Sunday, 27 July 2008

Aeronautics and Astronautics Engineering at MIT

Aeronautics and Astronautics Engineering

Arip Nurahman
Department of Physics
Faculty of Sciences and Mathematics, Indonesia University of Education


Follower Open Course Ware at Massachusetts Institute of Technology
Cambridge, USA
Department of Physics
Aeronautics and Astronautics Engineering

Professors, students, and researchers come to MIT from all corners of the globe to explore their passion for air and space travel and to advance the technologies and vehicles that make such travel possible.

We build on our long tradition of scholarship and research to develop and implement reliable, safe, economically feasible, and environmentally responsible air and space travel.

Our industry contributions and collaborations are extensive. We have graduated more astronauts than any other private institution in the world. Nearly one-third of our current research collaborations are with MIT faculty in other departments, and approximately one-half are with non-MIT colleagues in professional practice, government agencies, and other universities. We work closely with scientists and scholars at NASA, Boeing, the U.S. Air Force, Stanford University, Lockheed Martin, and the U.S. Department of Transportation.

Our educational programs are organized around three overlapping areas:

Aerospace information engineering

Focuses on real-time, safety-critical systems with humans-in-the-loop. Core disciplines include autonomy, software, communications, networks, controls, and human-machine and human-software interaction.

Aerospace systems engineering

Explores the central processes in the creation, implementation, and operation of complex socio-technical engineering systems. Core disciplines include system architecture and engineering, simulation and modeling, safety and risk management, policy, economics, and organizational behavior.

Aerospace vehicles engineering

Addresses the engineering of air and space vehicles, their propulsion systems, and their subsystems. Core disciplines include fluid and solid mechanics, thermodynamics, acoustics, combustion, controls, computation, design, and simulation.

Department of Aeronautics and Astronautics links

Visit the MIT Department of Aeronautics and Astronautics home page at:
Review the MIT Department of Aeronautics and Astronautics curriculum at:
Learn more about MIT Engineering:

Updated within the past 180 days
MIT Course #Course TitleTerm

16.120Compressible FlowSpring 2003

16.13Aerodynamics of Viscous FluidsFall 2003

16.225Computational Mechanics of MaterialsFall 2003
16.230JPlates and ShellsSpring 2007
16.31Feedback Control SystemsFall 2007

16.322Stochastic Estimation and ControlFall 2004

16.323Principles of Optimal ControlSpring 2006

16.333Aircraft Stability and ControlFall 2004

16.337JDynamics of Nonlinear SystemsFall 2003

16.355JSoftware Engineering ConceptsFall 2005

16.358JSystem SafetySpring 2005

16.37JData Communication NetworksFall 2002

16.394JInfinite Random Matrix TheoryFall 2004

16.399Random Matrix Theory and Its ApplicationsSpring 2004

16.410Principles of Autonomy and Decision MakingFall 2005

16.412JCognitive RoboticsSpring 2005

16.413Principles of Autonomy and Decision MakingFall 2005

16.422Human Supervisory Control of Automated SystemsSpring 2004

16.423JAerospace Biomedical and Life Support EngineeringSpring 2006

16.512Rocket PropulsionFall 2005

16.522Space PropulsionSpring 2004

16.540Internal Flows in TurbomachinesSpring 2006

16.72Air Traffic ControlFall 2006

16.75JAirline ManagementSpring 2006

16.76JLogistical and Transportation Planning MethodsFall 2004

16.76JLogistical and Transportation Planning MethodsFall 2006

16.77JAirline Schedule PlanningSpring 2003

16.851Satellite EngineeringFall 2003

16.852JIntegrating the Lean EnterpriseFall 2005

16.862Engineering Risk-Benefit AnalysisSpring 2007

16.863JSystem SafetySpring 2005

16.881Robust System DesignSummer 1998

16.885JAircraft Systems EngineeringFall 2004

16.885JAircraft Systems EngineeringFall 2005

16.886Air Transportation Systems ArchitectingSpring 2004

16.888Multidisciplinary System Design OptimizationSpring 2004

16.891JSpace Policy SeminarSpring 2003

16.892JSpace System Architecture and DesignFall 2004

16.895JEngineering Apollo: The Moon Project as a Complex SystemSpring 2007
16.89JSpace Systems EngineeringSpring 2007

16.910JIntroduction to Numerical Simulation (SMA 5211)Fall 2003

16.920JNumerical Methods for Partial Differential Equations (SMA 5212)Spring 2003

16.940JComputational GeometrySpring 2003

16.985JProseminar in ManufacturingFall 2005

Lebih Fokus lagi.

1. Introduction to Aerospace Engineering and Design


This syllabus include information on the topics covered, texts used, and the rules and policies of the course.
8.01 and 18.01
Course Requirements

Dava Newman. Interactive Aerospace Engineering and Design. McGraw-Hill, 2002.

Class Participation

Your questions and comments are extremely valuable. Since the lecture material is available ahead of time from the textbook and on the Web, there will be more time in lecture to discuss (in seminar style) the material rather than spending the entire 90 minutes copying the lecture notes from a blackboard. Discussions during class time are highly encouraged to fill gaps in the lecture material, to guide the pace of the class, and for you to enquire about the meaning, relevance, and importance of lecture material.


Students are required to compile a portfolio containing notes, brainstorming ideas, concepts, sketches and final designs. This comprehensive notebook, or Personal Design Portfolio (PDP), is due toward the end of the term (See syllabus). A recommended template is provided for developing your PDP (See CD-ROM). The intent is to promote good note taking habits as an aid to understanding the material, to put your creativity down on paper and the computer, to help me assess what you are picking up in the lectures, and to grade your individual contributions to your design teams. In sum, the PDP presents a concise snapshot of what you learn throughout the entire semester and emphasizes your individual contributions.

Problem Sets

All assignments are given on the syllabus homepage. Homework assignments include traditional problems, thought problems, design problems and Web-based presentations (Preliminary Design Review (PDR), and Critical Design Review (CDR).

Lighter-than-Air (LTA) Vehicle Design Project

Teams of 5-6 students each would design, build, and race a remote controlled, lighter-than-air vehicle. The teams compete in their ability to carry the largest payload around a specified course in the minimum amount of time. The designs are judged on their equivalent mass/time. LTA vehicles are also judged in the categories of most reliable and most aesthetic designs. All designs are constrained to have a gross mass of less than 1.75 kg. A project kit is provided consisting of radio control equipment, batteries, balloons, electric motors, and construction materials.
Performance will be evaluated on the basis of class participation, reading summaries, problem sets, personal design portfolio submissions, and the LTA vehicle design project. There will be no tests or final exam. The final grade for the course will be calculated approximately as follows:
  • Problem Sets and Reading Summaries 30%
  • Student Personal Design Portfolio 15%
  • LTA Design Project 45% (including PDR, CDR, Trials and Race)
  • Attendance, Participation, General Evaluation 10%
Problem Set Solutions
Solutions will be posted one week after problem sets are due.
There will be occasional handouts in lectures. It is expected that regular attendance in lecture will offer the opportunity to pick up these handouts.
A Note on Submission of Work

The manner in which you present your work can be just as important (and in some cases more so) than the final answer. Be sure to delineate each step along the way. Show a clear and logical approach to your solution. That makes your problem sets a better reference to you and easier for us to give you partial credit (if so deserving).

2. Unified Engineering I, II, III, & IV



Unified Engineering is the sophomore-level engineering course taken by every undergraduate who joins the Department of Aeronautics and Astronautics at MIT. Many different engineering fields are introduced in a unified format, so that the systemic nature of aerospace engineering can be illustrated. Students who complete two semesters of Unified Engineering learn that even small changes to an aerospace design carry implications for the entire system.


Unified Engineering is itself a complex system. It employs many different activities, pedagogies and technologies. The goals, requirements and logistics of the course are summarized below:
Unified Engineering Course Facts (PDF)

Learning Objectives

All courses taught in the Department of Aeronautics and Astronautics disclose a set of learning objectives and measurable outcomes. Learning objectives describe the expected level of proficiency with syllabus topics that a student should attain. To complement the learning objectives, measurable outcomes describe specific ways in which students may be expected to demonstrate such proficiency. Major syllabus topics for each discipline are organized into learning objectives in the table below. The abbreviations provided below are used throughout the course site to refer to the various disciplines.

Computers and Programming C 16.01-02, Fall (PDF)
Fluid Mechanics F 16.01-04, Fall-Spring (PDF)
Materials and Structures M 16.01-04, Fall-Spring (PDF)
Signals and Systems S 16.01-02, Fall (PDF)

16.03-04, Spring (PDF)
Systems and Labs S/L 16.01-02, Fall (PDF)


16.01-02, Fall (PDF)

16.03-04, Spring (PDF)
Unified Concepts U

Discipline Section Organization

Each discipline in Unified Engineering is presented on a separate section of the course site. In order to maintain organization and consistency across the sections, the content has been organized into the discipline tables with the following standard column headings:

Lec #

Lecture number. Refer to the calendar section for more details on how each lecture session fits into the overall course schedule.


Summary of main topics covered during the lecture session. Lecture notes or slides from each lecture are linked here.

Concept Questions

Multiple choice questions posed to students throughout the lecture session. Students register a response using a Personal Response System ("PRS") transmitter. Questions are typically designed to evaluate conceptual understanding, and to be completed in 1-5 minutes. Faculty can see the class' results immediately.

Muddy Points

Responses to "Muddiest Part of the Lecture" cards. At the end of each lecture, students are asked to spend 5 minutes thinking about which of the topics presented was least clear. They write them on index cards and submit them as they leave. Faculty review and respond to "Muddy Points" in the next lecture and/or online.


Reading assignments for the lecture. These may be from published textbooks, or linked resources. For some disciplines, the instructor's notes are assigned as readings to be completed before the lecture, so they are linked in this column. Optional readings appear in parentheses, e.g., sec. 1.1-1.4, (1.5).

Assignments / Solutions

Work to be completed by students. Each lecture has one associated problem. The problem and its solution are linked in both the section table and in the assignments section. Systems and Labs assignments, or "Systems Problems", are larger in scope than individual problem set problems, and may be project-based or lab-based.

Handouts / Supporting Files

Supplemental materials distributed to class, related to the lecture problem set or systems problem.

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