1. 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

2. 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

3. Courses Impacted AERO 101 - Introduction to Aerospace Engineering
ENGR 111/112 - Foundations of Engineering
ENGR 211/213/214 - Basic engineering science courses
AERO Aerospace Engineering Laboratory
AERO 304/306 - Structural Mechanics
AERO 401/402 - Senior design sequence
AERO Mechanics of Advanced Aerospace Structures
AERO Aerospace Structural Design
AERO 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

4. 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.

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

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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).

12. Multi-control surface wing in 2x3 wind tunnel
AERO 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

13. 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

14. 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

15. 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.

16. 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).

17. 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.

18. SUMMATIVE EVALUATION ACTIVITIES
The NSF CRCD AERO PROJECT:
Development of a Multidisciplinary Curriculum for Intelligent Systems

19. 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.

20. 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

21. 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 or Web
(n=300/universe=858)
Selection Criteria:
Exposed at least once
to CRCD course
Contactable by
Create
Survey of
Perceptions /Attitudes based on result of interviews

22. 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

23. 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

24. 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

25. 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 st Freshman Engineering Course
(CRCD “treatment” course)
*Davis, D. C. (2001). Transferable Integrated Design Engineering Education (TIDEE), Mid Program Assessment

26. 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

27. 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. *

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

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

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

31. 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

32. 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.

33. 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