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Module Descriptors

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Session: 2022/23

Last modified: 23/06/2022 14:13:25

Title of Module: Aeroelasticity

Code: ENGG11049 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Bassam  Rakhshani

Summary of Module

This module intends to introduce students to the importance of aeroelastic phenomena and their implication on aircraft structural design and analysis. It addresses the level and types of aircraft structures interaction with elastic, inertial and aerodynamic forces. Students are familiarised with issues related to aeroelastic stability and response, concept of flexible aircraft, and static and dynamic aeroelastic problems such as; control reversal, divergence, flutter, and limit cycle oscillations. Also unsteady aerodynamic phenomena such as vortex shedding, and buffeting are discussed in-line with the aeroelastic stability of the aircraft structure.

Particular topics to be covered:

Structural and aerodynamic stiffness

Static aeroelasticity: static divergence of airfoil section/wing, adverse static aeroelastic effects and control reversal and effectiveness

Dynamic Aeroelasticity: aerodynamic loads on flexible /oscillating wing, gust response, types of flutter, solutions to flutter problem

Aeroelastic design (FSI): use of combined- mathematical model(s) (in the form of simulation package, e.g. CFD-FEA) to solve and model aerodynamic forces interacting with the (aircraft) structures and the structural dynamic response.

Experimental Aeroelastic: aeroelastic scaling, flutter test

 

 

  • During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/); Universal: academic atributes (critical thinking and analytical & inquiring mind); professional attribute (research-mind) Work-Ready: academic attributes (knowledge of aeroelasticity and relevant ICT skills, problem solving). Successful: academic attribute (autonomous); personal attribute (resilient); professional attribute (driven).

  • This module has been reviewed and updated, taking cognisance of the University’s Curriculum Framework principles. Examples of this are found within the module such as active and engaging module assessment which reflects industry design activities, learning synergies across modules and levels of study, recorded lecture content supporting students to organise their own study time and the use of real-world practical student generated data with to compare with and validate simulation activity developing digital intelligence meta-skills.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Analyse the impact of aeroelastic effects on aircraft design and performance characteristics.

L2. Analyse and examine the occurrence and effect of flutter, divergence and control reversal on aircraft high-lift systems, and identify and utilise their associated aeroelastic parameters.

L3. Apply analytical, computational and experimental method to analyse a practical aeroelastic problem.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

• Demonstrate and work with a broad and integrated knowledge and understanding of the scope, main areas, and boundaries of aircraft aeroelastic performance.
• A critical understanding of the principal theories, concepts and terminologies.
• Specific and detailed knowledge and understanding of the appli-cation, techniques and practices associated with aeroelastic analysis.
• Detailed knowledge and understanding of methods and techniques to solve a range of aeroelastic practical problems.

Practice: Applied Knowledge and Understanding SCQF Level 11.

• Apply knowledge and understanding to develop computational and experimental analysis strategies for a certain range of aeroe-lastic problems.
• The ability to use a range of specialised skills, techniques/tools, practices and materials to obtain solutions to aeroelastic problems.
• Apply a range of specialised research outcomes and other tech-niques to advance understanding of the aeroelasticity phenomena.
• Plan, develop and use aeroelastic design tool (FSI) to assess aspects of aircraft aeroelastic design requirements.
Select and critically evaluate technical literature and other sources of information to solve complex problems
Use practical laboratory and workshop skills to investigate complex problems.

Generic Cognitive skills SCQF Level 11.

• Undertaking, evaluating and assessing aeroelastic performance and design characteristics. Making judgements on appropriate analytical approaches and their findings. Being able to develop conceptual solutions and strategies to complex aeroelastic prob-lems.
• The ability to practice and critically identify, analyse, conceptual-ise and define new ideas and concepts and their applications in aircraft aeroelastic design performance.
• Critically review, consolidate and extend knowledge, skills, prac-tices and thinking in the field of aircraft aeroelasticity.
• Bringing information together from a variety of sources during problem solving and being able to perceive potential problems with methods and strategies.

Communication, ICT and Numeracy Skills SCQF Level 11.

• Communicate and using appropriate methods to a range of audi-ence with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of ICT applications to support and enhance work level 11 and show critical understanding of the scope and limitations of the tools used and their underlying theoretical basis.
• Undertake critical evaluations of a wide range of numerical and graphical data with the ability to deal with situations involving missing data and lack of information using research.

Autonomy, Accountability and Working with others SCQF Level 11.

• Exercise high level of autonomy and initiative in professional and equivalent activities with the ability to work independently on significant and demanding tasks.
• Take responsibility for own work and/or significant responsibility for the work of others providing leadership.
• Take responsibility for a significant range of resources.
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development
• Practise in ways which draw on critical reflection on own and oth-ers’ roles and responsibilities.
• Deal with complex ethical and professional issues in engineering context and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching activity for this module will be a combination of lectures, online materials, class-based tutorials, computer laboratory sessions, guided independent study, and through a flipped classroom approach in some topic areas.
Independent study includes all study, learning, and processing undertaken by a student, outside of the scheduled classes.
This is a Level 11 Masters Level module, and the students are expected to work more independently and with relatively less instruction and guidance from the lecturers. Students will be highly encouraged and directed to review relevant research papers with the aim to develop and/or complement an in-depth knowledge of the topics with the possibility of developing research ideas.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery12
Laboratory/Practical Demonstration/Workshop18
Tutorial/Synchronous Support Activity6
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

R.L. Bisplinghoff, H. Ashley, and R.L. Halfman (1955). Aeroelasticity.


J.R. Wright and J.E. Cooper, (2007). Introduction to Aircraft Aeroelasticity and Loads.

D.H.Hodges and G.A. Pierce (2014). Introduction to Structural Dynamics and Aeroelasticity.

MATLAB/SIMULINK Programs or equivalent for Vibration, Flutter and Manoeuvres and Gusts

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelEngineering
ModeratorTony Murmu
External ExaminerE Tingas
Accreditation Details
Version Number

1.10

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Assessment: (also refer to Assessment Outcomes Grids below)
Unseen Open Book Examination 70%
Coursework 30%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Unseen open bookcheck markcheck markcheck mark702

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essay  check mark300
Combined Total For All Components100% 2 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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