Smart Structures Theory (Cambridge Aerospace Series, 35)

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Staples eds. Berlin: The Geostationary Applications Satellite 3. Smith: Aircraft Noise 4. Mair and D.

Birdsall: Aircraft Performance 6. Abzug and E. Larrabee: Airplane Stability and Control 7. Sidi: Spacecraft Dynamics and Control 8. Anderson: A History of Aerodynamics 9. Cruise, J. Bowles, C. Goodall, and T. Patrick: Principles of Space Instrument Design Khoury ed. Fielding: Introduction to Aircraft Design Katz and A.

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Hodges and G. Fehse: Automatic Rendezvous and Docking of Spacecraft Flack: Fundamentals of Jet Propulsion with Applications Wagner, T. Sagaut eds. Joseph, T.

Funada, and J. Shyy, Y. Lian, H. Liu, J. Tang, and D. Kundu: Aircraft Design Friswell, J. The present experience has been developed in an introductory course on Materials Science. It is included in the third year of the degree in Physics first approach to Materials Science and, in most cases, the last one compulsory for all students following the Applied Physics Minor.

The background of the students is very heterogeneous since disciplines as far from Materials like Meteorology and Atmosphere Sciences must be considered in this branch of the degree. A proper Project Based Learning approach is not feasible due to three main points: the short duration of the course and the work overload for the students; the lack of previous experience on PBL for the students ; the background and projection of the students.

Task 0: Before Starting. Index book type approach: The course is divided in three blocks, combining lectures, open and standard exercises Block 1: Binding; crystal structure; defects Block 2. Compared to raising money for a few electron microscopes, founding a university is rather a large project. It is also an experiment which is not guaranteed to succeed. In this presentation I will describe the first ten years of such an experiment, from the original idea to the inauguration of a new institution.

The vision for this engineering-focused prospective university includes a large number of innovations — no lectures, exams or degree classifications to mention but three.

The implementation of the vision involved local and national politics, money, professional bodies, lawyers, academics from many countries and — at last — engineers. As it happens, several of those involved were and are materials engineers and they are challenged by the question I will ask you at the conference: How can we ensure that graduates have developed a sufficiently sophisticated understanding of materials without having attended a single lecture on our subject?

We should consider how important such skills are, whether they need to be specifically delivered as part of Materials Science and Materials Engineering courses, and if so how best to do that. In relation to the importance of such skills, some of the outcomes of a curriculum review conducted by academic staff in a materials department will be highlighted, looking at the range of views held on this question and some general conclusions. The different approaches to delivering courses which focus on such skills will be described and assessed. Finally, a case study will be discussed in which a significant number of such skills have been introduced into an activity which had previously focussed only on computing and programming, and plans will be outlined for transfer of this approach to a rather different design-based unit at a different institution.

A poster presentation in described the aspects of a modified and extended version of PBL with laboratory testing used in a corrosion course at junior level [1]. Earlier feedback from the students in this course have indicated that they were content with this type of active learning. The extended version of PBL can be split in six steps. This was also confirmed by the results from the exam. Making the groups smaller and performing the PBL as a shorter and more intense work package are possible measures, but this will require more resources, teachers and laboratory engineers.

Other possible improvements will be discussed and evaluated. Problem-based learning in corrosion with laboratory testing of solutions. Linking technical attributes to soft skills, such as team work, creative thinking, decision making, time management and conflict resolution, are highly valuated competences nowadays. It has been developed exclusively for Spanish-speaking countries. It will be hosted for the fifth time in May Students will be working in teams to develop a case-study based on real world problems around engineering, design, or sustainability using CES EduPack software.

An educator will mentor them during this project. Once the various teams have each developed a whole case-study, they will have to defend their project either online or in person in front of a panel of judges. They will evaluate the students based on the following criteria: knowledge of materials acquired through their courses as well as motivation, originality, and resourcefulness. Last year, we received more than 60 initial project proposals from 4 different countries Spain, Colombia, Mexico and Argentina ; 8 of which were defended in the final round.

After the competition, a survey was sent out to both academics and students regarding their experience. The feedback received was very positive and encouraged the need for such events in the future of Engineering Education. Teaching and working with boring materials Most students have a preconception that composites, Ti alloys, advanced ceramics are the ultimate goal of materials science. Certainly if we look at a typical materials science textbook the amount of effort that is spent on complex phase diagrams of Ti alloys or the structural efficiency of high modulus carbon fibres makes them look very critical.

If we compare however the volume of these materials in actual use with the global volume of Adobe dried mud bricks you can question the proportion of time spent on high tech materials. There is a need for the materials science of boring materials and teaching this well leads to new possibilities addressing real needs of people. Recently a course on building with adobe has started at TU Delft. There are also several graduate thesis assignments on boring materials such brick made from sand bound with gelatin. These unspectacular materials however require a good grounding in basic materials science to understand them, while the low cost makes a lot of hand on experience and in depth research possible.

Boring materials do not need to result in boring materials science classes and exercises and can be of significant benefit to both teachers and students. Global fiber production now exceeds million tonnes per year.

Materials Education Symposium—Speaker Program

Their economic importance is high, but so too is their environmental impact: their breakdown is a major source of plastic particulates in rivers and oceans. On the global Materials stage, fibers are big players. Material Science courses and texts include fibers particularly carbon and glass but tend give them only limited space, leaving the details to the Textile community whose approach to their characterisation has taken its own independent path.

Given their economic and environmental importance and the remarkable properties that some possess, they might be given a more visible role. This talk assembles information about fibers in a format adapted to Materials Science teaching and illustrates its use in engaging case studies. The Energy and Sustainability Engineering program at the University of Illinois was launched with a focus on the scientific and technical possibilities for — and fundamental limitations on — improved efficiency in energy conversion and use, including the role of materials.


We soon learned that the biggest challenges faced by our students are i to understand how engineering choices influence the tradeoff between capital cost, operating cost, and avoided CO2 emissions; and ii to construct a compelling case for the development and deployment of new technologies. Each of these involves an articulation of the return on investment that depends strongly on the anticipated cost of CO2 emissions which favors investment in reduced-carbon technologies , and by economic discounting which emphasizes short-term returns over lifecycle impact.

I will present several examples of the framework concepts we provide to students, and which they come to understand via homework problems, small group work, and term projects. The knowledge they gain is also troublesome, because it makes the pathway to solution more difficult or less certain.

The examples include the following. Since Hans Carl von Carlowitz, Sylvicultura Oeconomica, Freiberg, Saxonia everyone knows that wood is the byname of sustainability.

Wood stores CO2 and its production in the forest releases O2. Are therefore all products made from or with wood sustainable? A closer look at common knowledge facts about sustainability reveals many uncertainties when precise data are necessary.

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A teaching situation at university level requires both precise data and generalized principles, but in the case of sustainability these depend on the boundaries of the chosen system and may tend to a high degree of complexity due to the multidisciplinary nature of the problem. Industrial Designers are more responsive to intuitive learning situations and less to cognitive teaching approaches. For the teaching on master level Transformation Design we chose a hands-on project using sustainable materials like wood, flax, cork and plant oil based epoxy resin to build a foiling pedal boat.

The boat is not ready yet, the project went through all possible depths of student projects but reached the goal of conveying important facts on the principles of sustainable designing. The project was finalized with a written student report. Traditional wood-working techniques are inherently sustainable. The use of locally sourced green wood, simple hand tools and dry construction methods minimise the impact on the environment. Woodworking crafts can inform contemporary timber building practices that are dominated by global supply chains, synthetic materials and robotic automation. In the undergraduate architecture programme at the CASS School of Architecture, we expose students to process and material efficient techniques that offer the opportunity to rediscover lessons from the past that might make construction more sustainable in the future.

Students are tasked with designing, manufacturing and testing experimental timber structures fit for contemporary purposes that are produced using re-interpretations of sustainable techniques from the past. Students find creative ways to transliterate the most sustainable aspects of traditional woodworking techniques that add value, reduce environmental burdens and inform production efficiencies of contemporary timber construction.

As part of the senior design program, students are often tasked with the evaluation of predicate devices, and the design and development novel devices.

Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)
Smart Structures Theory (Cambridge Aerospace Series, 35) Smart Structures Theory (Cambridge Aerospace Series, 35)

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