Lift Response of a Stalled Wing to Pulsatile Disturbances

The transient lift response of a low-Reynolds-number wing subjected to small amplitude pulsatile disturbances is investigated. The wing has a small aspect ratio and a semicircular planform, and it is fully stalled at a 20 deg angle of attack. Microvalve actuators distributed along the leading edge of the wing produce the transient disturbance. It is shown that the lift response to a single pulse increases with increasing actuator supply pressure and that the lift response curves are similar to each other when scaled by the total impulse. Furthermore, for fixed actuator supply pressure, the amplitude and total impulse of the transient lift response curve increases with increasing external flow speed. In this case, the lift response curves are similar when scaled by the dynamic pressure. The lift response to a single pulse can be treated as a filter kernel, and it can be used to predict the lift time history for the arbitrary actuator input signals. The kernel is similar in shape to transient measurements obtained by other investigators on two-dimensional wings and flaps. Comparisons between the model predictions and the experiments using multiple pulse inputs and square-wave modulated input signals at low frequencies are presented

Closed-Loop Control of a Wing in an Unsteady Flow

The lift response of the separated flow over a wing to different actuator input disturbances is used to obtain linear models useful for closed-loop control design. The wing has a small aspect ratio, a semi-circular planform, and is fully stalled at a 20° angle of attack. Individual pulse-like disturbances and step-input disturbances with randomized frequency were inputs to the actuator, and the lift coefficient increments were output signals. The "prediction error method" system identification technique was used to obtain two linear models of the separated flow. A 4th order model reproduced the non-minimum phase behavior of the pulse input, but did not work well for control purposes. The second model identified was limited to first order. The first order model proved to be useful for designing a proportional-integral feedback controller capable of suppressing lift oscillations in unsteady flows. Good suppression of lift oscillations was observed in the experiment after a step change in wind tunnel flow speed occurred. When the control system was tested with a randomized freestream velocity, it reduced the root-mean-square lift oscillation by 50 percent relative to the uncontrolled case

Low Reynolds Number Wing Response to an Oscillating Freestream With and Without Feed Forward Control

The unsteady lift of a low Reynolds number wing in an oscillating freestream is documented in terms of its amplitude and phase. The phase variation of the lift relative to the freestream velocity shows a larger phase difference than predicted by classical unsteady flow theory. A constant time delay between the lift and the actuator was observed to be τ^+ = t_(delay)U/c = 5.3 when normalized by the freestream speed and chord. Feed forward control of pulsed-jet actuators is used to modulate the lift coefficient of the wing, in an attempt to suppress the lift oscillations. Suppression of the fluctuating lift at the fundamental frequency was partially successful, but additional "noise" was added to harmonics of the lift signal by the controller

DYNAMIC LIFT FORCE MEASUREMENTS ON A 2-D WING AND COMPARISONS WITH UNSTEADY AERODYNAMIC MODELS

Experiments were conducted to collect dynamic force measurements on a pitching wing using canonical motions. Aerodynamic forces were isolated from inertia based forces to facilitate Observer Kalman Identification model building. Comparisons with classical unsteady aerodynamic theories show good agreement when their assumptions are maintained, with smokewire visualization to qualitatively explain where experiments deviate from theory. A reduced order model built using OKID was compared to experimental data, and showed better agreement than classical theories. Oscillations in the lift measurements were observed in the OKID model and experimental data, and some potential sources for the oscillations were ruled out.M.S. in Mechanical and Aerospace Engineering, December 201

Education and Technical Support of Prosthetics and Orthotics Education in Latin America (Semester Unknown) IPRO 309

There exists a strong demand for orthotics and prosthetics (O & P) in Latin America, with approximately 2.5 million people in need of this type of care. IPRO 309 was started in the spring of 2006 with the goal of helping to make this type of care more readily available. However, there are only 50 certified, and 1500 uncertified, O & P practitioners in Latin America. In order to become a certified practitioner, a student must graduate from an ISPO accredited program. Unfortunately, there is currently only one ISPO accredited program in existence in Latin America, along with several other programs that are not ISPO accredited. In October of 2004, Centro Don Bosco (Bogotá, Colombia), Don Bosco University (San Salvador, El Salvador), and the Laboratorio Gilete (Bogotá, Colombia) signed an agreement to establish the first accredited O & P education program in Colombia. Since then, Centro Don Bosco has allotted 3,500 square feet of space for the thriving faculty, classrooms, manufacturing training, and vocational workspace that are necessary for an ISPO accredited program. There are three levels of accreditation according to ISPO standards. Category III involves the design and manufacturing of orthotic and prosthetic devices, Category II includes the fabrication of the devices as well as direct patient care, and Category I includes production, treatment for patients, and research and development. The equivalent to ISPO in the United States is the American Board of Certification in Orthotics and Prosthetics (ABC). Because it is independent from the ISPO, the ABC standards of accreditation will need to be taken into account in order to carefully cross cultural and national boundaries.Deliverable

Education and Technical Support of Prosthetics and Orthotics Education in Latin America (Semester Unknown) IPRO 309: Educational and Technical Support of Orthotics and Prosthetics Education in Latin America and the US IPRO 309 Final ReportSp08

There exists a strong demand for orthotics and prosthetics (O & P) in Latin America, with approximately 2.5 million people in need of this type of care. IPRO 309 was started in the spring of 2006 with the goal of helping to make this type of care more readily available. However, there are only 50 certified, and 1500 uncertified, O & P practitioners in Latin America. In order to become a certified practitioner, a student must graduate from an ISPO accredited program. Unfortunately, there is currently only one ISPO accredited program in existence in Latin America, along with several other programs that are not ISPO accredited. In October of 2004, Centro Don Bosco (Bogotá, Colombia), Don Bosco University (San Salvador, El Salvador), and the Laboratorio Gilete (Bogotá, Colombia) signed an agreement to establish the first accredited O & P education program in Colombia. Since then, Centro Don Bosco has allotted 3,500 square feet of space for the thriving faculty, classrooms, manufacturing training, and vocational workspace that are necessary for an ISPO accredited program. There are three levels of accreditation according to ISPO standards. Category III involves the design and manufacturing of orthotic and prosthetic devices, Category II includes the fabrication of the devices as well as direct patient care, and Category I includes production, treatment for patients, and research and development. The equivalent to ISPO in the United States is the American Board of Certification in Orthotics and Prosthetics (ABC). Because it is independent from the ISPO, the ABC standards of accreditation will need to be taken into account in order to carefully cross cultural and national boundaries.Deliverable

Education and Technical Support of Prosthetics and Orthotics Education in Latin America (Semester Unknown) IPRO 309: Educational and Technical Support of Orthotics and Prosthetics Education in Latin America and the US IPRO 309 MidTerm ReportSp08

There exists a strong demand for orthotics and prosthetics (O & P) in Latin America, with approximately 2.5 million people in need of this type of care. IPRO 309 was started in the spring of 2006 with the goal of helping to make this type of care more readily available. However, there are only 50 certified, and 1500 uncertified, O & P practitioners in Latin America. In order to become a certified practitioner, a student must graduate from an ISPO accredited program. Unfortunately, there is currently only one ISPO accredited program in existence in Latin America, along with several other programs that are not ISPO accredited. In October of 2004, Centro Don Bosco (Bogotá, Colombia), Don Bosco University (San Salvador, El Salvador), and the Laboratorio Gilete (Bogotá, Colombia) signed an agreement to establish the first accredited O & P education program in Colombia. Since then, Centro Don Bosco has allotted 3,500 square feet of space for the thriving faculty, classrooms, manufacturing training, and vocational workspace that are necessary for an ISPO accredited program. There are three levels of accreditation according to ISPO standards. Category III involves the design and manufacturing of orthotic and prosthetic devices, Category II includes the fabrication of the devices as well as direct patient care, and Category I includes production, treatment for patients, and research and development. The equivalent to ISPO in the United States is the American Board of Certification in Orthotics and Prosthetics (ABC). Because it is independent from the ISPO, the ABC standards of accreditation will need to be taken into account in order to carefully cross cultural and national boundaries.Deliverable

Education and Technical Support of Prosthetics and Orthotics Education in Latin America (Semester Unknown) IPRO 309: Educational and Technical Support of Orthotics and Prosthetics Education in Latin America and the US IPRO 309 Final Presentation Sp08

There exists a strong demand for orthotics and prosthetics (O & P) in Latin America, with approximately 2.5 million people in need of this type of care. IPRO 309 was started in the spring of 2006 with the goal of helping to make this type of care more readily available. However, there are only 50 certified, and 1500 uncertified, O & P practitioners in Latin America. In order to become a certified practitioner, a student must graduate from an ISPO accredited program. Unfortunately, there is currently only one ISPO accredited program in existence in Latin America, along with several other programs that are not ISPO accredited. In October of 2004, Centro Don Bosco (Bogotá, Colombia), Don Bosco University (San Salvador, El Salvador), and the Laboratorio Gilete (Bogotá, Colombia) signed an agreement to establish the first accredited O & P education program in Colombia. Since then, Centro Don Bosco has allotted 3,500 square feet of space for the thriving faculty, classrooms, manufacturing training, and vocational workspace that are necessary for an ISPO accredited program. There are three levels of accreditation according to ISPO standards. Category III involves the design and manufacturing of orthotic and prosthetic devices, Category II includes the fabrication of the devices as well as direct patient care, and Category I includes production, treatment for patients, and research and development. The equivalent to ISPO in the United States is the American Board of Certification in Orthotics and Prosthetics (ABC). Because it is independent from the ISPO, the ABC standards of accreditation will need to be taken into account in order to carefully cross cultural and national boundaries.Deliverable

Education and Technical Support of Prosthetics and Orthotics Education in Latin America (Semester Unknown) IPRO 309: Educational and Technical Support of Orthotics and Prosthetics Education in Latin America and the US IPRO 309 Ethics Sp08

There exists a strong demand for orthotics and prosthetics (O & P) in Latin America, with approximately 2.5 million people in need of this type of care. IPRO 309 was started in the spring of 2006 with the goal of helping to make this type of care more readily available. However, there are only 50 certified, and 1500 uncertified, O & P practitioners in Latin America. In order to become a certified practitioner, a student must graduate from an ISPO accredited program. Unfortunately, there is currently only one ISPO accredited program in existence in Latin America, along with several other programs that are not ISPO accredited. In October of 2004, Centro Don Bosco (Bogotá, Colombia), Don Bosco University (San Salvador, El Salvador), and the Laboratorio Gilete (Bogotá, Colombia) signed an agreement to establish the first accredited O & P education program in Colombia. Since then, Centro Don Bosco has allotted 3,500 square feet of space for the thriving faculty, classrooms, manufacturing training, and vocational workspace that are necessary for an ISPO accredited program. There are three levels of accreditation according to ISPO standards. Category III involves the design and manufacturing of orthotic and prosthetic devices, Category II includes the fabrication of the devices as well as direct patient care, and Category I includes production, treatment for patients, and research and development. The equivalent to ISPO in the United States is the American Board of Certification in Orthotics and Prosthetics (ABC). Because it is independent from the ISPO, the ABC standards of accreditation will need to be taken into account in order to carefully cross cultural and national boundaries.Deliverable