implementation of an undergraduate curriculum with focus on intelligent systems rita m. caso jeff...
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Implementation of an Undergraduate Implementation of an Undergraduate Curriculum with Focus on Intelligent Curriculum with Focus on Intelligent
SystemsSystems 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
Texas A&M University
Goals of MCIS Effort at TAMUGoals 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.
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.
URICA and design team
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
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ENGR 111/112 Project ENGR 111/112 Project Walking Robot with SMA actuationWalking 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 ENGR 111/112 Project Walking RobotWalking Robot
Project development has led to standardized class materials.
Project continues in select sections without CRCD staff involvement
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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
ENGR 213/214ENGR 213/214Torque Tube Virtual ExperimentTorque Tube Virtual Experiment
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AERO 302 Project AERO 302 Project Synthetic Jet ActuatorsSynthetic Jet Actuators
Introduction into the classroom: AERO 302 (Aerospace Engineering Laboratory 1)
Use of Hot-Wires and Fast- Response 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 With Actuation
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Un-deformed shape Deformed shape (as predicted by FEMAP)
GOAL: Use shape memory alloy (SMA) to change airfoil shape in order to optimize lift to drag ratio.
AERO 306:AERO 306:‘Smart’ Wing‘Smart’ Wing
Physical model FEA model
Question: Where should SMA actuators be located? Predict deformed shape with FEMAP. Use CFD to predict lift and drag coefficients.
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SMA experiment
SJA experiment
Hybrid Simplex-Genetic Algorithm Improve and Refine Existing Algorithm
Hysteretic Actuators Extend Current Actuators from SISO to MIMO Type
Synthetic Jet Actuator Flow Regime Expansion Extend Low Speed Results to
High Speed Regime
Evaluate in Non-Laboratory Environment Fly on UAV Testbed
AERO 401/402AERO 401/402 Autonomous Intelligent Reconfiguration Autonomous Intelligent Reconfiguration
Electrical
Control Surfaces
Data
Firewall
SMA wires
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Intelligent Technologies in a Intelligent Technologies in a UAV DemonstratorUAV 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
Future 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
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.) variable speed, thrust = 1.4 lb
VMAX = 31 mph, VSTALL = 10 mph
Roll control via active wing warpingconventional pitch & yaw control
The Albatross CRCD Project – Fall 2003
w/o skin
wing w/ skin
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AERO 405: Urica I Airplane Design AERO 405: Urica I Airplane Design (FEA Spar & Rib Stress Analysis)(FEA Spar & Rib Stress Analysis)
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Typical activities include static and dynamic behavioraerodynamic-structurally coupled systemsforced response from control systemsequilibrium vs. stability conceptsconsistent measurementsvalidation and verification
Wing support system
AERO 420 - AeroelasticityAERO 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.
Multi-control surface wing in 2x3 wind tunnel
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AERO 422 Project Flow Control using Synthetic Jet Actuators
Introduction into the classroom: AERO 422 (Active Control for Aerospace Vehicles)
Students design a feedback control system which utilizes synthetic jet actuators to control the boundary layer over the airfoil.
Without Actuation With Actuation
hcmdh K plante
-+
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AERO 489Intelligent 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
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AERO 489Class Projects
Testing of a New Biomimetic Nanostructure Skin for Hydrodynamic Drag Reduction. 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. 0
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uncoated
Electric Power Generation From Wave Motion Via Piezoelectric Materials.
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.
Pulling of the wire rotates the shaft and
loads the spring
Loaded spring moves flywheel
Via a cam, push-rod and spring assembly, the flywheel bends the
piezo bean
Direction of beam vibration
Cantilevered piezoelectric beam
Electrodes collecting the electric charge
Pulling of the wire rotates the shaft and
loads the spring
Loaded spring moves flywheel
Via a cam, push-rod and spring assembly, the flywheel bends the
piezo bean
Direction of beam vibration
Cantilevered piezoelectric beam
Electrodes collecting the electric charge
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Experimental Modeling of Pressure Tubing Response and Frequency Response EnhancementFrom 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).
i2 0 N2
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AERO 489Class Projects
Texas A&M University
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.
CRCD Senior Capstone DesignCRCD Senior Capstone Design
Spring 2004Spring 2004
SUMMATIVE EVALUATION SUMMATIVE EVALUATION ACTIVITIESACTIVITIES
The NSF CRCD AERO PROJECT:
Development of a Multidisciplinary Curriculum for Intelligent Systems
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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
Engineering & Design Process Skills: design, creativity, teamwork, communication
• Modified existing instrument to assess design, teamwork, and communication capabilities of senior students in capstone design and first-year students. No major growth from first-year to senior year.
Major Assessment Activities and ResultsMajor Assessment Activities and Results
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Summative Evaluation ofSummative Evaluation of InterestInterestQuantitative 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 withMultiple Exposure toCRCD courses (Fall 00 – Sp 04 , n=54)
Indicators
• Retention • Attraction to Major
Indicators•Retention •Attraction to Major•Enrollment Choices
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Summative Evaluation ofSummative Evaluation of Interest Interest Qualitative and Survey ResearchQualitative 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 orGood CRCD Course Grades Exposed More Than Twice to CRCD CoursesContactable by phone or in person
CreateSurvey ofPerceptions /Attitudes based on result of interviews
Survey CRCD students with Perception/ Attitude instrument via e-mail or Web (n=300/universe=858)
Selection Criteria: Exposed at least once to CRCD course Contactable by email
Texas A&M University
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?
Summative Evaluation of Interest Summative Evaluation of Interest Qualitative and Survey Research Qualitative and Survey Research
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
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Summative Evaluation of Content Knowledge:Summative Evaluation of Content Knowledge: Concept InventoriesConcept 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
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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
Summative Evaluation of Content Knowledge:Summative Evaluation of Content Knowledge: Concept InventoriesConcept Inventories
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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)
Summative Evaluation of Engineering & Summative Evaluation of Engineering & Design Process Skills:Design Process Skills: Using TIDEE* Design AssessmentUsing TIDEE* Design Assessment
Pre and Post-Test..• Knowledge About Team Design• Application of Team Design knowledge• Critical Reflection on Team Design Performance
Sp 2004 AERO Capstone Vehicle Design (2nd semester of two-semester course)
*Davis, D. C. (2001). Transferable Integrated Design Engineering Education (TIDEE), Mid Program Assessment
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CRCD Intelligent Systems Curriculum Impact on Design CRCD Intelligent Systems Curriculum Impact on Design Knowledge:Team Design Process, Teamwork & Knowledge:Team Design Process, Teamwork & CommunicationCommunication1 1
Freshman vs. Senior Baselines ( Early Fall 2001)Freshman vs. Senior Baselines ( Early Fall 2001)
2.042.303.30Mean Scores
Seniors3
(n=23)
Freshmen2
(n=88)
AERO CRCD Students
1.622.592.71Mean Scores 4
0.85
0.76
Communication*
0.79
0.95
Team Work
Std. Dev.
Std. Dev.
0—5.5 Scale
1.15
1.14
Design Process
1 TAMU AERO CRCD Adapted TIDEE Project Mid Program Assessment Instrument #1, Design knowledge
*Validity in question. Question universally misinterpreted.
Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge
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Percentage of Students Scoring 4 and Above
0
10
20
3040
50
Design Process Teamwork Communication
Question Topic
Perc
enta
ge
Pre Test Reflective Essay
CRCD Intelligent Systems Class Design CRCD Intelligent Systems Class Design Projects Increased Freshman Knowledge Projects Increased Freshman Knowledge about Engineering Team-Designabout Engineering Team-Design
Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge
*
*Validity in question. Question universally misinterpreted.
Texas A&M University
Impact of “Smart Materials” CRCD CurriculumImpact of “Smart Materials” CRCD Curriculum in First Freshman Engineering Course in First Freshman Engineering Course Freshman EPT Results (Post-Test)Freshman EPT Results (Post-Test)
* Scale 1=most positive & 5=most negative
Comparision of Post-Test Perceptions between CRCD and non-CRCD Group
11.5
22.5
33.5
44.5
5
Selfapp Outside Teaming
Subscale
Sca
le
Non-CRCD
CRCD
Texas A&M University
Impact of “Smart Materials” CRCD Curriculum Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course on Student Perceptions of Materials Course Concepts Mastery & PresentationConcepts Mastery & Presentation
75
80
85
90
95
100
Percentage
CrystalStructures
Polymers MaterialSelection
AtomicBonding
Concepts
Percentage Of Students who Perceived Materials Course Concepts Were Taught or Presented well
Non-CRCD (N=132)
CRCD (N=76)
Texas A&M University
75
80
85
90
95
100
Percentage
CrystalStructures
Polymers MaterialSelection
AtomicBonding
Concepts
Percentage of Students who felt they mastered the different concepts presented
Non-CRCD (N=132)
CRCD (N=76)
Impact of “Smart Materials” CRCD Curriculum Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course on Student Perceptions of Materials Course Concepts Mastery & PresentationConcepts Mastery & Presentation
Texas A&M University
TiiMS/CRCD REU Student ActivitiesTiiMS/CRCD REU Student ActivitiesSummer 2003 USRG ProgramSummer 2003 USRG Program
Tony Menn - TAMU
Collen McCoy – Purdue University
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.
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TiiMS/CRCD REU Student ActivitiesTiiMS/CRCD REU Student ActivitiesSummer 2003 USRG ProgramSummer 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 scanning-tunneling microscopy.
Texas A&M University
TiiMS/CRCD RET Summer 2003TiiMS/CRCD RET Summer 2003
Stephanie BoydSenior, Mathematics EducationTexas A&M University“Celestial MechanicsGeometry in Space”
Leslie WoodardHouston Independent School District“Aerospace EngineeringAlgebra I Applications”
E3 Teacher Summer Research ProgramTexas A&M University
Summer 2003
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.