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The Design Synthesis Exercise

The Design Synthesis Exercise. Joris Melkert, Faculty of Aerospace Engineering. Overview. The educational philosophy and program The Design/Synthesis Exercise Four examples Message: For Engineering studies it is better to focus on undergraduate design than on undergraduate research.

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The Design Synthesis Exercise

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  1. The Design Synthesis Exercise Joris Melkert, Faculty of Aerospace Engineering

  2. Overview • The educational philosophy and program • The Design/Synthesis Exercise • Four examples • Message: For Engineering studies it is better to focus on undergraduate design than on undergraduate research

  3. The educational philosophy and program Bachelor (3 year) Master (2 year)

  4. The educational philosophy and program Aerospace Engineering (e.g. Calculus & Physics) General Engineering courses year 1 year 2 year 3

  5. The educational philosophy and program Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic science and mathematicsand engineering sciences are applied to convert resourcesoptimally to meet a stated objective. Among the fundamental elements of the design process are the establishment of objectives and criteria, synthesis, analysis, construction, testing and evaluation. The engineering design component of a curriculum must include most of the following features: development of student creativity, use of open-ended problems, development and use of modern design theory and methodology, formulation of design problem statements and specification, consideration of alternative solutions, feasibility considerations, production processes, concurrent engineering design, and detailed system description. Further it is essential to include a variety of realistic constraints, such as economic factors, safety, reliability, aesthetics, ethics and social impact.

  6. History • Design Synthesis Exercise: • Start in 1997 • Based on earlier aircraft design exercises • Planning: 10 weeks - full time - for all BSc students • Conclusion of the Bachelor’s Programme (Q4 of third year) • 1997: 4 groups of 10 students • 2002: 15 groups of 10 students • 2008: 19 groups of 10 students • 2009: 24 groups of 10 students • 2010: 28 groups of 10 students

  7. The Exercise • Synthesis of knowledge and skills of Aerospace BSc Curriculum (Student gets an idea about how far they are – w.r.t. knowledge and skills – after 2.5 year) • Design of • objects (e.g., a 100-seater aircraft) • missions (e.g., to discover water-ice on the Moon) • Design is much more than to • conceptualize / draw / dimension • Design is to come up with a solution for a problem/assignment in a structured way: • Analysis of the problem • Define (and review) requirements • Come up with more than one solution • Do a trade-off based on pre-defined criteria

  8. The Exercise • Each year: innovative ideas • Challenging for both students and staff • All sections in the faculty have to contribute • Very high study efficiency • Students are extremely motivated • 15 ECTS in 10 weeks is a nominal score! • Hardly any drop-outs! • Each year: evaluation (may) result(s) in changes • Finalized projects sometimes lead to: • New insight • Follow-up DSE assignments • Internationally accepted papers • Actual projects (DelFly, DART, …)

  9. The Exercise • Conclusion of DSE: • Poster • One-day symposium • Professional Jury (ESA, NLR, Dutch Space, European Universities, …) • Award for the winner! • DSE book • Each team provides an "executive summary" • Book contains overview of all projects • Not only a nice overview …. • High PR value: we can show “the world” what our students can do!

  10. As it is now: the main players … • Organization Committee • “Assignment-evaluation committee” – partially external • Student-assistants • Educational office – admittance to the exercise • Study counselors – handling complaints on admission • Principal tutors – in charge of a project • Coaches – helping the principal tutor (2 per project) • (External clients) • Lecturers and coaches for Project Management/ Systems Engineering, Oral Presentations and Library Instruction • Jury during the symposium • THE STUDENTS!!

  11. As it is now: prerequisites • Completed first year • Completed second year • no more than one course with 5 (max. 5 ECTS) • all other courses grade 6.0 or more • all projects completed • all exercises and practicals completed

  12. As it is now • No holidays • Supporting courses on project management, systems engineering, library utilization and oral presentations • Concluded with a report, a poster presentation and a presentation on the concluding one-day symposium. • Both group and individual performance will be judged • Peer and self evaluation • Team of three coaches (1 principal tutor and 2 additional coaches from three different discipline groups) • Limited resources (project room, computers, small budget) • Students as a group are responsible for the outcome

  13. Grading • Technical Quality • Team Organisation Aspects • Commitment • Attitude • Initiative • Management of Resources • Communication

  14. Peer evaluation Something happened?? Consistent thoughout project

  15. Geyser Hoppingon Saturn’s Moon Enceladus

  16. METOPE • Investigate geysers and determine composition • Establish existence of subsurface ocean at south pole of Enceladus • Characterize this ocean • Investigate surface, subsurface and mantle dynamics • Repeat measurements at different location(s) • Customer: Dr. Andrew J. Ball, ExoMars Instrument Engineer, ESA/ESTEC

  17. METOPE • Cost Enceladus lander segment <1000M€ • No contamination of Enceladus environment during and after mission • Use off-the-shelf technology and hardware, where possible • Operation window 2020-2030 • Mission duration lander 6 months • Mass < 500 kg (TBC)

  18. METOPE Power – Mass – Cost – Reliability???

  19. METOPE • Design down to sub-system level: • Instrumentation • Propulsion and Repositioning • Power • Thermal Control • Guidance, Navigation and Control • Command & Data Handling • Communication • Structure • Mechanisms Cost: M€ 806 Peak power: 140 W (6 hrs) Landing mass: 335 kg

  20. Delfly Design a Micro Aerial Vehicle that can fly like a bird or insect and is able to do this autonomously with the use of an onboard camera. Key technical requirements that are imposed on the design are: - Fly using flapping wing technology - Be autonomous using vision-based technology - Be structurally sound

  21. Delfly Constraints on the design: - Weight: close to 15 g - Wingspan: less than 45 cm - Cost: within a budget of € 5000 - Noise level: less than 60 dB at a distance of 15 m - Endurance: at least 5 min - Slow flight: less than 5 m/s - Use of COTS components

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