Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven H. Collicott, Purdue University, West Lafayette

Tagged Divisions

Aerospace

launches. As thecommercial sub-orbital market is, at this writing, merely in an emerging state, formal pursuit ofcourse objectives sometimes is sacrificed to the need to secure launch opportunities and deliveron them as they arise in various forms. There is no steady state in the field right now and thusadaptability is key to providing students with the most opportunities for gaining hands-on, team-based, real-world, aerospace engineering experiences.Access to certain environments for research and education purposes has traditionally beenlimited. For example: deep ocean trenches, Antarctica, the Mesosphere and Lower Page 26.1287.3Thermosphere (above

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Masoud Rais-Rohani, Mississippi State University

Tagged Divisions

Aerospace

; fasten stringers to the skin 16. Weigh each completed panel for comparison to the predicted weight 17. Cut and mount loading caps on each panel for testing 18. Test each panel using a servo-hydraulic testing machine and record data 19. Compare measured data for various events (e.g., local buckling, failure) to the predicted values 20. Write and submit a group technical report following the specified format 21. Give an oral presentation of the project to the class Figure 5. Sequence of activities associated with the panel projectUltimately, the quantity and size of stringers for each concept that provides the optimum overallpanel design are identified. With the availability of this information, each team

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mark D. Maughmer, Pennsylvania State University, University Park; Benjamin T. Pipenberg, The Pennsylvania State University; Nicholas Jared Grasser, The Pennsylvania State University; Stephen Van Wert, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

aerospace topics. Thus the course ishorizontally integrated across the curriculum. Likewise, a unique aspect of the Sailplane Class isthat it is also vertically integrated, with students entering as freshman and remaining throughtheir senior years, allowing for students to interact across their experience levels. All are requiredto give presentations and reports to promote both peer and expert feedback of their efforts.While the class focus is on the fabrication of a sailplane (or, for the past several years, on ahuman-powered airplane), two years ago radio-controlled airplanes were introduced into theprogram to augment student experiences.Course StructureTypically, the course enrollment is approximately thirty-five students. The objectives for

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

student will identify in-plane motion of the blade from the lead-lag hinge. The student will identify feathering motion from the pitch links.The student may choose to draw swashplate pictures showing a tilt change from neutral position,or an elevation from neutral position, as indicators of cyclic inputs or collective pitch inputs.The student may draw before-after pictures of blade coning, blade flapping, and blade feathering.The student may draw pictures of lift distribution and Mach number distribution across the spanof the rotor blade in hover. The student may write equations for the conservation of momentum,with the Coriolis Effect and rotor speed or RPM.Alternatively, the student may choose to use a physical model of an articulated rotor

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hank D Voss, Taylor University; Jeff F Dailey; William A Bauson, Taylor University; Bill Chapman, Taylor University

Tagged Divisions

Aerospace

prepare graduates well. Traditional“small stepping” lab and project classes serve a real purpose but can be limited and geared morefor workforce literacy (“Cubicle” engineers). Challenging projects give students freedom andownership while driving and amplifying their problem solving skills with some failure andcreative feedback solutions. Appropriate and inspiring big projects better prepare students foradvanced leadership by doing advanced engineering and “swimming with the Big Boys” innational competitions, peer reviewed publications, and selective job interviews.AdvantagesReal world and challenging experiences for students have many advantages: • improved student resume and career opportunities • are significant for attracting top students

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Christopher Cotting, United States Air Force Test Pilot School

Tagged Topics

Diversity

Tagged Divisions

Aerospace

adopt principles only after they have been vetted within their peer group. 14‘The instructor’s role is no longer that of a teacher, but more a facilitator. Guidance for methodsof facilitation can be found outside of traditional academia in programs that are designed to buildhigh performance teams. Rohnke and Butler state that “the leader/facilitator doesn’t provide allthe answers to the group; primarily the participants learn from each other.” 15 The authors go on tocontrast leading versus facilitating by stating “leading the group – helping them to learn – orfacilitating – helping them to learn from each other.” 15Role-based learning also lends itself well into integration with problem based learning. Byintroducing students to an environment