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Gateway To Space ASEN / ASTR 2500

Gateway To Space ASEN / ASTR 2500. PID Control Law. Proportional, Integral, Derivative (PID) Used to control single axis One PID controller for each axis. w err. Kd. t cmd. +. Rate Gain. +. +. Limiter. Att Gain. Integrator. Limiter. Int Att Gain. q i err. q err. Kp. Ki.

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Gateway To Space ASEN / ASTR 2500

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  1. Gateway To Space ASEN / ASTR 2500

  2. PID Control Law • Proportional, Integral, Derivative (PID) • Used to control single axis • One PID controller for each axis werr Kd tcmd + Rate Gain + + Limiter Att Gain Integrator Limiter Int Att Gain qierr qerr Kp Ki werr = rate error qerr = attitude error qierr = integrated attitude error

  3. PID Control Law Response Times Large Rate Gain = Heavy Damping Small Rate Gain = Light Damping Zero Rate Gain = No Damping

  4. DATA

  5. Gateway To Space ASEN / ASTR 2500 Class #1 Colorado Space Grant Consortium

  6. How was the first day?

  7. Space?

  8. Space Clip

  9. Today • - Introductions • - What to expect from this course • - Format for this course • “How to get an A” • - Pictures • Space Grant Introduction

  10. Who’s out there?

  11. What this class takes…

  12. Introductions

  13. Who is this Guy?

  14. Who is this Guy?

  15. Who is this Guy?

  16. What Experience Do You Have? Intern at Ball summer of 1991 Worked with Bob Poley Worked on RADARSAT

  17. Who is this Guy? Graduated from CU in December 1992 with B.S. in Aerospace Engineering Graduated from CU in December 1994 with M.S. in Mechanical Engineering

  18. What Did You Do After College? Worked at Lockeed Martin from March 1995 until May 2000

  19. What Did You Do At Martin? - Classified satellite - 1,000 people on program - Youngest - Reaction Control System Mechanical Design Lead - Design done in IDEAS - Released over 100 engineering drawings - Supervised manufacture, assembly, integration and test for 5 satellite builds - Last two years, Mechanical Design Lead for the Antenna systems

  20. What Did You Do At Martin? - Also worked on Stardust and Genesis - Worked with many different disciplines and people

  21. Why Did You Leave? - Many reasons 1. Coming back here was a great opportunity 2. Pictures on the wall 3. Mentor 4. Change

  22. m

  23. Who is this Guy?

  24. Who is this Guy?

  25. Who is this Guy?

  26. Who is this Guy? I live in Arvada, 2 miles east of HWY 93

  27. Who is this Guy? - 12th time teaching this course - I have a unique teaching style - I teach like I wish I had been taught - Sense of humor

  28. Who is this Guy? 38 26 6 48 60 5 15 11 140 20 66 1 38 My age 26 The age I feel 6 Hours I get to sleep a night 48 Hours I get to sleep a week 60 Average number hours I work a week 5 Hours per week I am paid to teach this course 15 Average hours per week I actually spend on class 12 Times I have taught this course 140 Emails I get each day 20 Emails I respond to each day 66 You 1 Me

  29. Your Turn

  30. Today Space… So why are you here? We are going to do the following… 1. Stand up 2. Say your name 3. Tell me what you hope to learn in the class 4. Why you took the class

  31. So Why Are You In College?

  32. Why You Are Here: • You like Space (Star Trek, Star Wars, etc.) • You want to get a good job after college • Good School • Good Grades • Good Experience • This course and Space Grant gets you all three • Unique point in your life!

  33. Space in Colorado: - $9.7 Billion - 142,500 Coloradoans - Expected to double in in the next few years - “Graying of the workforce”

  34. Premise: •54% of the total Aerospace workforce is over 45 years old •25% will be eligible to retire in 2008 Sources: The Grayest Generation, Washington Business Forward, NOV 2002 Vanishing Act, Aviation Week, FEB 2007 Aerospace Industry Association 22 Dec 2004

  35. Premise: • 9% of funded positions going unfilled (2006) •Only 50% of the needed positions will be able to filled in 2010 Sources: The Grayest Generation, Washington Business Forward, NOV 2002 Vanishing Act, Aviation Week, FEB 2007 Aerospace Industry Association 22 Dec 2004

  36. Current Workforce: “Growth in the Science and Engineering (S&E) labor force has been maintained at a rate well above the rate of producing S&E degrees because a large number of foreign-born S&E graduates have migrated to the United States.” Source: An Emerging and Critical Problem of the Science and Engineering Labor Force, National Science Board, JAN 2004

  37. Premise: •Number of Engineering Degrees - 2004 China 351,537 U.S. 137,437* India 112,000 *15 – 30% non-US students Source: Does the US face an engineering gap? , The Christian Science Monitor, December 20, 2005

  38. Premise: •Number of Engineering Degrees - 2004 China 351,537 India 112,000 U.S. 96,205 In 2005… •41,000 US Advanced Engineering Degrees• 50% went to non-US citizens Source: Vanishing Act, Aviation Week, FEB 2007 Does the US face an engineering gap? , The Christian Science Monitor, December 20, 2005

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