Integration of UAV Senior Projects into the Curriculum 2000
Brian Argrow and Judith Curry†
Department of Aerospace Engineering Sciences
University of Colorado, Boulder
Abstract
In 1997, the Department of Aerospace Engineering
Sciences introduced the AE Curriculum 2000, returning
to a product-design focus with an emphasis on
teamwork, and hands-on learning with horizontal
integration of the basic science, mathematics, and
engineering sciences. The multidisciplinary nature of
contemporary aerospace engineering is emphasized,
particularly in the senior projects. UAV projects
provide an ideal opportunity for exposing students to
“real-world” systems engineering. Three multi-year
UAV projects are described that illustrate the beginning
of vertical integration in the Curriculum 2000.
Introduction
The fifth academic year for the Aerospace Engineering
Curriculum 2000 (AE 2000) concludes with the spring
2002 semester.1 This undergraduate curriculum is the
result of a complete pedagogical overhaul, with reforms
in both content and teaching methods. It shifts emphasis
from compartmentalized basic science, mathematics,
and engineering science courses to those designed to
integrate topics and incorporate a product-design
focus.2 The curriculum employs the resources of the
Integrated Teaching and Learning Laboratory3 (ITLL)
to incorporate a hands-on component in virtually all the
Aerospace Engineering Sciences (AES) courses. The
AE 2000 culminates with a capstone project course in
which students are required to design, build, and test
prototype systems. These are often multidisciplinary
projects that involve students and faculty advisors from
other engineering departments, particularly mechanical
and electrical engineering, and computer science.
This paper describes the new curriculum, the origins of
its design for horizontal integration, and how the ITLL
has enabled its implementation. This is followed by a
discussion of the present effort to incorporate vertical
integration into the curriculum with UAV projects in
the capstone senior course. Finally, the Discovery
Learning Initiative (DLI) is discussed and the potential
ENGINEERING
DISCIPLINES
of the Discovery Learning Center (DLC) to enable
vertical integration similar to the enabling of horizontal
integration through the ITLL.
Motivation: A Need for Change
4
Seely discusses the history of education in
American engineering colleges. An excerpt from this
reference states: “A good engineer … must strike a
balance between knowing and doing.” The recognition
of this balance was the impetus for the reengineered
curriculum that is the AE 2000; a curriculum with
renewed emphasis on design and hands-on learning to
balance the theory of the engineering sciences.
Horizontal integration of engineering science topics
with hands-on and design experiences is a priority in a
learning environment where communications and
teamwork development is ubiquitous. Specifically, we
have:1







Established a core curriculum
Integrated the material in this core
Made the curriculum relevant to applications
Made it experiential, i.e., “hands-on”
Integrated communication and teamwork skills
into all courses
Provided more curricular choice at the upper
division
Implemented continuous improvement procedures
Curriculum Integration
Figure 1 illustrates the concepts of horizontal and
vertical curriculum integration by mapping the flow of
students as they enter the university with their K-12
experience, then exit into industry from the various
degree levels. The traditional curriculum illustrated in
Fig. 1(a) does not emphasize the interdisciplinary
nature of contemporary engineering. In some instances
the lines separating the disciplines may represent the
real barriers between departments—the stovepipe
analogy is obvious.
ENGINEERING
DISCIPLINES
To
Industry
PD

†
Associate Professor
PhD and Associate Chair, Senior Member
Professor
G2
University
Experience
G1
SR
1
American Institute of Aeronautics and Astronautics
ENGINEERING
DISCIPLINES
Figure 1 Schematic illustrating curriculum structure and the ideas of horizontal and vertical integration.
Horizontal integration, illustrated in Fig. 1(b), may be
accomplished in several ways. The most fundamental
integration occurs when the topics and methods of basic
science and mathematics courses are connected to
engineering science topics to remove disconnects that
often occur. The engineering science topics are
presented in a continuum that emphasizes topical
interdependence and overlap. At a higher level, this
integration may cross departmental boundaries with
shared facilities and possibly interdepartmental courses.
Horizontal integration was the central theme of the
Integrated Teaching and Learning Initiative, that
preceded the construction of the ITLL.
A vertically integrated curriculum, as shown in Fig.
1(c), is designed to foster interaction of students across
various levels of preparation and classes. The central
focus of the DLI is to provide students at all levels with
hands-on research experience in multi-year, sponsored
projects. The research teams will combine students of
all levels with faculty, research associates, corporate
mentors, and corporate sponsors. This vertical
integration will allow mentoring at all levels and
educate students for working in research teams. The
DLC is the building in which DLI-based activities will
be conducted. This facility is scheduled to open for
tenants in August 2002, with an official dedication
scheduled for October 2002.
The Aerospace Engineering Curriculum 2000
The curriculum shown in Fig. 1(b) illustrates horizontal
integration. In the AE 2000, outlined in Table 1, this
begins in the freshman year with the GEEN 1400
Freshman Projects course. This general engineering
course crosses departmental lines with its multiple
sections taught by faculty from the various departments
in the College of Engineering and Applied Sciences. Its
purpose is to introduce students to the design process
with an emphasis on teamwork.
The ASEN 2000 course series in the sophomore year
emphasize topical integration of the engineering
sciences. The sub-disciplines previously taught in the
typical, compartmentalized fashion, are combined to
reinforce the continuum of engineering science
concepts, problem formulation, and operational skills,
with the basic concepts and operational skills of the
basic science and mathematics courses. This is
presented in a format that emphasizes hands-on
learning and product design. These courses form the
heart of the AE 2000, following is a brief description of
2000-series courses:
ASEN 2001: Introduction to Statics,
Structures, and Materials, introduces the
fundamental analytical tools for statics and
structural analysis in the context of the physics
of aerospace materials. Topics include
force/moment equilibrium, truss analysis,
Table 1 Aerospace Engineering Curriculum 2000
Year
Semester
Credit
Hrs
Prerequisite / Co-Requisite (CR)
2
American Institute of Aeronautics and Astronautics
Fall
APPM 1350
ASEN 1000
CHEM 1211
CHEM 1221
GEEN 1400
FRESHMAN
Spring
APPM 1360
PHYS 1000
Fall
APPM 2350
ASEN 2001
ASEN 2002
SOPHOMORE
Spring
APPM 2380
ASEN 2003
ASEN 2004
Fall
ASEN 3111
ASEN 3112
ASEN 3113
PHYS 1120
JUNIOR
Spring
ASEN 3128
ASEN 3200
ASEN 3300
WRTG 3030
Fall
ASEN 4013
ASEN 4018
SENIOR
Calculus 1 for Engineers
Intro to Aerospace Engineering*
General Chemistry for Engineers
General Chemistry for Engineers
Engineering Projects
Humanities/Social Science Elective
Semester Credit Hours
4
1
3
2
3
3-5
15-18
C or better in MATH1100
Freshman in Aerospace Engineering
One year high school chemistry
One year high school chemistry
Freshman in Engineering
Variable
Calculus 2 for Engineers
General Physics 1
Computing Elective**
Humanities/Social Science Elective
Semester Credit Hours
4
4
3-4
3-5
14-17
APPM 1350
CR APPM 1350
Variable
Variable
Calculus 3 for Engineers
Aerospace 1
Aerospace 2
Humanities/Social Science Elective
Semester Credit Hours
4
5
5
3-5
17-18
APPM 1360
APPM 1360, CHEM 1211/1221, PHYS 1110
APPM 1360, PHYS 1110
Variable
Ordinary Differential Equations
Aerospace 3
Aerospace 4
Humanities/Social Science Elective
Semester Credit Hours
4
5
5
3-4
17-18
APPM 2350
APPM 2350, ASEN 2001; CR APPM 2380
APPM 2350, ASEN 2002
Variable
Aerodynamics
Structures
Thermodynamics & Heat Transfer
General Physics 2
Semester Credit Hours
4
4
4
4
16
APPM 2350, ASEN 2002, ASEN 2004
ASEN 2001; CR APPM 2380
APPM 2350, ASEN 2002
PHYS 1110
Aircraft Dynamics
Orbital Mech/Att Determ & Control
Electronics & Communications
Writing Science & Society
Humanities/Social Science Elective
Semester Credit Hours
4
4
3
3
3
18
APPM 2380, ASEN 2002, ASEN 2004
APPM 2380, ASEN 2003, ASEN 2004
APPM 2380, ASEN 2003, PHYS 1120
Junior Standing in Engineering
Variable
Foundations of Propulsion
Senior Projects 1
Professional Area Electives
Free Elective
Semester Credit Hours
3
4
6
3-4
16-18
APPM 2380, ASEN 3113
Senior standing in Aerospace Engineering
Variable
Variable
Spring
ASEN 4012
ASEN 4028
Aerospace Materials
3
APPM 2380, ASEN 3112, ASEN 3113
Senior Projects 2
4
ASEN 4018
Professional Area Electives
6
Variable
Free Elective
3-5
Variable
Semester Credit Hours
16-18
*Not required, may be applied to Free Elective Requirement
**Programming experience is an implicit prerequisite for ASEN courses  2000-level. Recommend GEEN 1300-3, or CSCI 1300-4.
Table 2 ASEN 2002 Introduction to Thermodynamics and Aerodynamics
Classwork
(3 hr/week)
Experimental Labs
(2 hr/week)
Design Labs
(2 hr/week)
3
American Institute of Aeronautics and Astronautics
Exams
Homework
(15 hr/week)
Week
1
Concepts/Topics
Lab safety and procedures
Basic concepts of
thermodynamics
Problem
Set
Reading
P1
C 1-2
C2
2
3
4
Properties of pure substances
5
6
Conservation of energy: the first
law for closed systems and
control volumes (flow systems)
E1: Basic Temperature
Measurement and
Thermodynamic Efficiency

Thermocouples

Reference temperature: real
and software compensation

Efficiency of a hairdryer
9
10
13
16
P3
C2
C3
C 3, 4
P4
E2: Bernoulli’s Equation, Flow
Measurements, and LowSpeed Wind Tunnel Testing
Introduction to aeronautics,
aerodynamic forces, and
dimensional analysis



1-D incompressible flow

C4
S 1-3
Flow meter comparison
Intro to wind tunnel testing
Pitot static probe and flow
speed
measuring pressure
distribution on a circular
cylinder.l
EX4
P5
S 4-6
S7
1-D compressible flow
Two-dimensional flow: lift and
drag
14
15
EX2
EX3
11
12
P2
C3
D1: Large
Inflatable
Spacecraft
Radio
Antenna
7
8
EX1
Viscous flow
D2: Sounding
Rocket, X Prize
E3: Pressure and Lift
Measurements, Viscous
Flows


EX5
P6
EX6
P7
S7
S8
S8
S 10
How wings produce lift
Viscosity measurement and
comparison
EX7
P8
S 10
Summary & Review
beam theory, stress and strain, material
structure, alloy phase diagrams, polymers,
ceramics, composites, and aerospace structural
design.
ASEN 2002: Introduction to Thermodynamics
and Aerodynamics, introduces the fundamental
concepts and principles of thermodynamic and
fluid dynamic systems. The focus is in areas of
general importance to the aerospace
engineering discipline. The primary goal is the
synthesis of basic science (physics),
mathematics, experimental methods for
quantitative and qualitative analyses and
design of general aerospace technology
systems.
ASEN 2003: Introduction to Dynamics and
Systems, introduces the principles of particle
and 2D rigid body dynamics, vibrations,
systems, and controls. The topics covered
include kinematics, kinetics, energy methods,
system modeling, and simple feedback control.
ASEN 2004: Aerospace Vehicle Design and
Performance, introduces the design and
performance analyses of aircraft and
spacecraft. Aircraft topics include wings,
propulsion, cruise performance, stability and
control, structures, and preliminary design.
Spacecraft topics include orbital mechanics,
orbit and constellation design, rocket equation
and staging, launch systems, and spacecraft
subsystems.
Table 2 is the schedule used in ASEN 2002 for the fall
2001 semester. This illustrates the topical breakdown
along with typical experimental and design laboratory
activities. Table 3 shows the structure of the ASEN
2000 courses, based on a two-week curriculum module.
Table 3 ASEN 2002 Bi-Weekly Curriculum Block
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American Institute of Aeronautics and Astronautics
Week
1
2
Mon
110 min
Expt.
&
Design
Lab
Tue
75 min
Disc.
&
Lect.
Hwk
Soln
&
Summary
Wed
110 min
Expt.
&
Design
Lab
Thu
75 min
Group
Exerc.
&
Lect.
The AE 2000 was launched with the opening of the
ITLL, and this facility remains critical to insure the
Exam
There are 11 defined outcomes for the AE 2000. It is
expected that a graduate of the curriculum will
demonstrate the capabilities enumerated here:
O1 Professional context and expectations (ethics,
economics, business environment, etc.)
O2 Current and historical perspective
O3 Multidisciplinary, systems perspective
O4 Written, oral, graphical communication ability
O5 Knowledge of key scientific/engineering
concepts
O6 Ability to define and conduct experiments, use
instrumentation
O7 Ability to learn independently, find
information
O8 Ability to work in teams
O9 Ability to design
O10 Ability to formulate and solve problems
O11 Ability to use and program computers
Combined with the specific learning goals of each
course, assignments are designed to produce these
outcomes. Student grades indicate the degree to which
they can demonstrate the required abilities. A grading
and assessment tool has been piloted that allows
students and faculty to track individual performance for
a comprehensive view of strengths and weaknesses.
This information is used in a year-end assessment of
each course to continuously tune content and delivery.
outcomes enumerated earlier. The 34,000 square-foot
building has three levels. The top level has two active
classrooms for the GEEN 1400 Freshman Projects
courses. The lower two levels are dominated by
laboratory plazas. Figure 2 shows the layout of the
plaza on the main level, photographed from the top
level. Each plaza nominally contains 18 laboratory
stations and each station contains two networked PCs
with software that includes Labview, MATLAB,
Microsoft Office, and Solid Works, among the many
other packages. In addition to the virtual instruments
available with Labview, each station is equipped with
an oscilloscope, function generator, and other “real”
electronic instruments. Multichannel data acquisition
boards and military connectors from each computer
allow experimental modules to be rolled up to the
individual stations.
The ITLL: Enabling Horizontal Integration
The College-wide Integrated Teaching and Learning
Initiative began in 1992, culminating with the
dedication of the laboratory in the fall of 1997. The
program plan, developed before the construction of the
laboratory, is embodied in the “ITLL Wheel,” shown in
Fig. 2.
Figure 2 The ITLL wheel that emphasizes the its
multidisciplinary mission.
Figure 3 Overlook of one of the ITLL plazas and
labstations.
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American Institute of Aeronautics and Astronautics
In the 2000-series laboratories, teams are rotated
through activities such that they are always either
performing experiments, preparing for experiments, or
conducting design related activities (such as design
interviews with the faculty teaching team). Each team
of approximately four students has their own dedicated
labstation. When not used for data acquisition, the
labstations become workstations for the design portion
of the laboratory exercises.
The hands-on and design experiences continue in the
junior-level courses. The emphasis on experimental
activities is most intense in ASEN 3300 Electronics and
Communications, however all the junior courses have
required experimental laboratory and design content.
UAVs. Serious operational issues have arisen during
these Arctic missions. Especially serious is the problem
of in-flight icing. Figure 4 shows an Aerosonde UAV
parked on the Arctic ice at the conclusion of a mission.
AES graduate and undergraduate students have been
involved with analyzing the icing problem and
investigating deicing systems. In August 2001, these
same scientists and engineers were part of the
operations teams for the Convection And Moisture
Experiment (CAMEX-4) sponsored by the Earth
Science Enterprise of NASA.
The Capstone Course: Senior Projects
The capstone experience in the AE 2000 is a yearlong,
two-course sequence that implements a “design, build,
and test” philosophy. The fall semester course ASEN
4018 focuses on design synthesis. The course
terminates with a comprehensive design review (CDR)
in preparation for the practicum of the spring semester
course ASEN 4028. In this course the students begin
with the CDR from the previous semester, then focus
on the build and test phase of the project. The level of
success (grade) of a project is generally determined by
the degree to which project milestones are achieved,
and the how the tests are conducted and the results
analyzed.
UAVs provide an excellent opportunity for systemsoriented senior projects. Relatively low cost,
commercial off-the-shelf (COTS) components allow the
design and construction of high-performance UAVs.
Innovations continue in airframe design and propulsion.
However, miniaturized sensors and navigation
hardware, combined with high-speed onboard
processors and wide-band communications have
revolutionized the capabilities of undergraduates. The
result is relatively low-cost UAV platforms that provide
relevant capstone design projects and enable
undergraduates to develop systems that support
university research programs. Just as the ITLL has
enabled horizontal integration, the DLC will help to
enable vertical integration. Three multiyear,
interdisciplinary UAV projects that exemplify vertically
integrated senior projects are now described.
Aerosonde5
Since late-summer 2000, Aerosonde™ robotic aircraft
have been deployed from Barrow, Alaska for lowaltitude remote sensing. For this project, AES
atmospheric scientists and aerospace engineers are
working with Aerosonde engineers to acquire
meteorological and climatological data with in situ
measurements and remote sensing from the Aerosonde
Figure 4 An Aerosonde UAV resting on the Arctic ice
after a remote sensing mission.
The Aerosonde research has spawned several senior
projects. The first senior team worked with a Ph.D.
candidate to investigate and design a deicing system. At
the conclusion of their course sequence, the seniors
attempted to demonstrate several deicing schemes, none
of which was determined to be suitable for
implementation. A second group designed and
constructed a catapult launch system for the Aerosonde
UAV.
Presently, in preparation for their senior project course,
a group of junior-level students have begun to
reexamine the deicing problem and are also looking at
design modifications to the Aerosonde airframe that
may enable it to carry multiple drop-sondes for a
proposed Antarctic mission. In the fall they will begin
the ASEN 4018-28 sequence with the continued
support of the graduate research assistants.
TornadoChaser
The TornadoChaser is a portable, remotely-piloted
vehicle (RPV) that will operate in severe “pretornadic”
thunderstorms. The prototype UAV is shown in Fig. 5.
This project began in the fall of 1999 with primary
funding from the National Severe Storms Laboratory
(NSSL) of the National Oceanographic and
Atmospheres Administration (NOAA). Onboardsensors and navigation hardware will receive flight
commands and transmit flight and in situ
meteorological data. The navigation systems include a
solid-state gyro and magnetometer along with a
differential GPS system. Communications between the
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American Institute of Aeronautics and Astronautics
RPV and the ground station is through wireless
modems with a range of more than 20 miles. Missions
will be designed to penetrate the region associated with
the radar “hook echo” in supercells, the particularly
nasty variety of severe thunderstorms that often
produce tornadoes. (The hook echo is generally a
precursor of tornado formation.)
particularly the canard mount and warped control
surfaces. It was also determined that this instability was
not detected because of deficiencies in the wind tunnel
test plan. The vehicle is presently being repaired before
a more thorough round of wind tunnel tests are
conducted.
Figure 5 The TornadoChaser UAV shortly before the
initial flight test.
As an example of technology transfer and multiple uses
of robust designs, the Virtual Cockpit, in development
for remote-piloting of the TornadoChaser, was adapted
as a graphical user interface for the Aerosonde flight
simulator. A captured frame of the Virtual Cockpit,
during the simulation of an Aerosonde CAMEX-4
flight, is shown in Fig. 6. This system shows the vehicle
heading and orientation in the left panel and its
instantaneous location is projected onto a map on the
right. In this particular case, the map shows the
aircraft’s location with respect to the runway. System
dials and gauges that report the aircraft health and
performance are readily visible.
The interdisciplinary nature of this project has attracted
the attention of seniors from mechanical and electrical
engineering, as well as computer science seniors.
During the past year, the team started with two
aerospace engineering and two computer science
undergraduates,
one
electrical
engineering
undergraduate, and two aerospace engineering graduate
students. The graduates received independent study
credit for their work, while arrangements were made
such that the non-aerospace engineering students
received credit for their capstone courses.
The first flight test of the TornadoChaser was
conducted in May 2002, resulting in a crash that
produced minor damage. The crash investigation
determined that the unexpected roll instability was the
result of construction asymmetry in the airframe,
Figure 6 Virtual Cockpit adapted to replay Aerosonde
missions
TUAV
The X-BW Devil Ray Tactical UAV (TUAV) is a flight
testbed vehicle for tactical unmanned systems. This
project, primarily funded by General Dynamics
Corporation (Systems Divison), started in the fall of
2000. Figure 7 shows the unconventional “box wing”
design of this RPV and Fig. 9 shows students during the
construction process. With an empty weight of 75
pounds, a small gas turbine engine that provides an
endurance of approximately one hour with a cruise
speed of 56 knots, and a payload capacity of 35 pounds.
GPS, gyro, and pitot data are telemetered to a ground
receiving station.
As with the TornadoChaser, the interdisciplinary nature
of this project has attracted students from several
engineering departments. It has also involved graduate
students and pre-senior undergraduates.
Ground tests (taxiing and communications) were
conducted in December 2001 and March 2002. Figure 9
shows the TUAV during these intial taxi tests. An
initial flight test was conducted in April 2002 at the El
Mirage Dry Lakebed in southern California. The
vehicle is shown parked on the lakebed shortly before
its initial flight. A NASA Dryden test pilot was at the
controls for the initial flight. Unfortunately, he could
not maintain control of the TUAV and it crashed after
several seconds of flight. Results of the crash
investigation are pending.
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American Institute of Aeronautics and Astronautics
Figure 9 Initial taxi tests for the TUAV.
Figure 7 TUAV dimensions.
Figure 10 The TUAV prepared for initial flight test.
Conclusions
The Aerospace Engineering Curriculum 2000 has been
in operation for five years. The focus on horizontal
integration is now in place at all levels. The outcomes
based evaluation provides a detailed breakdown of
students strengths and weaknesses and this collective
information allows for continuous review and
improvement of the courses.
Figure 8 Students laying out the composite main wing
of the TUAV.
The UAVs in the AES program represent a class of
relatively low-cost systems that display a broad range
of capabilities. The availability of low-cost,
commercial-off-the-shelf components allows the
design, construction, and testing of major subsystems
within the one-year time frame of the senior projects
courses. The vertical integration of these projects
enables students at lower grade levels to begin working
on multiyear projects earlier, to provide needed
continuity through the senior projects course.
Vertical integration, focused on the capstone Senior
Projects course, has begun. UAV projects appear ideal
since they involve subsystem integration requiring
interdisciplinary teams and because they are typically
multiyear projects, students have an opportunity to
become involved prior to their senior year. The high
visibility of the UAV projects excites students early so
they become involved prior to their senior year. This
also makes the transition from an outgoing senior group
to an incoming group much easier, since the incoming
students are already familiar with the project. Because
these type projects are often associated with sponsored
research, graduate students are also integrated into the
overall project teams.
As the Integrated Teaching and Learning Laboratory
enabled horizontal integration in the AE 2000,
Discovery Learning Center (to be dedicated October
2002) will facilitate vertical integration. The Arctic
research project that presently employs Aerosonde
UAVs will be one of the first tenants as part of the
Space Experiments Institute, that will be located in the
Discovery Learning Center. It will continue to be a
model project for vertical integration
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Engineering 2000: An Integrated, Hands-On
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American Institute of Aeronautics and Astronautics
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Holland, G.J., Webster, P.J., Curry, J.A., Tyrell, G.,
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