Experimental Rockets as an introduction to engineering

Paper number

IAC-06-E1.P.1.02

Author

Mr. Fernando Stancato, Escola Politecnica - Universidade de Sao Paulo, Brazil

Coauthor

Prof. José Fernando, Jr. Mangili, Brazil

Coauthor

Prof. Jancer F. Z. Destro, Brazil

Coauthor

Prof. Arlindo Tribess, Brazil

Year

2006

Abstract

For the first year engineering students there is a discipline that has the objective to introduce them on what is engineering. As a precursor of the nowadays PBL tendency in many academic courses and practical competitions in engineering disciplines, a “hands-on” experience was used in engineering introduction discipline classes.
One of the best ways to know about a profession is to have a live experience on its methods, objectives, objects, processes, problems and duties. So, it was searched a practical project that could run in parallel with the formal classes and could be field application of different concepts. The practical project would fulfill the following basics:
•	Need of only basic high school background;
•	Introduce some engineering concepts as optimization, system approach, redundancy, critical projects, state of art, teamwork, schedule and budget constraints;
•	Multidisciplinary approach would be good as a nowadays engineering market request.
It was found that an aerospace project would fulfill all the requirements, specially an experimental rocket project, construction, test and launch. Two experiments were done. In one semester the class was divided in teams which had the task to build a model rocket with maximum 200 grams weight. Simulating the principal contractor the teacher gave the schedule for presenting the project, prototype flight qualification tests, and launch. It was given the model rocket characteristics. A special prize was set for the highest altitude multiplied to the descent time in such a way that they would learn optimization concept. Another experience was during three semesters each class formed on team for the project, construction test and launch of one rocket. The classes were divided in teams in charge of the different rocket systems: structure, parachutes, electronics and actuators, aerodynamic stability and trajectory calculation. This division of work was very helpful for them to learn the teamwork they will face in their future profession.
After a redesign of the academic curricula the discipline was removed. Although no formal educational measuring instrument was used it could be noticed that the average academic and professional development of the students that passed through the discipline was better.
Having an early practical professional experience was a key instrument for the motivation through the course, better assimilation in professional disciplines and consequent better professional career development.

Abstract document

IAC-06-E1.P.1.02.pdf

Manuscript document

IAC-06-E1.P.1.02.pdf (🔒 authorized access only).

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