675.732.81 - Advanced Topics in Aerospace Hardware

Course Structure

TBD

Course Topics

TBD

Course Goals

TBD

Course Learning Outcomes (CLOs)

• 1.Discuss approaches in spacecraft hardware in an engineering journal club format. 2.Connect course concepts with a variety of sources including other courses in the program and beyond. 3.Analyze topic specific hardware (and software) guidelines and draw connections in an in-depth Lesson Learned document. 4.Evaluate optical and radio frequency instrument build criteria and select appropriate hardware solution sets for novel remote sensing challenges. 5.Evaluate emerging technologies for space missions with assessments, including identifying constraints in quantifiable manner, and address mitigation techniques across a wide variety of platforms. 6.Author and critique a professional investigative paper in advanced spacecraft hardware topics.

Textbooks

Materials are reserved and may be accessed using the eReserves link in the course navigation menu.

Student Coursework Requirements

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].
• <70 = F—Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking [rudimentary and superficial; no analysis or insight is displayed].

Grading Policy

TBD

Course Policies

POLICY ON AI

• Students are encouraged to explore and experiment with generative AI tools for learning purposes, but any use in assessments must be clearly indicated and appropriately attributed.
• The use of generative AI tools is strictly prohibited in all assessments to ensure fair evaluation of individual student performance.
• Generative AI tools may be used in activities and assignments, but students must include a reflection on their use and how it impacted their understanding of the material. 

example:

You may choose to use AI generated material as a resource in discussions and assignments. The following are examples of how to use AI generated material and correctly cite in following the above guidelines. Note access dates are required for digital citations and all directly sourced material must be correctly attributed in footnotes or endnotes.

675.732 Example for Concept Map cite.  The outline topics of the Concept map on “Standardization of On Orbit Refueling Interfaces including RAFTITM “ was derived from AI Generated material (use the Tool cite as appropriate) and supplemented in each category by the author.

675.622 Example for Discussion cite: resources used in the response to the anodic coating for Aluminum and Aluminum Alloys include:  (see 4th reference for example)

• Mid-States Aluminum Corp. (n.d.). Anodizing Reference Guide. Retrieved Apr 19, 2022, from https://midstal.com/sft334/aluminum_reference_guide.pdf
• MIL-A-8625F, MILITARY SPECIFICATION: ANODIC COATINGS FOR ALUMINUM AND ALUMINUM ALLOYS. (1993, Sep 10). Retrieved Apr 19, 2022, from http://everyspec.com/MIL-SPECS/MIL-SPECS-MIL-A/MIL-A-8625F_2377/
• NASA. (2013, Aug 6). LLIS Proper Use of MIL-A-8625 Type II Anodize on 2000 and 7000 Series Aluminum Alloys. Retrieved Apr 20, 2022, from https://llis.nasa.gov/lesson/8403
• Cartoon created in Image created using OpenAI's DALL-E, a generative AI model, via ChatGPT 4.0 based on NASA JPL. (n.d.). MSL Curiosity Multimedia Images. Retrieved Apr 21, 2022, from https://mars.nasa.gov/multimedia/images/?page=0&per_page=25&order=pub_date+desc&
• Black anodic coatings for space applications: study of the process parameters, characteristics and mechanical properties. Retrieved Apr 24, 2022, from https://core.ac.uk/download/pdf/195560778.pdf

Caution on the use of AI generated material:  AI is capable of generating material of dubious value:  Example related to Paschen’s Curve (especially relevant to gas when pulling a vacuum and breakdown voltages ..see Module 4 675.622)  AI produced this interesting piece: “if we were to take a creative approach and metaphorically 'apply' Paschen's Curve to an apple, we might imagine scenarios where the principles of electrical breakdown are compared to the breakdown of the apple's cellular structure. For example, if you increase the pressure on the apple (by squeezing it), there will be a point at which the apple's skin will break down and the apple will 'conduct' its juices, similar to how a gas will conduct electricity at the breakdown voltage.”  Cute answer but it will not generate any points upon grading!

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. 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 values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Our courses are designed with a proactive approach to accessibility to minimize the need for disability disclosure and accommodation requests, but we recognize that you may need additional support. Students with disabilities (including those with psychological conditions, medical conditions, and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.  For further information or to start the process of requesting accommodations, please contact EP Student Disability Services at ep-disability-svcs@jhu.edu. 

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 Student Conduct Code website.

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.