Paper ID #27764

Student Activities, Research and Development in High-Power Rocket Propul-sion and Systems Engineering

Mr. James CookMr. Maxim G. StrehleJonathan William Schaefer , Saint Louis Rocket Propulsion Lab

Jonathan Schaefer is a third year student studying aerospace engineering at Saint Louis University. He iscurrently the structures co-lead within Rocket Propulsion Lab were he has fabricated and assembled thestructural components of their teams rockets. As a first year co-lead his team’s rocket placed 5th in theirdivision. Growing up in Dubuque, Iowa he has been continually drawn to outer space and the methodsin which to get there. In addition to his engineering work, he also competes on Saint Louis Universitiesdivision 1 cross county and track and field team year round. Since he first stepped foot on campus he hascontinually pursued community service and giving back.

Mr. T. Alex Ambro, Saint Louis UniversityWilliam HiserMr. Andrew RiddleDr. Sanjay Jayaram, Saint Louis University

Dr. Sanjay Jayaram is an associate professor in the Aerospace and Mechanical Engineering Departmentof Saint Louis University. He obtained his Ph.D. in Mechanical Engineering from University of CentralFlorida in 2004. He teaches control systems/mechatronics, space systems engineering and astronauticsrelated courses as well as engineering sciences courses. He has published several peer reviewed journaland conference papers in these areas. His research areas are space systems, robust fault tolerant control,nonlinear control, adaptive control, small spacecraft design, high performance spacecraft components,mechatronics, real-time health monitoring, and diagnostic methodology.

c©American Society for Engineering Education, 2019

Student Activities, Research and Development in High-Power Rocket

Propulsion and Systems Engineering

Abstract

The Rocket Propulsion Laboratory at Saint Louis University primarily focuses on student-run,

undergraduate research in high-power propulsion system design and development as well as

design and development of high-power rocketry systems providing the students with experiential

learning opportunities to develop critical skills and knowledge in designing, building, and testing

rocket subsystems. Current projects include a modular solid propellant research engine, an

integrated flight tested solid propellant engine, design and analysis of rocket recovery systems,

as well as several others. The student-led rocketry lab currently has nearly 50 students, and

faculty advisers not only from the undergraduate engineering programs, but also from four other

schools at the university. The lab has established partnerships with expert mentors from local

Rocketry Association and with the university’s chemistry department to permit the safe mixing

of rocket propellant and casting of fuel grains for our solid rocket engine designs.

The lab completed two very challenging Student Researched and Developed (SRAD) high power

rocket projects for launch at the 2nd Annual Spaceport America Cup at White Sands, New

Mexico in 2018. “Trailblazer” rocket was the university’s entry into the 10,000-foot SRAD

category of the Intercollegiate Rocket Engineering Competition (IREC). “BillikenOne” rocket

was the engineering college’s Aerospace Engineering Senior Design entry in the high-altitude

demonstration flight category, as an attempt to set the college’s rocket project altitude record of

over 50,000 feet altitude as part of the Bicentennial Celebration.

This paper describes the research and development effort of the solid rocket engine motors,

experiences of the undergraduate students who have participated in the competition and lessons

learned through this experience, and a few key projects undergoing current development. It will

be shown that these projects focus on the principles of systems engineering with highly detailed

system/subsystem designs for rocket systems and propulsion systems. These projects have shown

to offer unique opportunities for students to experience real-world challenges that are typically

faced by the aerospace industries on a daily basis.

Introduction

In recent years, several engineering universities have seen student-run, student designed, launch

and operated high-power rocket systems and fundamental research in propulsion, aerodynamics

and stability and control as part of club activities to have proliferated. The number of colleges

and universities competing in competitions such as NASA USLI, Spaceport America Cup, and

Intercollegiate Rocketry Engineering Competition (IREC) in the United States has increased

significantly [1, 2]. Recent advances in Cubesat design and Cubesat-related missions, as well as

a need for inexpensive access to space has seen several medium to small businesses spring up,

designing and testing unique propulsion systems as well as launch vehicle design. This has

revolutionized the industry-university relationship, where the students’ interest has increased as

well as the sophistication, innovation and performance of student-built rockets. In many of these

competitions, the categories of propulsion system commonly include solid motors, while there is

opportunity to use hybrids/liquid propellant engines on certain categories. The entries for the

competitions are further categorized by Commercial-off-the-Shelf (COTS) engines or Student

Research and Developed (SRAD) engines [3, 4, 5, 6 and 7]. There are enough difficulties and

challenges involved in designing both solid and liquid propellant engines, specifically in the

SRAD category. Yet, overcoming these challenges provides students with unique research and

educational opportunity to be innovative, creative and prepare as well-rounded engineers so they

are productive in industry, where, nearly all commercial launch systems utilize liquid propulsion

systems.

Many studies have shown when undergraduate students are able to combine the fundamental

education they get in class with complemented research experience; students have flourished [2,

3, 4]. The development of leaders follows the typical hierarchy; the upper classmen typically fill

the leadership positions, while the lower classmen and less experienced members are mentored

while working on the projects. This process provides opportunity to develop good leadership

skills and excellent communication skills, experiences that are required and strongly applicable

to building a successful career in the aerospace industry [5].

Mission of Rocket Propulsion Lab

Saint Louis University’s Rocket Propulsion Laboratory (RPL) is a Student Organization

involved in the research, development, and production of solid rocket engines and high-power

rocket support systems. The organization is spearheading many student run projects, consisting

of several teams/divisions that work simultaneously in the same lab where students involved

come from a broad range of majors and varied skill sets. Currently, active divisions include

Structures, Propulsion, Avionics, Payload, Recovery Systems, and Simulation. While all these

divisions are technically separate, they often work in conjunction and are used to support one

another. The team structure comprises of a team leader who is responsible for workload

distribution, training members, and collaborating with other teams with systems interface.

The mission of RPL is to design, construct and successfully launch high power rocket vehicles

with the greater of goal of forming its members into future leaders of the aerospace industry.

Each vehicle is built under the requirements set out by the Intercollegiate Rocket Engineering

Competition (IREC), hosted by the Experimental Sounding Rocket Association (ESRA). IREC

international collegiate rocket competition that hosts over 100 collegiate teams from all over the

world as well as representatives from the world’s leading aerospace companies. The main

mission for the competition is to achieve altitudes of either 10,000 or 30,000 feet AGL. The

rockets may be built around a commercial off the shelf (COTS) or student researched and

developed (SRAD) solid, liquid, or hybrid motor/engine. All rockets must carry an 8.8 lb

payload, and more points are given for payloads that abide to CubeSat dimensions. Besides these

rather basic requirements, the design space is open-ended, allowing for almost infinite vehicle

designs. More points are awarded to more complex and creative designs.

Along with building complex launch vehicles, RPL aims to prepare its members to be

competitive applicants when trying to enter the aerospace workforce, whether those opportunities

be internships or full-time jobs. To do so, members of RPL have access to advanced technology

and experience realistic engineering obstacles. Detailed CAD models are made of each launch

vehicle, assisting in manufacturing detail and overall mission planning. Manufacturing is

completed entirely in house, including the use of a waterjet, CNC, mill, and a carbon fiber

filament winding machine. Custom avionics packages have been made by RPL students that can

gather data during flight and transmitting back to a ground station in real time during flight.

Students interested in propulsion can design solid rocket motors using specialized software

which is then mixed in conjunction with Saint Louis University’s chemistry department. These

experimental motors are then static fired for research data or flown within the competition

rockets.

RPL is constantly trying to remain competitive among the many collegiate rocket programs

within the country as it continues to grow in membership and overall knowledge. Plans for the

future of RPL include more detailed solid rocket motor research, staged rocketry, and higher

altitudes.

Solid Rocket Motor Research and Development Effort

The goal of starting a solid rocket motor research program at RPL was two-fold. Firstly, in terms

of competition, constructing solid rocket motors in-house earns much more recognition and

generates better scores. Secondly, and more importantly, this research at RPL expands the scope

of knowledge amongst students within the organization. It is one thing to understand how solid

rocket motors operate, but another entirely to mix the propellant and manufacture the

nozzle/hardware. Having this kind of knowledge makes the student members of RPL competitive

not only at intercollegiate competitions, but also in their attempts to apply for roles within the

aerospace industry. Having the ability to discuss these complex topics and work with a student

team to construct such devices shows intelligence, an ability to learn quickly and work well

within a team environment.

Solid rocket motors were chosen over hybrids or liquids because they are the least complex, least

expensive, and have the largest amount of knowledge resources available. Solid propellant grains

are also rather safe upon mixing, making them easy to handle and process. RPL began its

research with solid rocket motors under the watchful eyes of several knowledgeable mentors,

members within the amateur rocket community with years of experience. All these factors helped

propel RPL’s Propulsion Team off to a quick start, finishing its first year with mixing and firing

a mid-range O motor, having a peak thrust of 1,500 lb and a total impulse of 31,300 Newton

seconds (Figure 1, 2, and 3).

RPL hopes to expand its reach in terms of solid rocket motor research. This includes constructing

a small-scale test stand to allow for propellant characterization and testing of smaller solid rocket

motors. The intention is to not remain stagnant with motor designs, instead trying to continue to

increase in the complexity and overall size of RPL solid rocket motors.

Figure 1: Machining the Inner Core of the Rocket Motor

Figure 2: Motors Ready for Propellant to be Filled

Figure 3: Rocket Motor at the Test Stand and Test Fired

Systems Engineering of Rocket Design

“Systems engineering” is concerned with the effective management of complex systems over the

entire product lifecycle. Good systems engineering practice is essential for the effective design,

fabrication, testing and operation of complex systems, such as spacecraft and aircraft. However,

teaching good systems engineering to undergraduates is often viewed as either impossible

(because “true” systems engineering capabilities must be developed in real, professional settings)

or impractical. Students at RPL realize that systems engineering is an iterative process and they

develop judgment that will allow them to compare and evaluate engineering alternatives. They

learn to discuss systems engineering methods and processes as well as engage in systems

thinking.

The main function of SE is the design of an effective system and the integration of all system

elements into a system that can achieve system objectives efficiently and provide optimal values

to customers at the same time. Systems engineers deal with issues of all elements of a system,

and they need to ensure that all participants understand the ultimate goal of the system while

working on their subsequent tasks (Figure 4). Therefore, SE graduates must obtain sufficient

backgrounds and abilities to handle these system related issues.

Figure 4: Systems Engineering Process for Aerospace Systems

An Overview of High-Powered Rocket Projects Completed

Over the last four years, the RPL has completed several projects with some success and some

failure, but the students have learned valuable lessons from both success and failure. In this

section, a brief summary of the projects that were completed is presented, while describing the

journey RPL has taken. Figure 5 and Figure 6 shows a generic Concept of Operations

(CONOPS) and the layout of a rocket.

Customer

Needs/Requirements

Explicit System

Requirements

nts Derived System

Requirements

nts Conceptual Design –

Tradeoff Studies

Preliminary Design –

Subsystem

Development

Design and

Validation

Subsystem

Integration

Subsystem Tests

System Integration

and Test

Flight Test and

Verification

Integration

and Test

TIME

Figure 5: CONOPS of the Mission

Figure 5: Generic Layout of RPL Rocket System

Project Iron Pup

The Iron Pup was RPL’s first entry to IREC in the summer of 2016. RPL flew within the Basic

Category, as Iron Pup was a commercial build, consisting of off-the-shelf components and

propulsion system (Figure 6). With a small group of only 7 attending the competition and a

minimal budget, RPL performed spectacularly, placing 13 out of a total of 52 teams. This project

set a basis for competition performance and helped establish RPL as a prominent design team

within Parks College of Engineering, Aviation and Technology.

Figure 6: Iron Pup Transported to Launch Stand and Launch

Project Ratatoskr

With the experience gained from Iron Pup, RPL took up a larger challenge for the summer of

2017. Under the college’s Aerospace Engineering senior design project, RPL created Project

Ratatoskr for the 2016-2017 academic year. The goal of Ratatoskr was to move away from

buying commercial components and towards constructing entire launch vehicles in house.

Various manufacturing and design processes were implemented to allow students to construct the

various components that make up a rocket. In house filament winding technology was used for

airframe fabrication. A combination of CNC, mills, and other large equipment were used to

construct the fins, bulkheads, and other necessary components to make up the inner structure of

the vehicle. These components were also constructing out of WE43 magnesium, a custom alloy

donated by Magnesium Elektron. This specific alloy is lighter and stronger than aluminum, while

having none of the flammable qualities of normal magnesium components. A custom avionics

package was designed and implemented to not only record flight data, but also deliver it to a

ground station in real time during flight. A student-led solid rocket motor research program

began during the school year, allowing students to get hands on experience creating solid rocket

motor propellant and motor hardware, including nozzles and motor casing bulkheads.

With this entirely student-built vehicle, RPL returned to IREC in 2017. Ratatoskr was entered in

the 30,000 feet AGL SRAD Solid Rocket Propulsion category. After several days of

presentations, Ratatoskr made it on the launch pad and had its first competition flight (Figure 7).

Unfortunately, the rocket experienced a catastrophic motor failure and failed upon launch. While

it was not a successful flight, there was much to be gained from the project. Ratatoskr laid the

groundwork for rocket manufacturing processes as well as began what has grown to the current

RPL experimental solid rocket motor program.

Figure 7: Ratatoskr at Test Stand and the Launch Pad at the Competition

Project Wayfinder

Project Wayfinder was RPL’s entry into the 10,000 ft Solid Rocket Motor Student Research and

Designed (SRAD) category for IREC 2018. The airframe was yet again made from filament

wound carbon fiber, with adjustments made from previous designs. Thrust was provided by a

9,000Ns, M class, solid rocket motor, mixed and assembled in the chemistry department

laboratory. Wayfinder also carried RPL’s second iteration of its Active Long-Range Rocket

Transmission System (ALRTS). This avionics package is capable of recording and transmitting

live video, atmospheric, and gyroscopic data from the rocket to RPL’s ground station throughout

the flight.

The rocket had a successful test launch to just under 8,000 feet in early April. This provided the

team with data and many lessons were learned from the test launch. Several components of

Wayfinder needed tweaks and upgrades. Adjustments to the launch system included more robust

avionics switches, modifications of the motor retention system, and weight reduction. The goal

of these adjustments was to optimize performance for the Spaceport America Cup. RPL was

lucky enough to send 15 of its own members out to Las Cruces, New Mexico, to showcase the

product of a year's long effort.

With a successful test launch under its belt, RPL and Project Wayfinder traveled to Las Cruces,

New Mexico to go make a name for themselves at the Spaceport America Cup. After two long

days of presenting and putting the final touches on the rocket, Wayfinder was placed on the pad

and launched on June 21st, 2018. Wayfinder flew to an altitude of 9,045 feet, just 955 feet away

from the target altitude of 10,000 feet, and successfully deployed its recovery chutes as it

returned to the ground (Figure 8). This was a fantastic performance for RPL, and they were

rewarded with 5th place out of 13 total teams in their category. RPL also placed 28th out of a total

100 teams in the competition, placing higher than schools including Stanford, Oregon State

University, and Texas A&M. Overall, this competition was a great success for RPL and shows

great promise for what is to come.

Figure 8: Layout of Wayfinder and Wayfinder Launch at the Competition

Project BillikenOne

The Bringing the Billiken to New Heights Project was created to celebrate Saint Louis

University’s Bicentennial. The university has a long history of aerospace excellence, and the

Bringing the Billiken to New Heights Project was meant to show it by breaking the altitude

record. With an expected apogee of 71,000 ft, the rocket was projected to shatter university’s

previous record of 19,000 ft. BillikenOne featured an all-aluminum airframe built to withstand

the 25 g’s that the rocket would pull as it accelerated to 3 times the speed of sound (Figure 9).

Unfortunately, BillikenOne failed on the launch pad, suffering a motor CATO. Though the

rocket didn’t achieve its altitude goal, there are still many positives to take away from the

project. Of the 135 teams present at the 2018 Spaceport America Cup, only seven entered high-

altitude rockets, and BillikenOne was one of only three to make it to the launch pad.

Additionally, while testing BillikenOne, the project team fired the most powerful motor in the

university history. A root cause analysis was performed to discover the exact cause of the failure.

It was determined that the failure was caused by expiration of one of the key propellant

ingredients. This motor was an important lesson for RPL and resulted in an updated mixing

procedure and safety protocols for the organization. Overall, the project laid great groundwork

for future Billiken high-altitude events.

Figure 9: BillikenOne Rocket on the Launchpad

Project Trailblazer

Project Trailblazer is RPL’s expected competition entry for IREC 2020. It will be entered under

the 10,000 feet AGL Solid Rocket Motor SRAD category of the competition. Its design can be

best described as an optimized model of PRL’s previous competition entry, Project Wayfinder.

The purpose of this project is to establish a design process model for future members of RPL.

Heavy focuses are being placed upon proper documentation of all design choices and

manufacturing processes. This is with the full intent of allowing those who follow to continue to

move forward in terms of knowledge basis and lessons learned. Trailblazer is entering its

manufacturing phase and is scheduled for its first test flight in April 2019. It will fly at

competition in the summer of 2020, to allow time for adjustments to be made post test flight and

technical documents to be completed (Figure 10).

Adaptive Ballast System

Main Parachute

G10 Fiberglass Nosecone

Avionics Bulkheads

Motor Mount

Centering Rings

Carbon Fiber Body Tube

G10 Fiberglass Fins

Center of Gravity

Center of Pressure

Motor Mount Tube

Figure 10: Project Trailblazer Concept and CAD Rendition

Project Centurion

The purpose of this project is to create a product that will prove beneficial to the future of RPL.

It is a two-stage high power rocket vehicle, consisting of a booster and sustainer. Upon burnout

of the booster solid rocket motor, a custom transition section will cause the components to

separate and a secondary ignition source will ignite the sustainer solid rocket motor.

This project originally began as a boosted dart concept. A boosted dart consists of a main booster

stage, upon which a small, dense, dart-like projectile resides. Upon burnout of the booster motor,

the vehicle would separate. The dart, having minimal drag and key cruise characteristics, would

be projected to extremely high altitudes. While this is a valid rocket vehicle design, it was

decided that Centurion would instead be made as a two-stage rocket, having motors in both the

booster and the sustainer.

A two-stage rocket provides several benefits towards RPL in terms of both its performance at

IREC and overall goals for the student organization. First, staging rockets adds a significant

amount of complexity within the design, construction, and successful operation of the launch

vehicle. This complexity would stand out to the judges and earn the team more points at

competition. Next, staging rockets allows one to achieve higher altitudes. While RPL can design

single stage rockets that can achieve peak altitudes of 30,000 feet, this research can lead to larger

rockets reaching even higher altitudes. Similarly, one of the main benefits of this project is that it

opens a new door of research to RPL. It provides a new method of manufacturing launch

vehicles with its own challenges and points of innovation. RPL is continuously trying to expand

its knowledge base not only for competition, but to better prepare its members for successful

careers within the aerospace industry (Figure 11).

Adaptive Ballast System

Main Parachute

Flight Computer

Experimental Payload

Drogue Parachute

G10 Fiberglass Nosecone

Avionics Bulkheads

Motor Mount

Centering Rings

Carbon Fiber Body Tube

G10 Fiberglass Fins

Center of Gravity

Center of Pressure

Motor Mount Tube

Figure 11: CONOPS of Centurion with Layout and CAD Rendering

Safety and Mission Assurance

With any aerospace operations, safety is a top priory and major concern. Regarding high power

rocketry, safety is critical in two scenarios: mixing solid rocket propellant and launch day

operations. The RPL Safety Protocol is the governing document and reference for all safety

requirements within the organization. It not only references safety procedures created by the

nation’s amateur rocketry associations, but it also includes documents created by RPL. It ensures

that all the necessary checks exist and are addressed before any critical operation is performed.

Nosecone Ballast

Main Parachute

Carbon Fiber Fin Set

Drogue Parachute

Carbon Fiber Fin Set

Main Parachute

Drogue Parachute

Transition Apparatus

Sustainer Avionics

Sustainer Solid Rocket Motor

Booster Avionics

Center of Gravity

Center of Pressure

G10 Fiberglass Body Tube

Sustainer Booster

Nosecone Ballast

Main Parachute

Sustainer Avionics

Carbon Fiber Fin Set

Drogue Parachute

Carbon Fiber Fin Set

Main Parachute

Drogue Parachute

Sustainer Solid Rocket Motor

Booster Avionics

Transition Apparatus

Center of Gravity

Center of Pressure

G10 Fiberglass Body Tube

Mixing solid rocket propellant is a meticulous and patient process. It is this way not only to

ensure a safe mix, but also to create the best propellant possible. Each mix begins with a safety

presentation to all members present. The presentation establishes each member’s specific role for

the mix and clarification of emergency actions in case anything hazardous were to occur. From

there the mixing procedure is followed line by line, having one member perform each action

while another records. Upon completion of the mix, the propellant grains are stored in a safe

location and the site is cleaned thoroughly.

Launch operations are completed in a similar fashion. Launch day procedures are included in

detailed checklists so that there is a record of all that occurred, allowing for later investigation in

case of any failures. Key launch operations include final assembly of the launch vehicle, launch

pad operations, final arming of system avionics, and finally launch/recovery. Extreme detail is

included in these checklists, as this is the last opportunity to identify problems with the launch

vehicle that could result in a failure during launch.

The National Association of Rocketry (NAR) High Power Safety Code requires the following

concerning the construction of high power rockets [8, 9]:

Certification

All static fires and rocket launches shall be performed by an individual who

obtains the proper certification level, NAR or TRA for the corresponding size of

the solid rocket motor in question.

Materials

All rockets shall be constructed of lightweight, non-hazardous materials with a

minimal use of metallic components within the overall structure

Motors

All commercial motors must be obtained from certified, commercial

manufacturers and properly inspected before flight. Experimental motors to be

used in any organizational activities must be safely designed, reviewed, and

inspected prior to a static fire or flight.

Ignition

All ignition systems must be electrical systems with electrical motor ignitors. All

launch systems will have a safety interlock in series with the launch switch and

will use a launch switch that returns to the “off” position when released.

What to do when there is a misfire

In the case of a misfire, another attempt is made to ignite the motor. If the second

attempt is a failure, the ignition system is locked and turned off. After 60 seconds,

necessary personnel are allowed to approach the launch stand and inspect the

launch vehicle.

Launch Safety Precautions

All launches shall occur after gathering the attention of all spectators present and

an audible countdown performed by the Range Safety Officer. All high-power

rockets must go through stability and weight inspection, comparing results to

predetermined theoretical values to ensure a safe flight.

Launcher Design and Safety – pointing angle, wind speed, base deflector

All rockets are launched from launch rails or towers pointed in the opposite

direction of all spectators. The launch angle shall not exceed 30 degrees from

vertical. No launch is permitted in the presence of wind speeds no greater than 20

miles per hour. Base deflectors shall be used in any scenario in which the firing of

a rocket motor poses a threat to the structural integrity of the launch stand.

Size of rocket

The maximum liftoff weight of a high power rocket shall not exceed one third of

the certified average thrust of the high power rocket motor(s) intended to

be ignited at launch.

Flight Safety

Flight will not occur in the presence of clouds or other hazardous weather

conditions. A rocket will not be launched if it contains any flammable, explosive,

or other hazardous payloads.

Recovery System

A high-power rocket shall be launched only if it contains a recovery system

that returns all parts of the rocket to the ground intact so it can be launched again.

A high power rocket launched with an installed total impulse greater than 2560 N-

sec (576 lbsec) shall use an electronically actuated recovery system as

either a primary or backup deployment method.

Recovery Safety

No attempts shall be made to catch a high-power rocket vehicle as it approaches

the ground nor shall any attempts be made to retrieve rockets from power lines,

tall trees, or other dangerous places.

Lessons Learned and Educational Outcomes

Since the formation of RPL, students have compiled technical and administrative wisdom

regarding their experience with various projects. Proper documentation and developing

procedures are critical to avoiding repeated mistakes. Some of the most significant lessons

learned regarding the management of student projects include the need to promote and

communicate design aspects, the importance of repeated testing of subsystems as well as keen

awareness of interdisciplinary and systems perspective. The lessons learned also provided

valuable insights to account for the realities of a student workforce, and to manage the projects in

a proactive, vigilant, and responsible manner. Finally, student-designed and built flight hardware

does incur significant costs. RPL has learned that securing external funds is a crucial part of

successful student endeavors.

The failure of BillikenOne rocket during lift-off provided students a valuable opportunity to

learn from failure. A post-failure analysis was conducted based on video footage of the failure as

well as examination of the remains themselves. From this analysis, it was determined that the

most likely root cause for the failure was the use of degraded curative in the solid propellant

mixing process that led to the development of soft spots in the fuel grains and ultimately uneven

burning and grain failure followed by over pressurization of the motor casing. Based on this root

cause analysis, the procedures used in the design and manufacturing of BillikenOne were

modified and new procedures were implemented for use in all future student rocket missions. For

example, instead of mixing one large batch of propellant, multiple smaller batches should have

been done, mixing only a few of the grains at a time. This process will allow the students to take

samples of the mixed propellant for testing purposes, thus making sure that each separate mix

session results in a properly-cured and usable product.

The RPL provides many excellent opportunities for students to apply the knowledge gained

through their undergraduate courses. Integrating the knowledge from various disciplines, applied

to solve real-world problems, is a valuable part of an engineering education. However, the

experiences of four years of student knowledge transfer have highlighted several factors which

are important for program success. Some of the valuable educational outcomes that has come out

of this can be summarized as: (i) develop team work and communication skills, (ii) gain

appreciation of the material learned from various courses and applying them to real-world

problems, (iii) understand the importance of analytical, experimental and numerical analysis of

solving complex engineering problems, (iv) understand the principles of systems engineering,

navigating hands-on engineering projects from start to finish, (v) expertise in writing technical

reports, and (vi) understand the importance of safety and risk mitigation strategies.

Educational Impact

RPL consists of just under 50 student/faculty participants coming together from 4 different

colleges on the university campus. These members are then separated into 5 main teams:

Structures, Propulsion, Flight Systems, Payload, and Recovery. At the head of each team is a

Team Lead, an upperclassman that has significant experience in that specific technical area. The

entire organization is managed by the President and Vice President as well as several other

administrative roles. These positions help the students not only gain technical knowledge, but

also communication and project management skills.

RPL allows students to directly apply the things they have learned in the classroom to real

scenarios. Within structures, students become familiar with CAD software and stress analysis.

Other students use their knowledge from aerodynamics and gas dynamics to analyze the forces

on the launch vehicle due to drag and shock waves. Each launch vehicle carries a complex

avionics system capable of controlling flight events as well as recording flight data for post-flight

analysis. While most of the organization’s members consists of Aerospace Engineering majors,

this avionics field has helped RPL recruit students studying Computer Science and Electrical

Engineering. RPL has also created a relationship with the business school. Each year, a few

business majors are recruited to assist in the creation of business plans and financial record

keeping for the organization.

While RPL creates many opportunities to allow students to apply their coursework to physical

systems, it also opens another door to experiencing different fields of study not specifically

covered at the university. The Propulsion team focuses their efforts on the design,

manufacturing, testing, and full-scale operation of high-power solid rocket motors. Students

learn about grain and nozzle design, propellant characterization, and various solid rocket motor

performance parameters, all of which are not covered in detail within the classroom.

The student laboratory designs, constructs, and launches high-power rocket vehicles to

participate in intercollegiate competitions and also to prepare its members for a successful career

within the aerospace industry. RPL is organized in a fashion that replicates some of the great

companies within the industry. It has an organized chain of command, the school year consists of

various design reviews, and hard deadlines are set to give students an idea of real engineering

problems. The organization has seen several alumni enter the workforce. RPL has former

members working at the nation’s leading aerospace companies, including Boeing, Aerojet

Rocketdyne, and Virgin Orbit. Other students choose to pursue graduate studies, applying their

knowledge gained from the rocket lab to Astronautical studies.

On a smaller scale, RPL also helps the younger students prepare for their senior design projects.

In many cases, students enter their senior year with little experience of taking a design from

paper, to prototypes, to a final product. Design teams allow younger members to understand the

design process and take part in it themselves with the help of more senior students and mentors.

Members of RPL enter their senior design projects with a stronger understanding of the process

and are off to a better start than those around them.

Like any student design/build team, RPL serves to gives students the ability to work in team-

based, engineering environment. They are given technical problems to solve as a group through

the use of their technical knowledge gained from the classroom. They are forced to work with

students from various technical backgrounds, helping them better their communication skills.

Various leadership positions exist within the organization, providing opportunity to gain

invaluable project management knowledge. The organization seeks to not only create successful

products to properly represent the university, but to also produce competitive applicants to enter

the aerospace industry.

Summary/Conclusions

The RPL’s mission is to provide university students with practical, hands-on experience through

design-build-test activities of high-powered rocket systems. As every student run lab in the

universities, RPL faces logistical and space challenges to account for growth, as well as

budgetary challenges. It is continuously working hard to sustain student competence, support for

personnel and equipment for continued operations. The members of RPL have successfully

raised funds through various sources and have been persistent to be one of the top student run

rocket programs. Lessons learned through both successful and failed projects as well as

managing student workforce, while training them with technical competency as well as team

work skills and communication has shown success in RPL’s operating philosophy. This lab has

been a positive influence not only on the participants, but also as an agent of constructive change

to the aerospace engineering curriculum.

References

[1] Nam Nguyen, Victor Ong, Alan Villanueva, Dehwei Hsu, Nathan Nguyen, Navdeep Dhillon,

and Praveen Shankar. "Design and testing of solid propellant rockets towards NASA Student

Launch and Intercollegiate Rocket Engineering Competitions", 2018 Joint Propulsion

Conference, AIAA Propulsion and Energy Forum.

[2] Abhraneel Dutta, Zach Ernst, Suraj Buddhavarapu, Trenton Charlson, Shrivathsav Seshan,

and Johnie Sublett. "The Yellow Jacket Space Program: Insights into Starting a Student Led

Space-Shot Rocketry Team at the Georgia Institute of Technology", AIAA Scitech 2019 Forum,

AIAA SciTech Forum.

[3] William E. Anderson. "The Propulsion Program in the School of Aeronautics and

Astronautics at Purdue", 53rd AIAA/SAE/ASEE Joint Propulsion Conference, AIAA Propulsion

and Energy Forum.

[4] Anil P. Nair, Daniel I. Pineda, R. Mitchell Spearrin, and Dave E. Crisalli. "Low-cost student-

manufacturable liquid oxygen-ethanol sounding rocket", AIAA Scitech 2019 Forum, AIAA

SciTech Forum.

[5] D. Bernstein, 'Enhancing Undergraduate Control Education', IEEE Control Systems, pp. 40-

43, 1999.

[6] M. Hasna, 'Research in Undergraduate Education at Qatar University: EE Department

Experience', in 37th ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI, 2007, pp.

13-16.

[7] W. Zhan, 'Research Experience for Undergraduate Students and its Impact on STEM

Education', Journal of Stem Education, vol. 15, no.1, pp. 32-38, 2014

[8] http://www.niordc.ir/uploads/nfpa_1127_-_2002.pdf

[9] https://www.nar.org/safety-information/model-rocket-safety-code/