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. 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

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

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.

ENGR 111/112 Project Walking Robot Project development has led to standardized class materials. Project continues in select sections without CRCD staff involvement

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

AERO 302 Project Synthetic 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

Deformed shape (as predicted by FEMAP) 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 Deformed shape (as predicted by FEMAP) Physical model FEA model Question: Where should SMA actuators be located? Predict deformed shape with FEMAP. Use CFD to predict lift and drag coefficients.

AERO 401/402 Autonomous Intelligent Reconfiguration 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 Electrical Control Surfaces Data Firewall SMA wires SMA experiment SJA experiment

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.) variable speed, thrust = 1.4 lb VMAX = 31 mph, VSTALL = 10 mph Roll control via active wing warping conventional pitch & yaw control 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

AERO 405: Urica I Airplane Design (FEA Spar & Rib Stress Analysis) The FEM results are a full 3-dimensional case as seen from a cross-sectional view. There are four SMAs, as called for in the preliminary wind tunnel design, located as shown on the graphic. The model was simplified, meaning that instead of C-shaped spars, there are “fixed” boundary conditions (no translation or rotation). The modeled SMAs represent 4 % strain and their locations are based on a combination of previous GA optimization and experimental requirements (for example, we don’t need to get supersonic for this experiment…just change the camber. And we only need one wire location for simplicity’s sake).

Multi-control surface wing in 2x3 wind tunnel 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 static and dynamic behavior aerodynamic-structurally coupled systems forced response from control systems equilibrium vs. stability concepts consistent measurements validation and verification Multi-control surface wing in 2x3 wind tunnel Wing support system

AERO 422 Project Flow Control using Synthetic Jet Actuators Introduction into the classroom: AERO 422 (Active Control for Aerospace Vehicles) K - + Students design a feedback control system which utilizes synthetic jet actuators to control the boundary layer over the airfoil. Without Actuation 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

AERO 489 Class 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. 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.

Low-Order Modeling of Dynamical Systems. AERO 489 Class Projects 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).

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.

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 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.

Summative Evaluation of Interest Quantitative 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 Indicators Retention Attraction to Major Identify CRCD “treatment” and Non-CRCD comparison groups (CRCD n = 858 vs. Non-CRCD n ≈ 900) STUDY Tracking students with Multiple Exposure to CRCD courses (Fall 00 – Sp 04 , n=54) 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 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 Create Survey of Perceptions /Attitudes based on result of interviews

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? 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

Summative Evaluation of Content Knowledge: Concept Inventories Sample basic question - SMA Concept Inventory (CI): What is the basic mechanism of the shape memory effect (SME)? Deformation due to the motion of mixed dislocations Interstitial diffusions within the crystal lattice structure Phase transition in a crystal lattice structure Grain boundary growth after re-crystallization 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 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 2004 AERO Capstone Vehicle Design (2nd 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

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 2.04 2.30 3.30 Mean Scores Seniors3 (n=23) Freshmen2 (n=88) AERO CRCD Students 1.62 2.59 2.71 Mean Scores 4 0.85 0.76 Communication* 0.79 0.95 Team Work Std. Dev. 0—5.5 Scale 1.15 1.14 Design Process *Validity in question. Question universally misinterpreted. 1 TAMU AERO CRCD Adapted TIDEE Project Mid Program Assessment Instrument #1, Design knowledge

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 *Validity in question. Question universally misinterpreted. *

Impact of “Smart Materials” CRCD Curriculum in First Freshman Engineering Course Freshman EPT Results (Post-Test) * Scale 1=most positive & 5=most negative

Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course Concepts Mastery & Presentation

Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course Concepts Mastery & Presentation

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

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 scanning-tunneling microscopy.

E3 Teacher Summer Research Program 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. E3 Teacher Summer Research Program Texas A&M University Summer 2003