AAS Imagine '09: Igniting Imagination by Brett Williams


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AAS Imagine '09: Igniting Imagination by Brett Williams

  1. 1. Igniting imagination…<br />AAS Imagine ‘09<br />
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  3. 3. How?…<br />innovation<br />and a<br />capable workforce.<br />
  4. 4. How?...<br />
  5. 5. How?<br />
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  7. 7. Imagine educational philosophies such as:<br />Inspiration<br />Investigation<br />Discovery<br />Application<br />
  8. 8. 2nd Six Weeks<br />2-1 Stability/ 6 degrees<br />2-2 Gen 2 Development<br />2-3 Gen 2 FRR<br />2-4 Gen 2 Flight Predict.<br />2-5 Thrust to Weight rel.<br />2-6 Gen 2 Test<br />2-7 Gen 2 PMA<br />2-8 Fluids<br />2-9 Drag and Lift<br />2-10 Dimens. Analysis<br />2-11 Rate<br />2-12 Resistance<br />2-13 Resistance Lab<br />2-14 Problem Solving<br />2-15 6/12 Week Rev/Eval<br />1st Six Weeks<br />1-1 Why Tech?<br />1-2 Global Imp.<br />1-3 What Tech?<br />1-4 Energy<br />1-5 Force Vectors<br />1-6 Force Vect Lab<br />1-7 App. Force Vect<br />1-8 Mech Stresses<br />1-9 Torque<br />1-10 Newton’s Laws<br />1-11 Safety<br />1-12 1st Gen Dev<br />1-13 1st Gen test/PMA<br />1-14 Flight Stability<br />1-15 Six Week Rev/Eval<br />3rd Six Weeks<br />3-1 Intro Model/Rocksim<br />3-2 Gen 3 Design<br />3-3 Gen 3 Development<br />3-4 Gen 3 FRR<br />3-5 Gen 3 Test<br />3-6 Gen 3 PMA<br />3-7 Electricity<br />3-8 Circuits<br />3-9 Electrical Lab<br />3-10 Thermal<br />3-11 Thermal Lab<br />3-12 Work<br />3-13 Power<br />3-14 Problem Solving<br />3-15 6/18 Week Rev/Eval<br />
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  10. 10. Program Replication<br />and Training Plan<br />Third Level: Goddard<br />High-altitude Flight<br />80,000 to 100,000-ft<br />Second Level: Oberth <br />Transonic Flight<br />760 mph+<br />First Level: Tsiolkovsky <br />Stable Flight<br />One-lb to one-mile.<br />
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  12. 12. Design Calc’s<br />Develop math<br />Etc.<br />Research Problem<br />N20 properties<br />Metal reactions<br />Decision Making<br />What material?<br />Etc.<br />2. Write a design brief.<br />3. Technical descript and drawings.<br />4. Critical decision sheet.<br />1. Write a problem statement.<br />The 7<br />Deliverables<br />for<br />Project Plan<br />Problem:<br />Design/Dev Oxidizer<br />Tank to hold<br />180-lbs of N20<br />Evaluation<br />CDR<br />5. CDR<br />Component Completed<br />Material<br />Acquisiton<br />Fabrication<br />Machining<br />Drawings<br />Test Readiness<br />Review (TRR)<br />6. Parts list and P.O.<br />7. TRR<br />
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  17. 17. Redbird 11-H<br />Initial Mass: 500-lbs<br />Thrust: 2,000-lbf<br />
  18. 18. Industry workforce skills learned and applied:<br />Project-Based Problem Solving<br />Modeling – Excel/Software<br />Engineering and Project Management Process<br /> Research<br /> Design<br /> Critical Design Review (CDR)<br /> Development<br /> Test Readiness Review (TRR/FRR)<br /> Test (SOP) (HSA)<br /> Analysis<br /> Report and Post Mission Analysis (PMA)<br /> Fault Tree Analysis (CAFTA) [Root Cause]<br />Etc.<br />
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  20. 20. Research<br />Hands-on/Teamwork<br />Design/Development<br />Problem<br />Solving<br />Communication<br />Computer work<br />
  21. 21. Machining and <br /> Fabrication<br />
  22. 22. Analysis and<br />testing<br />
  23. 23. Application of<br />knowledge, curriculum<br />and skills.<br />
  24. 24. Exposure to <br />industry application –<br />career opportunities.<br />
  25. 25. Degreed engineers<br />with 6+ years of<br />problem-solving,<br />design and development,<br />analysis and testing thru<br />project-based experiences<br />Job/Trade skill Certificate<br />Problem-solving skills<br />Critical-thinking skills<br />Teamwork<br />Communication skills<br />Design and Development<br />Fabrication<br />Documentation<br />Grant/Report writing<br />4-year+ degree<br />with 6-years of <br />experience in industry<br />Associates Degree<br />Concurrent credit<br />with 4-years of <br />experience in industry<br />Industry<br />Concurrent credit<br />Universities<br />Community Colleges<br />Public Education<br />WORK<br />FORCE<br />2<br />2<br />2<br />+<br />+<br />=<br />
  26. 26. Garet Itz with EM gun<br />“Fredericksburg High School’s Aeroscience Program gave me a firm<br /> foundation in science and engineering allowing me to excel incollegiate level engineering and gain employment at the Army&apos;s <br />premier university-affiliated research center working on advanced <br />electric weapons for future combat vehicles.”<br />Garet Itz, B.S. Aerospace Engineering, University of Texas at Austin.<br />Employed at the Institute of Advanced Technologies (UT) working on <br />hypervelocity projectiles and his M.S. in Aerospace Engineering.<br />
  27. 27. Laura Crenwelge<br />Employed at NASA’s <br />Johnson Space Center<br />Engineering Directorate<br />working on the water<br />reclamation unit for long-<br />term human flight.<br />B.S. Biomedical Engineering,<br />Texas A&M University<br />M.S. Aerospace Engineering,<br />Stanford University<br />“Mr. Williams deepened our understanding of physics and engineering principles and helped us develop valuable problem-solving, teamwork, critical thinking, and communication skills by providing us with an exceptional practical application opportunity.” <br />“The FHSAP project was the most formative experience of my high school career. Without having participated in it, I doubt I would have pursued a degree in biomedical engineering at Texas A&M University, co-oping with NASA Johnson Space Center, or desiring to become an astronaut myself.”<br />
  28. 28. Justin Junell on SSME test stand.<br />“The FHSAP has had a tremendous impact on my life.  It sparked my interest <br />in engineering and aerospace and helped me decide to pursue an engineering degree in college; and, ultimately a career in the aerospace industry. Currently, I work in the modeling and analysis division of NASA’s Propulsion Test Directorate and am pursuing a Master’s Degree in Mechanical Engineering.  I attribute FHSAP as the crux of my success.  It helped me to see, for the first time, what I wanted to do with my life.”<br />Justin Junell, B.S. Applied physics, Kettering University. <br />Employed at NASA’s Stennis Space Center working on his M.S. in Mechanical Engineering.<br />
  29. 29. Joshua Jung at Space Exploration Technologies<br />“The Fredericksburg High School Aeroscience Program ignited my interest in high power rocketry. Through both technical and hands-on experience, the FHSAP gave me the capability and eagerness to pursue a career in Aerospace. I am currently employed by Space Exploration Technologies. At SpaceX, I am the lead test engineer for the Falcon 1 Rocket’s engine and structures, I am the lead engineer in the design and build of the Falcon 5/9 test stands, and I am responsible for flight propellant loading and propulsion monitoring. I can undeniably say that I would not be where I am today without the FHSAP.”<br />Joshua Jung, B.S. Aerospace Engineering, Purdue University<br />
  30. 30. Joel Appel at United Space Alliance.<br />“The (FHSAP) inspired me to study aerospace engineering at the University of Texas in Austin. Though the university provided me a multitude of research options and projects, none inspired me as much as the original class in Fredericksburg when we built the 15-foot rocket. Today I work at United Space Alliance where I am a Propulsion Systems Analyst for the Shuttle Program. I really enjoy what I do and I am glad I can trace it back to a class, a project, and a program that inspired me to get here.”<br />Joel Appel, B.S. and M.S. Aerospace Engineering, University of Texas-Austin, <br />
  31. 31. Garrett Laughlin<br />B.S. Aerospace Engineering, <br />Texas A&M University<br />AIAA National Outstanding Senior <br />Aerospace Award Recipient<br />Employed at Space Exploration <br />Technologies as a <br />propulsion engineer.<br />“ The FHSAP ignited my passion for flight and aerospace engineering through a hands-on approach that showed me how to take an idea and turn it into reality. Through the FHSAP, I developed the initial leadership and engineering skills that have led to my success at Texas A&M. I can’t think of any other program that would have prepared me more thoroughly for my aerospace engineering education and future career.”<br />
  32. 32. Lauren Carr<br />U.S. Naval Academy , Mechanical Engineering –<br />Managing Engineer for windfarm in Illinois.<br />The Principles of Technology class (SystemsGo) that I took back in high school helped provide me the skills and prepare me for the rigors and demands put upon me at the naval academy. I still apply the problem solving skills that I learned in high school at my present job.<br />
  33. 33. Rebekah Sosland<br />Aerospace Engineering student at the University of Texas<br />&quot;Taking Brett Williams’ SystemsGO Aeroscience program while in high school was the smartest thing I have ever done. The quality of education I received would be hard to find even at the college level.  The fact that the program was mostly project-based learning allowed me to get experience with math, science, and communication that I am using in college and will carry through in my career as an engineer.&quot;<br />                                                                                                                 <br />
  34. 34. Robert Deaver in UT EE lab.<br />“Launching a rocket of that size…was a colossal goal.  We did the research, designed, and built the Redbird1 in six-months.  It definitely aided in preparing me for pursuing a technical degree; the research and teamwork skills I acquired working on it are invaluable now that I am in college.”<br />B.S. Electrical Engineering,<br />Working on M.S. in EE at University of Texas – San Antonio<br />
  35. 35. Lieutenant Lauren Carr<br />B.S. Mechanical Engineering<br />U.S. Naval Academy<br />Others presently at Academies –<br />Rob Williams – Navy<br />Ben Williams – Air Force<br />Eric Rode – Air Force<br />Logan Lostavica – Air Force<br />Lieutenant Jason Smith, <br />B.S. Aerospace Engineering, United States Naval Academy <br />
  36. 36. Rob Williams<br />Naval F-18 Super-Hornet Aviator, U.S. Naval Academy<br />“SystemsGowas one of the most profitable components of my educational experience and a major driving factor for the path that I have pursued since.  Currently in the Advanced Jet Training phase of Naval Flight school, I will be flying the F-18 Super Hornet beginning in May for my career.  From an outsider&apos;s perspective, it seems nearly impossible that a group of teenagers could ever accomplish such great feats.  The responsibilities that we had and problems that we dealt with every day in that class carried right over to my experience as a Physics Major at the Naval Academy.  Taught how to approach situations with an abstract point of view, we learned to think out of the box and to be resourceful with what we had at our disposal.  While a technical class such as this may not be beneficial for all high school students, I believe that anybody hoping to pursue a career in science or engineering can build a great foundation for their future through this program.”<br />
  37. 37. Benjamin Williams<br />U.S. Air Force Academy pursuing Astronautical Engineering –<br />Propulsion Team Lead for 2010 Falcon Launch<br />“Taking on the rigors of design and development, FHSAP provided me the opportunity to learn how to learn. Through projects where students are expected to research, design, test, analyze, and develop I have learned the essential skills that have enabled me to succeed at the United States Air Force Academy.”<br />
  38. 38. Keegan Dale United States Air Force<br />“The PT program (SystemsGo) helped me a lot in my core Aeronautical and Astronautical Engineering classes at the Air Force Academy. A good deal of the information that was covered in both of those classes was a lot of review from PT1. It also helped me out in the other core engineering classes I took (mech., civil, electrical, etc.) as it gave me a great basis on how to learn in the engineering class environment.<br /> B.S. Computer Science, United States Air Force Academy<br />
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  41. 41. Now, imagine what the industry<br />might be able to do, where it might<br />be able to go, with students like <br />these entering the workforce…<br /> …imagine that.<br />
  42. 42. Igniting tomorrow’s innovators.<br />www.igniteeducation.org<br />
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  44. 44. 2<br />2<br />1<br />2<br />2<br />1<br />2<br />3<br />1<br />1<br />2<br />1<br />#<br />Prior Schools<br />1<br />June ‘08<br />June ‘09<br />1<br />
  45. 45. 2<br />2<br />1<br />2<br />2<br />1<br />2<br />3<br />1<br />1<br />2<br />2<br />1<br />1<br />Rockets ‘09<br />1<br />
  46. 46. 2<br />2<br />1<br />2<br />2<br />1<br />2<br />3<br />1<br />1<br />2<br />1<br />1<br />Rockets ‘10<br />1<br />
  47. 47. 2<br />2<br />1<br />2<br />2<br />1<br />2<br />3<br />1<br />1<br />2<br />1<br />1<br />Launch<br />Support<br />1<br />