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This course explores the fundamentals of the behavior of aerodynamic surfaces (airfoils, wings, bodies) immersed in a fluid across all speed regimes (from subsonic to supersonic/hypersonic). We will cover airfoil theory (subsonic and supersonic), wing theory, and introduction to viscous flows and both laminar and turbulent boundary layers, and the topic of flow transition. At the completion of this course, students will be able to understand and predict the forces and movements generated by aerodynamic configurations of interest. Assignments require a basic introductory knowledge of MATLAB or another suitable programming language. Prerequisites: CME 100 and CME 102 (or equivalent), PHYS 41, AA 100, and ME 70.

This course is designed to introduce the student to fundamental concepts of air-breathing and rocket propulsion including advanced concepts for space propulsion. Topics: the physical mechanisms of thrust creation and the parameters used to characterize propulsion system performance; comparison of airbreathing engine cycles; introduction to chemical rockets; multistage launch systems; plasmas and electric propulsion; solar sails and laser assisted propulsion. Prerequisites: AA 100, ME 30, and ME 70 (or equivalent).

The new space industry has the potential to impact and sustain life on Earth and beyond. For example, emerging space technology can shape the way we design habitats, food, and spacecraft for low-Earth orbit or the Lunar surface, as well as the products we use here on Earth. However, this requires us to take a deeper look at the potential influence on humanity and pushes us to declare our life mission as a lens for what we engineer. The aim of this IntroSem is to help undergraduate students "shoot for the moon" and "declare their mission" via an integration of curriculum from aerospace engineering and human-centered design. In this 10-week course, students will engage with some of life's hardest questions: Who are you?; Why are you here (i.e., on Earth and at Stanford)?; What do you want?; and How will you get there (i.e., Mars or your dream job after Stanford)? In addition, students will pitch new space-related, human-centered technology to potential stakeholders. To give students exposure to actual careers in aerospace design and engineering, mentors from industry will be invited to engage with students throughout the course and provide feedback on design projects. Are you go for launch?

In space, large structures are often advantageous - large solar arrays are required for collecting solar power and allowing spacecraft to operate in deep space, large diameter telescopes allow us to explore the origins of our universe, and large antennas allow us to track climate change and get large amounts of data back down to Earth. However, our ability to get large structures into space is limited by the size of modern rocket fairings, causing large space structures to be designed very differently from those on Earth. This seminar focuses on the design principles used by aerospace engineers to realize large space structures. Over the quarter, we will discuss techniques for deployable space structures folded on the ground and unfolded in orbit including origami, foldable thin structures, and inflatables. The seminar will also introduce students to current developments in space structures such as on-orbit assembly, in-space manufacturing, and reconfigurable space structures. We will examine the materials used in these structures, overview mathematical principles used for their design, and learn from past failures of deployable structures. The seminar will allow students to delve deeper into the concepts with hands-on experimentation, analysis of existing space structures (ex. James Webb, the ISS solar arrays, and CubeSat missions), and will allow students to practice written and oral communication skills.By the end of the course students will be able to:Explain the need for large space structures.Identify and compare the engineering approaches for the realization of large space structures.Analyze the challenges associated with large space structures.Design space structures using simple numerical models.

Preference to freshmen. Why people want to know where they are: answers include cross-Pacific trips of Polynesians, missile guidance, and distraught callers. How people determine where they are: navigation technology from dead-reckoning, sextants, and satellite navigation (GPS). Hands-on experience. How GPS works; when it does not work; possibilities for improving performance.

Major advances in both hardware and software have accelerated the development of autonomous systems that have the potential to bring significant benefits to society. Google, Tesla, and a host of other companies are building autonomous vehicles that can improve safety and provide flexible mobility options for those who cannot drive themselves. On the aviation side, the past few years have seen the proliferation of unmanned aircraft that have the potential to deliver medicine and monitor agricultural crops autonomously. In the financial domain, a significant portion of stock trades are performed using automated trading algorithms at a frequency not possible by human traders. How do we build these systems that drive our cars, fly our planes, and invest our money? How do we develop trust in these systems? What is the societal impact on increased levels of autonomy?

Space Capstone I. This course is focused on the design and implementation of uncrewed spacecraft with an emphasis on nano-satellites. Practical laboratory exercises will introduce students to the fundamentals of flight software, electronics, and mechanical design while building on a flight-proven spacecraft architecture. Students will work in teams to develop and present their design of a spacecraft subsystem. Required for Aero/Astro majors. For all other majors consent of instructor is required. Enrollment priority will be given to Aero/Astro seniors. Prerequisite: AA 131

Air Capstone II. Required for Aero/Astro majors. This capstone design class brings together the material from prior classes in a way that emphasizes the interactions between disciplines and demonstrates how some of the more theoretical topics are synthesized in practical design of an aircraft concept. The class will address a single problem developed by the faculty and staff. Students will spend two quarters designing a system that addresses the objectives and requirements posed at the beginning of the course sequence. They will work individually and in teams, focusing on some aspect of the problem but exposed to many different disciplines and challenges. The second quarter will focus on the demonstration of a physical system incorporating features of the design solution. This may be accomplished with a set of experiments or a flight demonstration involving data gathering and synthesis of work in a final report authored by the team.

This course is designed to prepare the student pilot to meet the Federal Aviation Administration (FAA) requirements (14 FAR 61.105) to take and pass (70% or greater score) the FAA Private Pilot Knowledge (written) exam. Topics include aerodynamics, airplane systems, performance and limitations, federal aviation regulations, navigation, aviation weather theory, flight planning, and risk management. Upon successful competition of this course, the instructor will endorse the appropriate section of your logbook to sit for the FAA Private Pilot Knowledge exam. Additionally, this course seeks to introduce the joys and opportunities that aviation can provide whether personal/pleasure flying, commercial flying or beyond.