REPORT

Project-Based Learning プロジェクト ベースト ラーニング

What is PBL?

Project-Based Learning (PBL)

Project-based learning is offered in the “Flying Robot Project”, a part of “Creative Engineering Projects”. Junior and senior undergraduate students, as well as graduate students are welcome to join the project. An important goal of the project is to offer a chance to students to put in practice the knowledge they have gained in lectures to build and test their own aircraft. Following a PDCA (plan-do-check-act) cycle, the students analyze and solve an assignment, and validate their answer. During the aircraft building and flight test phases, the students work in teams, where discussions about the progress of each task helps the students develop their leadership, management and organizational skills.

Links

Creative Engineering Projects (Undergraduate)
http://gciee.t.u-tokyo.ac.jp/gcee/mono2

Creative Engineering Projects (Graduate)
http://gciee.t.u-tokyo.ac.jp/gcee/souzousei_kougaku

PBLとは

プロジェクト・ベースト・ラーニング(PBL)

「創造的ものづくりプロジェクト」・「創造性工学プロジェクト」で開講している「飛行ロボットプロジェクト」においてプロジェクト・ベースト・ラーニングを実施します。

このプロジェクトでは、大学3年生以上大学院生を対象として、講義などで培った知識を、飛行ロボットの製作と飛行試験を通じて実践的に身につけることを目指します。その中では、与えられた課題を分析して解を見つけ、それを検証するというPDCAサイクルの体験をします。製作と飛行試験はチーム単位で実施するために、プロジェクト進行におけるディスカッションを必要とし、リーダーシップやマネージメント、役割分担の能力を高めることにつなげて行きます。

リンク

創造的ものづくりプロジェクト科目(工学部)
http://gciee.t.u-tokyo.ac.jp/gcee/mono2

創造性工学プロジェクト科目(大学院)
http://gciee.t.u-tokyo.ac.jp/gcee/souzousei_kougaku

Activities Reportactivities "Project-Based Learning" Report

  • December 22, 2021

    2021 Autumn Semester Flying Robot Project Team C Article 4

    220
    In this class, I made the vertical tail fin, Nanako made the horizontal tail fin, and Atsushi used the laser cutter to cut out the parts he hadn't finished cutting last week, and started making the main wings.
    I used instant glue to attach the vertical tail fin, but it didn't go well and my hands became sticky with glue. Because of this, I couldn't take off my contacts and my eyes hurt. After taking a bath and doing my best to wash them, I managed to get the glue off and was relieved. But now that I've finished making the vertical tail fins I was in charge of, it looks like I won't have to worry about getting my hands sticky with glue anymore!
    And then last week, an incident happened! The ESC that Nanako had made for us before disappeared. Not only was it not on our desks, but we also looked for it on shelves and in boxes, but couldn't find it. We had no choice but to have Morita-sensei remake it for us.
    Atsushi said it might have gone somewhere due to the fact that people in the lab were busy because there was a flying robot competition on the weekend. That certainly seems to be a strong possibility.
    The next step will be to attach the paper to the wings.
    By the way, Nanako's name was still misspelled as "Yamazaki-san" by the TA.
    I don't think they remember my name in the first place... I wonder if they remember me..

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  • December 22, 2021

    2021 Autumn Semester Flying Robot Project Team D Article 4

    220
    In this activity, we made a cable to connect one T-connecter (male) to six ESCs.

    Our hexacopter has the structure that one battery supplies power to six ESCs, ESCs supply power to motors, and ESCs' BECs supply power to flight controller. Therefore, it is necessary to divide the current from one battery into six. Quadcopters built in the past seem to use a universal circuit board to divide the power, but the size of the flight controller for our hexacopter was not fixed, and we were not sure if there was enough space to install a universal circuit board. So we decided to use cables for power distribution, which can be installed flexibly in the available space.

    We soldered six positive and six negative electrodes of the ESC to the two cables with seven exposed wires that we made last time. At this time, I soldered the heat-shrinkable tubes so that they could be covered in six places, as shown in the photo below. Soldering the cables together seemed to be very difficult, although I did not do it.

    What I'm worried about now is the loss of power; both the 2mm connector and the cable we made in this activity are not in direct contact with each other, but rely on the conductivity of the solder. Since the electrical resistance of solder is not small, the heat generation and power loss must be large, and I am very concerned about whether the thrust calculated by ecalc will actually be generated.

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  • December 15, 2021

    2021 Autumn Semester Flying Robot Project Team A Article 3

    220
    This week, we worked on the vertical tail wing, horizontal tail wing, fuselage, and main wing in parallel.
    First, we completed the framework of the vertical tail fin. Since the rudder had been fixed by mistake in the previous build and was stuck, the joint was cut off.
    Next, we started on the horizontal tail fin. After filing and shaping the parts that had protruded during the joining process, we attached the elevator to the front part of the horizontal tail fin. The elevator was then attached to the front part of the horizontal fin by passing a wooden stick through several holes in the elevator and the front part of the horizontal fin. At this time, the elevator was stuck because the holes on the elevator side were too small. So we filed the holes on the elevator and made them larger so that the elevator could move freely. Then, once the framework was completed, we started applying the film.
    The next step was to cut out the carbon pipes. One carbon pipe was used for the fuselage, and four for the main wings (left, right, top and bottom) because we are building a biplane. After that, we filed the cut surface to make it smooth for safety reasons.
    In addition, the electronic components were soldered. After that, the joints were covered with rubber so that they would not be exposed, and the heat shrinkage was used to adhere them.
    Finally, a stand for assembling the main wings was cut out using a laser printer. By using this stand, it is possible to assemble the wing with the designed angle of incidence.

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  • December 15, 2021

    2021 Autumn Semester Flying Robot Project Team C Article 3

    220
    Our group made the main wing and tail.
    Atsushi used the laser cutter and cut the balsa parts of the main wing. Finally, all parts were cut out. He forgot to turn on the switch of the machine which circulates the air in the laser cutter. Then one of the teaching assistant told him jokingly “Next time you do so, you will have death penalty”. In the next class he is going to assemble the parts he cut out and have to take care!!
    Kana made a vertical stabilizer. She was quick at work, and finished making a frame of the vertical stabilizer. Next time she is going to make joint reinforcement parts of it. Also she cut out the parts from the balsa board from which the laser cutter wasn't able to cut out completely. One of the reasons the laser cutter wasn't able to cut out completely was that the closed curve of the blueprint was opened.
    I worked on making a horizontal stabilizer. I made it with 2mm square balsa. First, I cut the balsa to length written on CAD design drawings. After that, I arranged them by using masking tape. Finally I put them together with instant glue. I didn't finish making it, so next time I am going to keep on making it.
    By the way, the teaching assistant mistook my name again! Our names are so similar so he will remember my name next time for sure!
    When Kana and I worked on our work, one of the teaching assistants taught us the existence of a hardening accelerator. By using this, instant glue hardens quickly. I was so bothered by sticky hands so I was so happy to know its existence. Also we didn't have to care whether we might put parts on the desk and we could fix parts one after another. Our efficiency of work improved so much!

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  • December 15, 2021

    2021 Autumn Semester Flying Robot Project Team D Article 3

    220
    In this class, we installed and soldered the motor and feet. One of the ingenious things we did when installing the motor was to put a round hole in the mounting board where the protruding part under the motor would fit. By temporarily fixing the motor in the hole, the center of the motor can be mounted so that it is aligned with the apex of the hexagonal structure, thus maintaining symmetry. The legs are also attached to the vertices of the hexagonal structure to maintain symmetry. Since the base was to be installed underneath the main unit and the battery on top of the main unit, the length of the legs was minimized so that the base could be installed underneath with room to spare. For soldering, we attached the female plug to the ESC in order to connect the motor with the male plug to the ESC. In the next class, we will attach the motor and the board for the base to the machine, complete the structure, and start the control.

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