THE ERAU CAPSTONE COURSES

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

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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)

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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 gt must
  approve major changes on both campuses.

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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.

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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.

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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.

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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.

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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

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CAPSTONE DESIGN EVOLUTION (2)

• Spacecraft design started integrated design teams
  in 2001 -gt 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.

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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.

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SPRING 2004 PRELIM DESIGN
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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

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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?)

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ODDSat
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(No Transcript)
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Product Structure Walk-Through
ODDSat 066-0010-00 366-0010-00
Cover 200-0043-00 300-0043-00
Main 200-0044-00 300-0044-00
Solar Array 200-0047-03 300-0047-03
Structure B 200-0048-00 300-0048-00
Payload 200-0049-00 300-0049-00
Solar Array 200-0047-00 300-0047-00
Wiring Harness 200-0046-00 300-0046-00
Structure A 200-0045-00 300-0045-00
Upper 200-0051-00 300-0051-00
Solar Array 200-0047-03 300-0047-03
Lower 200-0050-00 300-0050-00
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
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DESIGN CHALLENGES

• TIME! (3 semester credit hour courses)
• 1 semester 6 hrs/week15 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.

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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.

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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.

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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).