535.762.81 - Guidance, Navigation and Controls for Hypersonic Vehicles
Description
Hypersonic flight remains a challenging task in the aerospace research and industry. This course covers the topic of Guidance, Navigation and Controls (GNC) with an emphasis on GNC of hypersonic vehicles. It will review the concepts of aerospace systems kinematics and dynamics. Students will be introduced to optimal control theory with some classical applications like Zermelo’s Navigation Problem, Minimum-Time to Climb Problem, etc. Students will also learn about nonlinear control theory with applications in spacecraft attitude stabilization and tracking. Finally, students will be introduced to estimation techniques and their use in GNC. The most up-to-date challenges in hypersonic GNC will be presented. The course will take an applied route. Students will be required to read and discuss research articles and work on projects.
Instructor
Ahmed Seleit
Course Structure
The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.
Course Topics
Module 1: Introduction to Hypersonic Guidance, Navigation, and Controls (GNC)
Module 2: Rigid Body Kinematics
Module 3: Variational Principles of Analytical Mechanics
Module 4: The Udwadia Kalaba Formulation
Module 5: Introduction to Guidance
Module 6: Computational Guidance
Module 7: Hypersonic Entry
Module 8: Artificial Intelligence for Aerospace Applications
Module 9: Aero-Thermal Modeling of Hypersonic Vehicles
Module 10: Navigation and Sensors
Module 11: Optimal Estimation
Module 12: Optimal Feedback Controllers
Module 13: Real Time Control Systems
Module 14: Capstone Project Presentation
Course Goals
To link the foundations and computational methods of analytical mechanics and optimal control theory to the current challenges of hypersonic flight. Develop the capacity to translate mission intent into tractable modeling and optimization formulations and to weigh trade-offs among performance, thermal constraints, and risk in making design decisions.
Textbooks
- Schaub, H. and Junkins, J.L. (2003). Analytical mechanics of space systems. Second Edition. AIAA.
- Udwadia, F.E. and Kalaba, R.E., 1996. Analytical dynamics (p. 272).
- Kirk, D.E., 2004. Optimal control theory: an introduction. Courier Corporation
- Practical methods for optimal control and estimation using nonlinear programming. Society for Industrial and Applied Mathematics
- Crassidis, J.L., & Junkins, J.L. (2011). Optimal Estimation of Dynamic Systems
Student Coursework Requirements
Homework Assignments (30%) – Discussions (20%)
- Purpose: To ensure that students consistently engage with and understand the course material.
- Components: Problem sets, computational, and simulation assignments.
- Frequency: Weekly or bi-weekly to promote steady progress.
Research Article Reviews Assignments (10%):
- Purpose: To develop critical thinking, research literacy, and familiarity with current challenges and advancements in the field.
- Components: Summaries, critiques, and discussions of contemporary research articles.
- Frequency: Could be 2-3 substantial reviews spread throughout the semester.
Group Project (40%):
- Purpose: To foster teamwork, application of theory to practice, and the development of practical solutions to real-world problems.
- Components: A comprehensive project involving the design, analysis, or simulation of a GNC system/Problem for a hypersonic vehicle. Improving progress through meetings and peer-review discussions[CS1].
Criteria | Excellent | Satisfactory | Unsatisfactory |
Concise, Critical Thinking/ Reasoning | Student actively stimulates and sustains inquiry by asking thoughtful questions. Student recognizes accuracy, logic, relevance, or clarity of statements. Student has a clear idea of the topic under discussion and sustain inquiry by asking thoughtful questions. Responses are concise and reflect original thinking. | Student relies on momentum of the group to motivate inquiry. Student may be repetitive with comments. Student takes a position but with little evidence or explanation. Responses are somewhat concise and logically organized, and reflect a mixture of original thinking and contributions from others. | Student accepts ideas of others without much thought. Student provides little relevant information or contributes little to the discussion. Student shows little evidence of understanding the topic under discussion. Responses are neither clear nor concise. Little or no original thinking is demonstrated. |
Generates learning and engagement among classmates | Post(s) elicit responses and reflections from other learners and responses build upon and integrate multiple views from other learners to take the discussion deeper. | Post(s) attempt to elicit responses and reflections from other learners and responses build upon the ideas of other learners to take the discussion deeper. | Post(s) do not attempt to elicit responses and reflections from other learners and/or responses do not build upon the ideas of other learners to take the discussion deeper. |
Demonstrates knowledge of content and applicability to professional practice | Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice, and include other resources that extend the learning of the community. | Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice. | Post(s) and responses show little evidence of knowledge and understanding of course content and applicability to professional practice. |
Timeliness and Mechanics | Submits initial response before the end of Day 3 in module week; replies to classmates are meaningful. Posts contain grammatically correct sentences without spelling errors. | Submits initial response before end of Day 4 in module week; replies to classmates are present, but superficial. Posts have one or more grammatical or spelling errors. | Submits initial response after Day 4 in module week; does not respond to classmates. Posts are not in complete sentences and/or contain more than 5 spelling or grammatical errors. |
Grading Policy
| Score Range | Letter Grade |
|---|---|
| 100-97 | = A+ |
| <97-93 | = A |
| <93-90 | = A− |
| <90-87 | = B+ |
| <87-83 | = B |
| <83-80 | = B− |
| <80-77 | = C+ |
| <77-73 | = C |
| <73-70 | = C− |
| <70-67 | = D+ |
| <67-63 | = D |
| <63 | = F |
Academic Policies
Deadlines for Adding, Dropping and Withdrawing from Courses
Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.
Academic Misconduct Policy
All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students. This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.
Students with Disabilities - Accommodations and Accessibility
Johns Hopkins University is committed to providing welcoming, equitable, and accessible educational experiences for all students. If disability accommodations are needed for this course, students should request accommodations through Student Disability Services (SDS) as early as possible to provide time for effective communication and arrangements. For further information about this process, please refer to the SDS Website.
Student Conduct Code
The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/
Classroom Climate
JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).
Course Auditing
When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.