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 05, 2018

    2018 Winter Semester Flying Robot Project Team B Article 2

    220
    Last week, we make two vertical tail wings and a horizontal tail wing. As you know, the aircraft we’re making has three body, two for wheels and one for a propeller and controllers. This is the reason that we made two vertical tail wings. This week, we put papers on the wings. The number of colors we use for the airplane is 8!! We selected the colors carefully. Finally our plane will be so cool! We are amateurs, so this is the first time for us to put papers on the plane. The glue has to be mixed with water. It’s difficult to stick papers tight. After several trials, we managed to create three tail wings. Next we will spray water on them. The papers we put will go taut.

    This week, we also made the frameworks of main wings. There are four main wings in our plane. Two outside wings is longer than inside wings. The cambers are made by laser cutting machine. The length of the outside wings is 45 cm and the number of its camber is 3, 25 cm and 2 cambers for the inside ones. Wings have two ribs made of timber in the front and the back and a cfrp rod in the middle. Also we crossed the timbers on the wings for twist forces. Next week, we will put papers on them and make jigs between bodies and wings by a 3D printer.

    Yoshihisa Shibata

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  • November 28, 2018

    2018 Winter Semester Flying Robot Project Team A Article 2

    220
    In this class, our team are creating an octocopter. Today we made some joints with 3D printer which connect carbon tube that we had ordered last week to create an outer frame. It was my first time to use 3D printer, so it was very interesting to see how 3D printer was working. The joint was smaller than we expected, but had efficient high stiffness, so it was ok. Also, we researched what kind of equipment we would need to create an octocopter and decided what to order next week such as PDB (power distribution board), propeller, motor and so on. I was not familiar with how all equipment should be connected and what they do, I asked a teaching assistant and he explained how the octocopter work to me. The problem is that the weight is enough light to fly. Next week, we will make other parts of octocopter as light as possible. I hope we manage to create our octocopter by the end of this semester.

    Eik Mori

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  • November 28, 2018

    2018 Winter Semester Flying Robot Project Team B Article 1

    220
    We decided to make a twin-boom model airplane with a pusher configuration. A pusher configuration is one of the structures of airplanes, and propellers are mounted behind their engines. Therefore, the fuselage is pushed by propellers, rather than pulled (this type is a tractor configuration). The reason we chose a pusher one was that we wanted to avoid the propeller’s crushing in flying accident. We have not get used to manipulating airplanes yet, so it was very likely for our plane to collide with walls in a flying test. If the propeller were attached in front of the body, it might be damaged and break down. In addition, our plane is a twin-boom, so it has a horizontal stabilizer across its two vertical stabilizers, so it has two rudders.
    In this week, we designed ribs of the main wing, vertical stabilizers, a horizontal stabilizer and a fuselage with CAD (Computer Aided Design, Fusion 360). The ribs were based on 6400 of 4-digit NACA airfoil series and the stabilizers were composed of square bars with 2 mm square. Afterwards, we cut balsa wood plate with laser cutter as shown in the design drawing of the ribs. On the other hand, we printed the drawings of the stabilizers, cut balsa wood square bars and assembled them with instant adhesives and hardeners while arranging the bars on the drawings. The assembly was easy, but we needed to suppress the bars’ distortion as much as possible. Finally, we attached rudders and an elevator on stabilizers with hard tapes after we glued CFRP (Carbon Fiber Reinforced Plastics) bars in front of the stabilizers in order to strengthen them. The figure shows the frame of the stabilizers, but they have not been fixed to one another.
    In the next week, we are going to make the main wing. The span will be about as long as 1.4 m, so we have to cooperate and work efficiently.

    Takashi Koyama

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  • November 21, 2018

    2018 Winter Semester Flying Robot Project Team A Article 1

    220
    Our drone’s concept is that “to be free to rotate in any direction in the air”. The body has a regular octahedral shape. Then it can rotate while flying. It has eight propellers and the height will be about 30 centimeters. Only four propellers are used to rise, and others are used to control the aircraft while rotating. If a drone can rotate freely in the air, it can make new movements and new possibility. After coming up with this concept, we did some background research, and we found that a team in University of Zurich has already succeeded to make a drone which has very similar concept to ours. The biggest difference between it and ours is the shape. The shape of the drone from UZH is cube, while ours is regular octahedral. Although both have eight propellers, the directions of them are slightly different.
    This week we did a discussion about the parts we use for the drone. We decided to use carbon pipes for the frame and joints made with a 3D printer. Then we determined the battery and the propellers and estimated the overall weight. To make a lighter body, we must think about the design again and again. We will use Pixhawk 4 as a flight controller and have already purchased it. Next week we will assemble carbon pipes and joints to make the flame, and decide other parts such as antenna, motor and ESC and purchase them. We would like to finish assembly and start to program for the flight control as soon as possible.
    The attached picture is about the CAD of the joint.

    Tomohiro Hashimoto

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  • July 27, 2018

    2018 Summer Semester Flying Robot Project Team C Article 12

    220
    Today was the first flying test. To make the long story short, our robot did not fly. This was because of tires. Our robot is VTOL (vertical take-off and landing), so we did not think we need to make tires for the flying. However, the regulation of the motors of the multi copter was not completed yesterday, so we suddenly had to prepare tires for the test in order to test if it can take off as the same way as normal planes do. I cut balsa wood and plywood board by laser and made tires yesterday. Just before the flying test, I set up them to our robot with piano wires. It was so stiff that I thought they must hold up our robot tightly. When our turn came at the flying test, we started the motor and the plane began to run. Soon after that, it lost its balance. The piano wires could not have stand up the weight. We really wanted to see our plane flying, but we changed our mood and returned to the work room. We started the left tasks. One of us repaired the string for regulating the aileron. I fixed wiring of the multi copter with solder. Also, we reinforced the tires by fastening them to the robot directly. Finally, our robot have been completed. We worked together not only in the class but also at extra time, and tried and failed one after another. Also, many people helped us with appropriate advice. We will have the second flying test next week. We are looking forward to seeing our plane flying.

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