introduction to Aerospace Engineering

ENGR 111/112 - Foundations of Engineering

ENGR 211/213/214 - Basic engineering science courses

AERO 302 - Aerospace Engineering Laboratory

AERO 304/306 - Structural Mechanics

AERO 401/402 - Senior design sequence

AERO 404 - Mechanics of Advanced Aerospace Structures

AERO 405 - Aerospace Structural Design

AERO 420 - Aeroelasticity

AERO 422 Active Control for Aerospace Vehicles

AERO 489* - Special Topic: MEMS for Aerospace Engineering

AERO 489* - Special Topic: Aerospace Intelligent Systems
*New Course
Texas A&M University
ENGR 111/112 Project
Walking Robot with SMA actuation

Robot (“Stiquito”) specifications:




Must be actuated by Shape Memory
Alloys (SMAs)
Goal is maximum distance in 3
minutes
Only contact can come from ground
Must be an autonomous system

Assigned to about 20 four-person freshmen
student teams in ENGR 111/112 every
semester.

“Stiquito” robot design competitions have
evolved from primitive designs early on to
designs of sophisticated autonomous
ground vehicles.

Student teams have participated in regional
design competitions and outreach
programs to high schools in the State of
Texas.
Texas A&M University
ENGR 111/112 Project
Walking Robot

Project development has led to
standardized class materials.

Project continues in select sections without
CRCD staff involvement
Texas A&M University
ENGR 213/214
Torque Tube Virtual Experiment
Sophomore engineering
students interact with SMAs
through projects, homework,
and in-class demonstrations
 Project and homework
emphasize teamwork and
intelligent systems
 SMA torque tube experiment is
too slow to perform in class




Video of setup and data display
is provided
Data file from experiment is
also provided
Students are guided through
data reduction and material
characterization
Texas A&M University
AERO 302 Project
Synthetic Jet Actuators
Introduction into the classroom: AERO 302 (Aerospace Engineering Laboratory 1)
Use of Hot-Wires and FastResponse Pressure Probes to
measure actuator exit velocity as a
function of operating frequency
Visualization of the effect of
Synthetic Jet Actuators on airflow
Without Actuation
Texas A&M University
With Actuation
AERO 306:‘Smart’ Wing
GOAL: Use shape memory alloy (SMA) to change airfoil shape in order to optimize lift
to drag ratio.
Un-deformed shape
Physical model
Deformed shape (as predicted by FEMAP)
FEA model
 Question: Where should SMA actuators be located?
 Predict deformed shape with FEMAP.
 Use CFD to predict lift and drag coefficients.
Texas A&M University
AERO 401/402
Autonomous Intelligent Reconfiguration

Hybrid Simplex-Genetic Algorithm


Control Surfaces
Data
Extend Current Actuators from SISO to MIMO Type
Firewall
SMA wires
Synthetic Jet Actuator Flow Regime
Expansion


Improve and Refine Existing Algorithm
Hysteretic Actuators


Electrical
Extend Low Speed Results to
High Speed Regime
Evaluate in Non-Laboratory
Environment

Fly on UAV Testbed
SMA experiment
SJA experiment
Texas A&M University
Intelligent Technologies in a
UAV Demonstrator
Demo Features/Lessons

Wing Warping Control

Highly Deformable Wings

Fluid-Structure Interaction

Composite wing spar

Autonomous control

AUVSI UAV Student Competition
(Summer 2004)

Indoor Flight Capabilities
  w/o skin
wing w/ skin
The Albatross CRCD Project – Fall 2003
Specifications

Total Vehicle Weight = 4.5 lb

Available Payload Weight = 1.5 lb

Wing Span = 14 ft; Airfoil: SA7038

AR = 15, W/S = .35 lb/ft2, L/D = 20

Electric engine (lithium polymer batt.)



Future


variable speed, thrust = 1.4 lb
VMAX = 31 mph, VSTALL = 10 mph
Roll control via active wing warping
pitch & yaw control
Texas A&M University
conventional
Semi-autonomous

Micro-autopilot: onboard 3-axis accels, 3-axis
rate gyro, and GPS

position and altitude sensors programmable for
waypoints and control laws
Distributed Control for Flexible Wings

Piezoelectric

SMA wires

Micro-servos
AERO 405: Urica I Airplane Design
(FEA Spar & Rib Stress Analysis)
Texas A&M University
AERO 420 - Aeroelasticity

Objectives

Examine the interdependence of engineering disciplines
such as aerodynamics, structural, and control


Examine the contributions of design concepts that
employ "intelligent systems" such as distributed
controllers, active materials, and flow control.
Illustrate behavior via benchmark experiments.
Typical activities include

Multi-control surface wing in
static and dynamic behavior
2x3 wind tunnel
aerodynamic-structurally coupled systems
forced response from control systems
equilibrium vs. stability concepts
consistent measurements
validation and verification

Wing support system
Texas A&M University
AERO 422 Project
Flow Control using Synthetic Jet Actuators
Introduction into the classroom: AERO 422 (Active Control for Aerospace Vehicles)
hcmd +
-
e
K
plant
h
Students design a feedback control
system which utilizes synthetic jet
actuators to control the boundary
layer over the airfoil.
Without Actuation
Texas A&M University
With Actuation
AERO 489
Intelligent Systems in Aerospace Engineering
Multi-disciplinary class in novel technologies and techniques
in Aerodynamics, Structures and Controls. Topics Covered
in the Class:
Basics of Aerodynamics, Structures and Controls
 Novel Experimental Techniques in Fluids and Structures
 Smart or Active Materials
 Intelligent Sensors and Actuators
 Intelligent Systems in Flow Control
 Biomimetics in Aerospace Engineering
 Intelligent Techniques in Systems Modeling

Texas A&M University
AERO 489
Class Projects
non dimensional velocity comparison
4.5
4
3.5
y(mm)
3
2.5
2
Testing of a New Biomimetic Nanostructure Skin for Hydrodynamic Drag Reduction.
1.5
Left: 3" submarine model to test the achieved drag reduction by covering it with the novel
nanostructure skin. Middle: microscope picture of skin with a drop of water on it forming a perfect
sphere. Right: Boundary layer profile over a surface with and without the nanostructure coating,
showing significant drag reduction (20%) with the coating.
1
uncoated
coated
0.5
0
0
0.2
Electric Power Generation From Wave
Motion Via Piezoelectric Materials.
Cantilevered
piezoelectric beam
Direction of beam
vibration
Loaded spring
moves flywheel
Electrodes collecting
the electric charge
Via a cam, push-rod and spring
assembly, the flywheel bends the
piezo bean
Texas A&M University
Pulling of the wire
rotates the shaft and
loads the spring
Left/Bottom: Design of the buoy for
transferring the wave energy to the
piezoelectric material, design of transmission
mechanism and picture of typical
QuickPack® Bimorph Piezo Beam. Right:
Setup for converting mechanical energy to
electrical energy via the piezo beam.
0.4
0.6
U/Umax
0.8
1
AERO 489
Class Projects
i 2   0  N 2
1500
1000
Press ure Signal [Pa]
500
F i2
tu b e1 _ tt1i1tt1 1
0
tu b e1 _ tt1i1tt1 2
500
1000
1500
0
0 .0 0 2
0 .0 0 4
0 .0 0 6
0 .0 0 8
0 .0 1
0 .0 1 2
i2
fsamp le
0 .0 1 4
0 .0 1 6
0 .0 1 8
0 .0 2
0 .0 2 2
0 .0 2 4
0 .0 2 6
 tu b e1 _ tt1i1tt1 0  tu b e1 _ tt1i1tt1 0
Time [s ]
Experimental Modeling of Pressure Tubing Response and Frequency Response Enhancement
From left to right: Schematic of tubing in typical pressure probes. Need to reconstruct pressure Ps by measuring pressure Pr. Schematic
and picture of speaker setup for evaluating the tubing frequency response. Example Ps pressure reconstruction by measuring Pr: The
green dashed line is the recorded signal (Pr), the blue dotted line is the true signal (Ps), while the red solid line is the reconstructed signal.
Low-Order Modeling of Dynamical
Systems.
It addresses the use of Proper Orthogonal
Decomposition (POD) to achieve low order
modeling for a wide range of dynamical
systems, from synthetic-jets for flow control to
modeling and forecasting of stock market
securities. Left: exact (left) and low-order
model (right) of the flowfield generated by a
synthetic jet actuator. Right: Low-order model
and prediction of the price performance of
Microsoft (thin line is exact price data, thick
line is model and prediction. The last 25 days
are prediction).
Texas A&M University
0 .0 2 8
CRCD Senior Capstone Design
Spring 2004

UNIFYING THE CRCD EXPERIENCE



Focus knowledge and experience acquired
by students in the CRCD curriculum.
Enhance Senior year educational experience.
DESIGN OF INTELLIGENT UNMANNED AIR VEHICLES


The integration of Intelligent systems with traditional air vehicle design.
Students learn pre-concept design, in a minds-on, hands-on style:
•
•
•


Create a mission for an Intelligent Unmanned Air Vehicle
Define the requirements which enable the mission
Assemble the requirements into a formal Request for Proposal (RFP)
Students conduct in-depth design in a teaming environment.
GOING BEYOND TRADITONAL ENGINEERING

Seniors to learn and develop important project management skills needed to excel in
tomorrow’s workplace.
Texas A&M University
SUMMATIVE EVALUATION
ACTIVITIES
The NSF CRCD AERO PROJECT:
Development of a Multidisciplinary
Curriculum for Intelligent Systems
Major Assessment Activities and Results
Project Goal Areas
Results
Interest: retention, motivation,
attitudes

Compared retention of students in courses
with and without CRCD-related activities

Prepared and administered attitude/perception
survey
Content Knowledge: conceptual
understanding

Develop preliminary versions of concept
inventories for shape memory alloys (SMA)
and piezoelectric materials

Results from preliminary testing and comments
from external faculty member are encouraging

Modified existing instrument to assess design,
teamwork, and communication capabilities of
senior students in capstone design and firstyear students. No major growth from first-year
to senior year.
Engineering & Design Process
Skills: design, creativity,
teamwork, communication
Texas A&M University
Summative Evaluation of Interest
Quantitative
Identify CRCD
“treatment” and
Non-CRCD
comparison groups
(CRCD n = 858 vs.
Non-CRCD n ≈ 900)
STUDY
Freshman CRCD “treatment”
(n=288) vs. Non-CRCD
comparison groups taught by
same professors and..
Sophomore “treatment”
(n=174) vs. Non-CRCD
comparison groups taught by
same professors
STUDY
Tracking students with
Multiple Exposure to
CRCD courses
(Fall 00 – Sp 04 , n=54)
Texas A&M University
Indicators
• Retention
• Attraction to
Major
Indicators
•Retention
•Attraction to Major
•Enrollment Choices
Summative Evaluation of Interest
Qualitative and Survey Research
Interview a group of
CRCD students in
person
(available n=18 /
universe=858 )
Selection Criteria:
 Outstanding Performance
in Stiquito or Piezo Electric
Project
or
Good CRCD Course
Grades
 Exposed More Than Twice
to CRCD Courses
Contactable by phone or in
person
Texas A&M University
Create
Survey of
Perceptions
/Attitudes based
on result of
interviews
Survey CRCD
students with
Perception/ Attitude
instrument via email or Web
(n=300/universe=8
58)
Selection Criteria:
 Exposed at least once
to CRCD course
 Contactable by email
Summative Evaluation of Interest
Qualitative and Survey Research
Sample of Open-Ended Interview
Queries

What do you recall about
course material or activities
concerning smart materials or
intelligent systems?

What do you recall about your
experiences with these
materials and activities ?

What lasting impression or
influence do you feel these
materials and activities had
upon you?
Texas A&M University
Possible Survey Questions

How interested were you in studying
aerospace engineering before you
took X and /or Y* course?

How interested were you in smart
materials or intelligent systems after
taking that/those course(s)?

To what extent did your interest in
working and doing research with
smart materials or intelligent
systems increase because of X
and/or Y courses?
*X & Y courses = particular CRCD courses
Summative Evaluation of Content Knowledge:
Concept Inventories
Four types of Inventory Questions Test

Basic Questions - recall of basic facts about shape memory alloys

Application Questions - 1) recognition of real world applications for SMAs; 2)
recognition of which shape memory characteristic was used in the given
example

Basic Problems - 1) application of this knowledge to a problem involving an SMA
material, 2) ability to combine sophomore level engineering knowledge with their
basic knowledge of SMAs to complete simple problems

Advanced Questions: 1) recall of detailed information about SMAs from either an
upper level undergraduate course or a graduate course, 2) application of this
knowledge to a problem involving an SMA material, 3) ability to integrate their
knowledge about SMAs with knowledge recalled from other courses
Texas A&M University
Summative Evaluation of Content Knowledge:
Concept Inventories
Sample basic question - SMA Concept Inventory (CI):
1.
What is the basic mechanism of the shape memory effect (SME)?
a.
Deformation due to the motion of mixed dislocations
b.
Interstitial diffusions within the crystal lattice structure
c.
Phase transition in a crystal lattice structure
d.
Grain boundary growth after re-crystallization
e.
None of the above
First, draft CIs were administered and results reviewed.
Next,first-draft test questions and answer choices will be
revised. Then, beta-versions will be field tested, results
analyzed and revisions made
Texas A&M University
Summative Evaluation of Engineering &
Design Process Skills:
Using TIDEE* Design Assessment
Pre and Post-Test..
• Knowledge About Team Design
• Application of Team Design knowledge
• Critical Reflection on Team Design Performance
Sp 2004ndAERO Capstone Vehicle Design
(2
semester of two-semester course)
Compare with Baseline Results:
F 2000 AERO Capstone Vehicle Design
(1st semester of two-semester course)
F 2000 1st Freshman Engineering Course
(CRCD “treatment” course)
*Davis, D. C. (2001). Transferable Integrated Design Engineering Education (TIDEE), Mid Program Assessment
Texas A&M University
CRCD Intelligent Systems Curriculum Impact on Design
Knowledge:Team Design Process, Teamwork &
Communication1
Freshman vs. Senior Baselines ( Early Fall 2001)
Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge
AERO CRCD
Students
Freshmen2
(n=88)
Seniors3
(n=23)
0—5.5
Scale
Mean
Scores 4
Design
Process
Team
Work
Communication*
2.71
2.59
1.62
Std. Dev.
1.14
0.95
0.76
Mean
Scores
3.30
2.30
2.04
Std. Dev.
1.15
0.79
0.85
*Validity in question.
Question universally misinterpreted.
1 TAMU AERO CRCD Adapted TIDEE Project Mid Program Assessment Instrument #1, Design knowledge
Texas A&M University
CRCD Intelligent Systems Class Design
Projects Increased Freshman Knowledge
about Engineering Team-Design
Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge
Percentage
Percentage of Students Scoring 4 and Above
50
40
30
20
10
0
*Validity in question.
Question universally misinterpreted.
Design Process
Teamwork
Communication *
Question Topic
Pre Test
Texas A&M University
Reflective Essay
Impact of “Smart Materials” CRCD Curriculum
in First Freshman Engineering Course
Freshman EPT Results (Post-Test)
Scale
Comparision of Post-Test Pe rce ptions betwee n
CRCD and non-CRCD Group
5
4.5
4
3.5
3
2.5
2
1.5
1
Non-CRCD
CRCD
Selfapp
Outside
Teaming
Subscale
* Scale 1=most positive & 5=most negative
Texas A&M University
Impact of “Smart Materials” CRCD Curriculum
on Student Perceptions of Materials Course
Concepts Mastery & Presentation
Percentage Of Students who Perceived Materials Course
Concepts Were Taught or Presented well
100
95
Percentage
90
85
80
75
Non-CRCD (N=132)
CRCD (N=76)
Texas A&M University
Crystal
Structures
Polymers
Material
Selection
Concepts
Atomic
Bonding
Impact of “Smart Materials” CRCD Curriculum
on Student Perceptions of Materials Course
Concepts Mastery & Presentation
Percentage of Stude nts who felt they mastered the different
concepts presented
100
95
Percentage
90
85
80
75
Non-CRCD (N=132)
CRCD (N=76)
Texas A&M University
Crystal Polymers Material
Structures
Selection
Concepts
Atomic
Bonding
TiiMS/CRCD REU Student Activities
Summer 2003 USRG Program
Through partial support by REU/CRCD
funds, TiiMS (Texas Institute for Intelligent
Materials and Structures) sponsored 11
students that participated in the TAMU
Undergraduate Summer Research Grant
Program. Here, two students present their
findings at the closing ceremonies.
Tony Menn - TAMU
Collen McCoy – Purdue University
Texas A&M University
TiiMS/CRCD REU Student Activities
Summer 2003 USRG Program
These students also were taken on
trips to industry and government
research laboratories.
Here, USRG students visit the
NASA JSC carbon nanotube
laboratories and are shown
the basics of scanningtunneling microscopy.
Texas A&M University
TiiMS/CRCD RET Summer 2003
Stephanie Boyd
Senior, Mathematics Education
Texas A&M University
“Celestial Mechanics
Geometry in Space”
Leslie Woodard
Houston Independent School District
“Aerospace Engineering
Algebra I Applications”
The TiiMS Institute made use of an existing
outreach program in place at TAMU and the
NSF CRCD RET grant to sponsor these
teachers.
TiiMS/CRCD group provided professional
development opportunities for two HS
teachers. The educators focused on
nanoscience and aerospace engineering.
Texas A&M University
E3 Teacher Summer Research Program
Texas A&M University
Summer 2003