Auburn University Student LaunchTitle of Project Tiger Launch Date of Proposal September 30, 2016...
121
211 Davis Hall Auburn, AL 36849 September 30, 2016 Auburn University Auburn University Student Launch ‘Tiger Launch’
Transcript of Auburn University Student LaunchTitle of Project Tiger Launch Date of Proposal September 30, 2016...
211 Davis Hall
Auburn, AL 36849
September 30, 2016
Auburn University
Auburn University Student
Launch
‘Tiger Launch’
i
Contents
Section 1: General Information ............................................................................................... 1
Section 1.1: Team Information .............................................................................................. 1
Section 1.2: Adult Educators ................................................................................................. 1
Section 1.3: Safety Officer .................................................................................................... 2
Section 1.4: Team Leader ...................................................................................................... 3
Section 1.5: Project Organization .......................................................................................... 3
Section 1.6: NAR/TRA Sections ........................................................................................... 6
Section 2: Facilities/Equipment ............................................................................................... 7
Section 2.1: Facility Listing ................................................................................................... 7
Section 2.1.1: Aerospace Computational Lab......................................................................... 7
Section 2.1.2: Aerodynamics Laboratory ............................................................................... 7
Section 2.1.3: Advanced Laser Diagnostics Laboratory ......................................................... 8
Section 2.1.4: Composites and UAV Laboratory ................................................................... 9
Section 2.1.5: Computational Fluid Dynamics Laboratory .................................................. 10
Section 2.1.6: Design and Manufacturing Laboratory .......................................................... 10
Section 2.1.7: Flow Visualization Laboratory ...................................................................... 10
Section 2.1.8: GKN Aerospace Tallassee, Alabama ............................................................. 11
Section 2.1.9: Machine Tool Laboratory and the Aerospace Wood Shop............................ 11
Section 2.1.10: Structures Laboratory .................................................................................. 12
Section 3: Safety ...................................................................................................................... 13
Section 3.1.1: Personnel and Responsibilities ...................................................................... 13
Section 3.1.2: Hazard Analyses ............................................................................................ 14
ii
Section 3.1.3: Checklists ....................................................................................................... 16
Section 3.1.4: Team Briefings .............................................................................................. 17
Section 3.1.5: Energetic Device Handling ............................................................................ 18
Section 3.1.6: Law Compliance ............................................................................................ 19
Section 3.1.7: NAR/TRA Procedures ................................................................................... 22
Section 3.1.8: Caution Statements ........................................................................................ 26
Section 3.1.9: Team Safety Statement .................................................................................. 26
Section 3.1.10: Ongoing Training ......................................................................................... 27
Section 3.1.11: Risk Assessments ......................................................................................... 27
Section 4: Technical Design ................................................................................................... 28
Section 4.1: General Vehicle Design ................................................................................... 28
Section 4.1.1: Projected Altitude .......................................................................................... 33
Section 4.2: Recovery System Design ................................................................................. 34
Section 4.2.1: Recovery Structural Elements ....................................................................... 34
Section 4.2.2: Materials ........................................................................................................ 35
Section 4.2.3: Ejection System: ............................................................................................ 36
Section 4.2.4: Parachutes ...................................................................................................... 38
Section 4.2.5: Manufacturing ................................................................................................ 41
Section 4.2.6: Drift ................................................................................................................ 41
Section 4.2.7: Altimeters....................................................................................................... 42
Section 4.3: Motor Selection ............................................................................................... 46
Section 4.4: Projected Payloads ........................................................................................... 47
Section 4.5: Technical Requirements .................................................................................. 48
iii
Section 4.5.1: Vehicle Requirements .................................................................................... 49
Section 4.5.2: Recovery System Requirements .................................................................... 63
Section 4.5.3: Payload Requirements ................................................................................... 67
Section 4.6: Major Technical Challenges ............................................................................ 69
Section 5: Payloads ................................................................................................................. 70
Section 5.1: Aerodynamic Analysis Payload....................................................................... 70
Section 5.1.1: Overview ........................................................................................................ 70
Section 5.1.2: Structure ......................................................................................................... 71
Section 5.1.3: Data Acquisition ............................................................................................ 72
Section 6: Educational Engagement...................................................................................... 72
Section 6.1: General Statement ............................................................................................ 72
Section 6.1.1: Drake Middle School 7th Grade Rocket Week .............................................. 73
Section 6.1.2: Rocket Week Plan of Action ......................................................................... 74
Section 6.1.3: Rocket Week Launch Day ............................................................................. 75
Section 6.1.4: Rocket Week Learning Objectives ................................................................ 76
Section 6.1.5: Gauging Success ............................................................................................ 76
Section 6.1.6: Samuel Ginn College of Engineering E-Day ................................................. 77
Section 6.1.7: Boy Scouts of America: Space Exploration Badge ....................................... 77
Section 6.1.8: Boy Scouts of America: Requirements .......................................................... 78
Section 6.1.9: Boy Scouts of America: AUSL Requirements .............................................. 79
Section 6.1.10: Boy Scouts of America: Plan of Action....................................................... 79
Section 6.1.11: Boy Scouts of America: Goals..................................................................... 80
Section 6.1.12: Girl Scouts of America: Space Badge ......................................................... 80
iv
Section 6.1.13: Girl Scouts of the USA: Requirements ........................................................ 81
Section 6.1.14: Girl Scouts of the USA: AUSL Requirements ............................................ 82
Section 6.1.15: Girl Scouts of the USA: Plan of Action ....................................................... 83
Section 6.1.16: Girl Scouts of the USA: Goals ..................................................................... 83
Section 6.1.17: Rocket Day .................................................................................................. 83
Section 6.1.18: Rocket Day: Outline .................................................................................... 84
Section 6.1.19: Rocket Day: Safety ...................................................................................... 84
Section 6.1.20: Auburn Junior High School Engineering Day ............................................. 85
Section 7: Project Plan ........................................................................................................... 87
Section 7.1: Development Schedule .................................................................................... 87
Section 7.2: Budget .............................................................................................................. 87
Section 7.3: Funding Plan .................................................................................................... 90
Section 7.4: Community Support ........................................................................................ 91
Section 7.4.1: Dynetics ......................................................................................................... 91
Section 7.4.2: GKN Aerospace ............................................................................................. 91
Section 7.4.3: Drake Middle School ..................................................................................... 91
Section 7.4.4: Phoenix Missile Works .................................................................................. 92
Section 7.4.5: Chris’s Rocket Supplies ................................................................................. 92
Section 7.4.6: Auburn Engineering ....................................................................................... 92
Section 7.5: Project Sustainability ....................................................................................... 92
Appendix A: Safety Waiver ....................................................................................................... 94
Appendix B: Development Schedule Calendar ........................................................................ 97
Appendix C: Risk Assessments .................................................................................................. 99
v
Figure 1.1: Team Organization Chart ............................................................................................. 4
Figure 2.1: Low Speed, Open-Circuit Wind Tunnel....................................................................... 7
Figure 2.2: PIV of a Synthetic Jet Flow Field ................................................................................ 8
Figure 2.3: Composites ................................................................................................................... 9
Figure 2.4: Flow Visualization Laboratory ................................................................................... 10
Figure 2.5: Autoclave at GKN Aerospace .................................................................................... 11
Figure 2.6: Loading Frame in Structures Lab ............................................................................... 12
Figure 4.1: Vehicle Rendering ...................................................................................................... 28
Figure 4.2: Design Layout ............................................................................................................ 29
Figure 4.3: Braided Structure Sample ........................................................................................... 31
Figure 4.4: Fin Image .................................................................................................................... 32
Figure 4.5: Simulated Altitude ...................................................................................................... 34
Figure.4.6: Tender Descender (Open) .......................................................................................... 37
Figure 4.7: Tender Descender (Closed) ........................................................................................ 37
Figure 4.8: Gore ............................................................................................................................ 40
Figure 4.9: Hemisphere ................................................................................................................. 40
Figure 4.10: Telamega .................................................................................................................. 43
Figure 4.11: TelaMetrum .............................................................................................................. 43
Figure 4.12: Motor Thrust Curve .................................................................................................. 47
Figure 5.1: Grid Fin Rendering ..................................................................................................... 70
Figure 6.1: Engineering Day October 2015, Auburn Junior High School.................................... 86
Figure 7.1: Spending Chart ........................................................................................................... 90
vi
Table 1.1: Team Member Listing ................................................................................................... 4
Table 3.1: Severity Levels ............................................................................................................ 15
Table 3.2: Probability Levels ........................................................................................................ 16
Table 3.3: Risk Assessment Matrix .............................................................................................. 16
Table 4.1: Section Lengths ........................................................................................................... 29
Table 4.2: Fin Dimensions ............................................................................................................ 33
Table 4.3: Motor Specifications .................................................................................................... 46
Table 4.4: Vehicle Requirements .................................................................................................. 49
Table 4.5: Recovery Requirements ............................................................................................... 64
Table 4.6: Payload Requirements ................................................................................................. 68
Table 7.1: Vehicle Cost................................................................................................................. 87
Table 7.2: Recovery Cost .............................................................................................................. 88
Table 7.3: Payload Cost ................................................................................................................ 89
Table 7.4: Cost Distribution .......................................................................................................... 89
Table 7.5: Funding Sources .......................................................................................................... 90
1
Section 1: General Information
Section 1.1: Team Information
General Team Information
Team Affiliation Auburn University
Mailing Address 211 Davis Hall
Auburn, AL 36849
Title of Project Tiger Launch
Date of Proposal September 30, 2016
Experiment Option 2: Roll Induction and Counter Roll
Section 1.2: Adult Educators
Contact Information
Name Dr. Brian Thurow
Title Professor and Chair, Department of
Aerospace Engineering
Email [email protected]
Phone 334-844-6827
Address 211 Davis Hall
Auburn, AL 36849
2
Contact Information
Name Dr. Eldon D. Triggs
Title Auburn University Lecturer and
Laboratory Manager, Department of
Aerospace Engineering
Email [email protected]
Phone 334-844-6809
Address 211 Davis Hall
Auburn, AL 36849
In addition to the guidance provided by Dr. Thurow and Dr. Triggs, the team is lucky to have three
graduate student advisors serving the team this year who are listed in Table 1.1. These graduate
student advisors have experience competing in NASA student launch and will serve to assist the
adult educators in aiding the team.
Section 1.3: Safety Officer
This year’s safety officer is Ryan McWilliams, a senior in Aerospace engineering. This is Ryan’s
third year on the team. Over the past two years he has been an integral part of the safety team.
Ryan is level one certified in high powered rocketry through Tripoli Rocketry Association.
3
Section 1.4: Team Leader
Student Team Lead - Contact Information
Name Jonathan Leonhardt
Title Senior in Aerospace Engineering
Auburn University
Email [email protected]
Phone 404-788-1181
Address Davis Hall
211 Engineering Dr.
Auburn, AL 36849
Jonathan Leonhardt will be the student team leader for this year’s competition team. This is
Jonathan’s third year on the team. In the previous year, Jonathan served as the Vehicle Body team
leader and oversaw the integration of using a carbon fiber open weave structure as an airframe.
Jonathan is level one high power rocket certified through Tripoli Rocketry Association.
Section 1.5: Project Organization
The Auburn Student Launch team is broken into three major sub-teams: vehicle body design,
payload and recovery. Safety and educational engagement also exist as sub-teams composed of
students from the three primary groups. Each sub-team has at least one member dedicated to
identifying safety concerns and acting as the point of contact (POC) for the safety officer. In
addition, all members of the Auburn Student Launch Team are required to participate in at least
one educational engagement event and each event has its own coordinator, all of whom are
working members of other sub-teams. Figure 1.1: Team Organization Chart shows the hierarchy
4
of project management with all teams reporting to their team leads, the student project manager,
and the safety officer, who in turn report to the adult educators.
Figure 1.1: Team Organization Chart
Table 1.1: Team Member Listing
Name Role Team
Dr. Eldon Triggs Adult Educator Overall Management
Dr. Brian Thurow Adult Educator Overall Management
Jonathan Leonhardt Project Manager Overall Management
Ryan McWilliams Safety Officer Overall Management/Safety
Noel C. Graduate Student Advisor Overall Management
Mariel S. Graduate Student Advisor Overall Management
Michael S. Graduate Student Advisor Overall Management
Dr. Eldon Triggs
Dr. Brian Thurow
Jonathan Leonhardt
Garrett K. Payload
Tanner S. Recovery Team
Luke C.Vehicle Body
Team
Bryce G.Educational Engagement
Team
Ryan McWilliams
5
Garrett K. Team Lead Payload
Luke C. Team Lead Vehicle Body
Tanner S. Team Lead Recovery
Bryce G. Team Lead Education
Ben C. Team Member Recovery
Adam W. Team Member Recovery
Paul L. Team Member Recovery
Francisco R. Team Member Vehicle Body
Jacob F. Team Member Vehicle Body
Burak A. Team Member Vehicle Body
Reilly B. Team Member Vehicle Body
Nick R. Team Member Vehicle Body
Zach A. Team Member Vehicle Body
Corey R. Team Member Recovery
John H. Team Member Payload
Allan P. Team Member Payload
Timothy F. Team Member Payload
6
Section 1.6: NAR/TRA Sections
The Auburn Student Launch team is planning on attending launches hosted by Southern Area
Rocketry (SoAR) at Phoenix Missile Works (PMW) in Sylacauga Alabama (NAR Section #571).
The team also occasionally attends launches with the Music City Missile Club (MC2) in
Manchester, Tennessee (NAR Section #589) and the SouthEastern Alabama Rocket Society
(SEARS) in Samson, Alabama (NAR Section #572/TRA Prefect 38). We will also be partnering
with SEARS through Christopher Short. Chris provides technical experience and serves as a
reliable rocketry vendor for the team.
7
Section 2: Facilities/Equipment
Section 2.1: Facility Listing
Section 2.1.1: Aerospace Computational Lab
The Aerospace Computational Lab, located in Davis 330, provides sixteen Windows PC
workstations for students to use while on campus. Software packages such as MATLAB,
NASTRAN, PATRAN, ANSYS, etc., are available and will be used to analyze the technical
aspects of the rocket such as projection altitudes. Student also have access to a variety of CAD
programs such as Solid Edge AutoCAD, Autodesk Inventor, SmartDraw, and SolidWorks, which
will aid in the design of the rocket. Team members also have access to the CES EDU Pack, a
materials database which provides a comprehensive database of materials and process information
and it can be used to perform various parametric trade studies with materials.
Section 2.1.2: Aerodynamics Laboratory
This lab is located in the L-Building. It includes two subsonic and three supersonic wind tunnels,
as well as a low-speed smoke tunnel for flow visualization. A closed-circuit, single-return, low-
speed, open-test section wind tunnel with a 3 feet by 4.25 feet test section in which the flow speed
may be varied from 0 mph to approximately 140 mph. Different types of mounting hardware and
balances are available, including a six degree-of-freedom floor mounted balance and angle of
attack control along with a three degree-of-freedom sting-mounted balance. This represents the
primary wind tunnel that will be used for the project’s parachute testing. Additionally, an open-
circuit, low-speed wind tunnel with a 2-ft by 2-ft
test section is also available for testing (see
Figure 2.1). The flow speed may be varied from
0 to approximately 120 mph. The aerodynamics
lab is also equipped with a 4-inch by 4-inch
supersonic wind tunnel that is capable of flow
testing at Mach numbers from 1.5 to 3.5 is also
available for use. A Schlieren system is used to Figure 2.1: Low Speed, Open-Circuit Wind Tunnel
8
detect shock waves optically. Recently, a new converging section and a test section were designed
and fabricated to provide transonic flow in this tunnel. The wind tunnel may be used to study the
effects on the rocket as it approaches to supersonic speeds. Furthermore, inserts can be used to
change the geometry of the inlet of the test section of the 7-inch by 7-inch in-draft supersonic wind
tunnel and produce discrete test section Mach numbers between 1.4 and 3.28. This wind tunnel
can be used for additional research on the proposed rocket configuration at supersonic speeds.
Section 2.1.3: Advanced Laser Diagnostics Laboratory
The Advanced Laser Diagnostics Laboratory (ALDL) located in the Woltosz specializes in the
development and application of laser diagnostics for aerodynamic measurements (see Figure 2.2).
The laboratory is equipped with advanced instrumentation such as:
MHz rate Nd:YAG pulse burst laser system.
Ultra-high speed intensified camera capable of imaging at up to 500,000 fps.
Galvanometric scanning mirrors.
High QE CCD cameras.
Areas of specialization include high-repetition
rate flow visualization and high-speed three-
dimensional imaging. The centerpiece of the
laboratory is a custom-built pulse burst laser
system with the ability to produce a burst of high-
energy laser pulses at repetition rates up to 10
MHz and an ultra-high speed camera capable of
imaging at up to 500,000 frames per second. The laser is an Nd:YAG base laser system and has
been used in the past to make high-repetition rate planar flow visualization, particle image
velocimetry (PIV), and planar Doppler velocimetry (PDV) measurements in supersonic flow
fields. This laboratory may be used for flow visualization purposes in order to accurately
characterize the flow around the rocket including the hot plume trailing behind the motor.
Figure 2.2: PIV of a Synthetic Jet Flow Field
9
Section 2.1.4: Composites and UAV Laboratory
The Composites Laboratory located in Davis 222 (see Figure 2.3) serves as the lab space for
Auburn University’s aerospace competition teams including the Student Launch Team and the
Design-Build-Fly team. This lab provides equipment and workspace for the construction of
adaptive aero structures using composite materials and additive manufacturing. The Student
Launch team primarily uses this lab for design prototyping and some testing of our airframe
components. Most of the equipment in the lab has been purchased by the team and the Auburn
Aerospace Engineering department. The
laboratory houses a CNC Router, 3D printer,
filament winder, composites oven, and many
other pieces of equipment that make it possible
for the Auburn Launch Team to manufacture our
rockets. The Rockler CNC Shark brand CNC
router has a 25 in by 25 in by 7 in work area and
is capable of accurately machining wood,
composite materials, plastics, and soft metals.
This machine can produce high quality, precision
milled components and is typically used by the team to produce fins, bulkheads, and other flat
components of the rocket. The LulzBot TAZ 4 3D printer is used in the production of a wide range
of rocket elements, ranging from custom ribbed nosecones to single-use black powder charge caps.
The printer has an 11.7 in by 10.8 in by 9.8 in print bed with a print tolerance of 0.003 in. This
printer has the capability to make components out of ABS, PLA, HIPS, PVA and wood filaments.
The team is expanding our additive manufacturing capabilities by printing structures and
overlaying composite materials for more control over the shape and strength. To accompany the
3D printer, the lab is equipped with a material reclaimer that allows the manufacturing of custom
1.75 mm to 3 mm diameter ABS, PLA and HIPS filament. As part of the composites capabilities
of the lab, microprocessor-controlled, floor model, Blue-M convection oven is employed to cure
composite parts. The oven has internal dimensions of 48 in by 48 in by 36 in. Cold storage
equipment is available in the lab for long-term, thermoset pre-preg carbon fiber storage.
Figure 2.3: Composites
10
Section 2.1.5: Computational Fluid Dynamics Laboratory
The Auburn University Computational Fluid Dynamics (CFD) Laboratory is used primarily for
research. The hardware resources include six high-end desktop workstations by Dell (8 core, 24GB
memory), a cluster by Penguin Computing (60 cores with 60GB of memory), and an additional
cluster by Dell (512 core, 1.5TB memory). In addition, Dr. Majdalani’s computational laboratory
consists of 16 high-end Dell Precision workstations with 8 cores and 32 GB RAM each. The
workstations are available for use during the various stages of the CFD simulation process,
including the geometric refinement, mesh generation, flow computation, and flow visualization.
The clusters are dedicated to large-scale, high-throughput, batch-style meshing and flow
computations. Commercial software available in the CFD lab currently includes STARCCM+
from CD-adapco and ICEM/FLUENT by ANSYS. These capabilities are leveraged to perform
CFD analysis and optimization of the 3-D models generated in SolidWorks to give the team the
option to test components theoretically as well as experimentally.
Section 2.1.6: Design and Manufacturing Laboratory
The Auburn University Design and Manufacturing Laboratory (DML) aids in the manufacturing
of large metal parts required for the fabrication process. The DML is a machine shop that provides
various work areas for machining metal. The machine shop tools include lathes, mills, drill presses,
saws, a CNC milling machine, a metrology section, and various sanders. The DML specializes in
making high precision metal parts that can be machined with tolerances as low as 0.001 in.
Section 2.1.7: Flow Visualization Laboratory
The Flow Visualization Laboratory utilizes a 45 cm by 45
cm test section water tunnel for flow visualization, shown
in Figure 2.4. The water tunnel has a maximum speed of
1.2 meters per second and is equipped with the latest
instrumentation for visualization and flow measurements.
This includes a planar and stereoscopic particle image
velocimeter, hot film anemometer, high speed imager,
pulsed and continuous wavefront lasers for laser induced Figure 2.4: Flow Visualization Laboratory
11
fluorescence, and a multiple color dye injection system. Specially designed flow tanks and
channels are also available to study the evolution of vortex dominated flows and vortex filaments.
This facility will be extensively used for visualizing the flow field around the rocket structure.
Section 2.1.8: GKN Aerospace Tallassee, Alabama
GKN Aerospace’s facility in Tallassee, Alabama has 380,000 sq ft of manufacturing space. Their
facility includes clean rooms and laser ply projections for composite assembly, Gerber cutting
systems for precision fabrication, and autoclaves for curing and consolidation of composite
materials. Their largest autoclave is 15 ft by 50 ft (shown in Figure 2.5). Additionally, GKN has
CNC milling capabilities for a wide range of part sizes as well as Honeycomb machining. For
composite curing and consolidation of the airframe, GKN has kindly allowed the use of their
facilities.
Section 2.1.9: Machine Tool Laboratory and the Aerospace Wood Shop
The Machine Tool Laboratory and the Aerospace Wood Shop will both be used for the fabrication
of the internal components of the rocket. The “Machine Lab” has a CNC milling machine that may
be used to fabricate precision parts. The Wood Shop has multiple tools such as drill presses, lathes,
belt sanders, band saws, and pneumatic rotary tools for the fabrication of parts, especially the
cutting of composites.
Figure 2.5: Autoclave at GKN Aerospace
12
Section 2.1.10: Structures Laboratory
Auburn’s Structures Laboratory is equipped with a hydraulic loading system for tensile,
compression, and fatigue testing. Facilities are available for strain gage and dynamic
measurements. Structural test data may be obtained from the manufactured composite specimens
in the Composites Laboratory by using the servo-hydraulic testing machine and the data
acquisition equipment that are available in the Structures Laboratory (Figure 2.6). This laboratory
serves as a construction and component storage facility as it is adequately spacious to hold the
variety of rocket components while providing a
sufficiently large area for material testing. In
addition, it also holds freezers large enough to
contain thermoset pre-preg carbon fiber. This,
coupled with the large manufacturing space, and
large storage spaces within the laboratory make it
an ideal location for the majority of the construction
required on the rocket.
Figure 2.6: Loading Frame in Structures Lab
13
Section 3: Safety
Section 3.1.1: Personnel and Responsibilities
The Auburn Student Launch organization has created a safety team to ensure that all activities and
property of the organization is prepared, handled, and operated in a safe manner while still
achieving the organizations goals.
The role of safety officer will be fulfilled by Ryan Scott McWilliams. Ryan is a senior in aerospace
engineering and is entering his second year working with Auburn Student Launch. He previously
worked under the preceding safety officer and was responsible for the creation and editing of risk
assessments and mitigation strategies. He will be assisted by liaisons for each of Auburn Student
Launch’s teams to facilitate more frequent interaction, better communication, and more thorough
documentation. This organizational strategy will improve every member’s awareness and
knowledge of safety procedures and minimize the amount of time spent covering safety procedures
with the whole organization.
In accordance with the NASA Student Launch handbook, Ryan will:
1. Monitor team activities with an emphasis on Safety during:
a. Design of the vehicle and launcher
b. Construction of the vehicle and launcher
c. Assembly of the vehicle and launcher
d. Ground testing of the vehicle and launcher
e. Sub-scale launch test(s)
f. Full-scale launch test(s)
g. Launch Day
h. Recovery activities
i. Educational Engagement Activities
2. Implement procedures developed by the team for construction, assembly, launch, and
recovery activities
3. Manage and maintain current revisions of the team’s hazard analyses, failure mode
analyses, procedures, and MSDS/Chemical inventory data
4. Assist in the writing and development of the team’s hazard analyses, failure mode
analyses, and procedures.
14
The Auburn Student Launch organization will adhere strictly to all NAR and TRA regulations.
The team mentor will be Dr. Eldon Triggs, a professor at Auburn University who holds a Level 2
high power rocket certification. This certification allows him to handle up to class L rocket motors
which is sufficient for this project. The mentor will be primarily responsible for overseeing the
transportation and handling of rocket motors and of launch procedures. The mentor will review
the design of the rocket at each stage of the design process and ensure that it is within the safety
requirements set by NAR and TRA. He will travel with the team on launch day and collaborate
with the safety officer to produce a launch checklist that the safety officer will be responsible for
adhering to and ensuring other members adhere to. This checklist will include ensuring safe
weather conditions, clearing and preparing the launch area, locating observers a safe distance from
the launch pad, and meeting all NAR and TRA launch safety requirements. The handling of any
hazardous material will be the responsibility of the mentor, the safety officer, or another certified
member of the team with permission from either the mentor or the safety officer.
The team website will serve as an online archive for safety materials. In addition, physical copies
of MSDS sheets, hazard analyses, risk mitigation procedures, and NAR and TRA regulations will
be printed and available in the lab where construction will take place.
Section 3.1.2: Hazard Analyses
The safety team’s responsibilities will include the identification and analysis of the hazards
involved with every step of the project. This will include hazards to personnel, hazards to the
rocket, and hazards to the environment.
A risk assessment matrix has been prepared to unambiguously categorize hazards that the team
identifies. The matrix can be found below in Table 3.3.
Severity levels ranging from 1 (very minor) to 5 (catastrophic) and Probability levels ranging from
1 (extremely unlikely) to 5 (almost guaranteed) will be utilized. These quantities have been
provided with a qualifying descriptor to help classify hazards as they are determined.
15
Table 3.1: Severity Levels
Severity Level Descriptor Example
1 Minor or cosmetic:
No impact on construction, assembly or
operation; no threat to personnel or the
environment
A fin utilized for stability is
made a color that does not
match the rocket
2 Moderate:
Delayed threat to partial mission completion
or minor environmental concerns; no threat to
personnel
One nylon screw on the
nose cone requires
replacement
3 Significant:
Immediate or delayed threat to partial or total
mission completion or any threat to personnel
or environmental concerns requiring attention
Sparks or exhaust from the
rocket motor ignite a small
brush fire on launch
4 Critical:
Immediate threat to mission completion or
potential harm to personnel or environmental
destruction
The rocket must be
recovered from power lines,
an active roadway, or
another active hazard.
5 Catastrophic:
Immediate loss of mission or loss of rocket or
significant safety risk to one or multiple
personnel or the environment
A rocket motor is
improperly constructed or
assembled in such a way to
cause a misfire
16
Table 3.2: Probability Levels
Probability
Level
Descriptor
1 Extremely unlikely
2 Remote
3 Reasonably possible
4 Frequent
5 Almost Guaranteed
Table 3.3: Risk Assessment Matrix
Risk Assessment Matrix
Severity
Probability 1 - Minor 2 -
Moderate 3 -
Significant 4 - Critical
5 - Catastrophic
1 - Extremely unlikely 1 2 3 4 5
2 - Remote 2 4 6 8 10
3 - Reasonably possible 3 6 9 12 15
4 - Frequent 4 8 12 16 20
5 - Almost guaranteed 5 10 15 20 25
Section 3.1.3: Checklists
The safety officer will work closely with the other team leads and safety liaisons to compose a
thorough list of procedures that team members will follow prior to the launch of any sub-scale or
full-scale rocket. The purpose of these checklists are to centralize the preparation process and
unambiguously detail the actions the team should take and in what order they should be taken.
17
Checklists will be created for each of the rocket’s subsystems, a final assembly checklist, and a
final launch time checklist. Team leads will be responsible for checklists that cover the subsystem
they have authority over and will see to it that they are followed closely. Upon completion of the
subsystem checklists they will sign the checklist and report the checklist to the safety officer. The
safety officer will have the authority over the final signature for the overall assembly checklist and
the team mentor will have authority to sign off on the final launch time checklist. In the event that
a team member deviates from the checklist, the team lead or safety officer will immediately
determine what actions were taken and what actions can be further taken to return to following the
checklist as closely as possible.
Section 3.1.4: Team Briefings
Before lab work begins on the project, a meeting will be held with the entire membership of
Auburn Student Launch to inform members of the risks and responsibilities they will encounter in
the lab, during testing, and on launch day. The material used in these briefings will be made
available online and the safety liaisons for each team will be available during to team leads and
team members general construction and testing for questions. The briefing will include machine
and tool hazards, chemical and material handling procedures, and instruction regarding the use of
personal protection equipment (PPE). Team members will be required to attend this meeting and
to acknowledge they understand this information and will comply with it at all times by signing a
waiver that will be available at the briefing and kept on file.
Materials and chemicals in the laboratory will be stored properly according to their hazard level.
Flammable chemicals will be stored in a flammable cabinet alone with toxic chemicals to protect
them from accidentally being released. One of the major roles of the safety team is to keep an
accurate and complete inventory of all materials and chemicals in the laboratory areas. Clear and
readable labels will be in place to identify hazard levels and make them easier to locate. Team
members will be briefed on the proper disposal of materials and chemicals according to the hazard
levels of each material and chemical.
All machinery must be used exclusively by properly trained and brief members. Before using a
machine, team members must demonstrate to the safety officer or another member of the safety
team that he or she can properly and safely use the equipment. Members will be briefed on
18
different hazards that could occur and what to be aware of while operating machines to avoid
accidents. Team members will keep a safe distance from a machine making sure that hands and
body are clear before starting the machine to avoid accidents. Machines will not be operated alone;
there will be at least two people present at all times when machinery is being used. Before
operating a machine, team members will check to make sure that safety shields are in place and
secure (if applicable). Team members will be briefed on the use of proper personal protective
equipment (PPE) to wear operating machines.
Section 3.1.5: Energetic Device Handling
The purchase of rocket motors will be done only by a certified NAR/TRA instructor. Motors
purchased will be limited to a total impulse of 5,120 Newton-seconds (Class L) as regulated by
the 2016 NASA Student Launch Handbook (Vehicle Requirement 1.13). Rocket motors will be
stored in a designated casing designed to keep the motor secure, prevent damage to the propellant
and motor casing, and to avoid sparks or any dangerous complications. The motor will be kept at
least 25 feet away from any heat sources or flammable liquids. A no-smoking policy will be
strictly enforced at all times within 25 feet of the rocket motor and its components. Transportation
of the rocket motor will be accomplished independently of other rocket components and it will be
securely immobilized and padded to prevent damage.
The rocket will include some small energetic systems that will also be purchased by the NAR/TRA
mentor. The energetic systems will be stored securely and padded to prevent damage
independently of the rocket motors. The electrical systems will also be transported and installed
on the rocket only in the designated assembly area. All the components of this system will be
inhibited except when the rocket will be in the launching position and all personnel are at the
minimum safe distance and the NRA/TRA mentor can confirm so.
During the use of the rocket motors and energetic devices specific requirements will be followed
per the regulations set forth by NAR. Also per team requirements, specific guidelines and
documentation will be followed to ensure the safety of all of the team members and observers
present at either the launches or tests for specific systems.
19
Section 3.1.6: Law Compliance
For the purposes of this project, regulations imposed nationally by the FAA and within the state
of Alabama due to the adoption of National Fire Protection Agency (NFPA) codes are relevant
and will be complied with.
FAA Regulations
In accordance with FAA Regulations outlined in Part 101 Subpart C:
• No member shall operate an unmanned rocket in a manner that creates a collision
hazard with other aircraft.
• No member shall operate an unmanned rocket in controlled airspace.
• No member shall operate an unmanned rocket within five miles of the boundary of
any airport.
• No member shall operate an unmanned rocket at any altitude where clouds or
obscuring phenomena of more than five-tenths coverage prevails.
• No member shall operate an unmanned rocket at any altitude where the horizontal
visibility is less than five miles.
• No member shall operate an unmanned rocket into any cloud
• No member shall operate an unmanned rocket within 1,500 feet of any person or
property that is not associated with the operations or between sunset and sunrise.
Alabama, Tennessee, and NFPA Codes
In accordance with the 2013 NFPA codes adopted by the state of Alabama:
• Only a certified user shall be permitted to launch a high power rocket.
• Only certified high power rocket motors or motor reloading kits or motor
components shall be used in a high power rocket.
• A single-use high power rocket shall not be dismantled, reloaded, or altered.
20
• A reloadable high power rocket motor shall not be altered except as allowed by the
manufacturer and certified by a recognized testing organization acceptable to the authority
having jurisdiction to meet the certification requirements set forth in NFPA 1125.
• The stability of a high power rocket shall be checked by its user prior to launch.
• If requested by the RSO, the user shall provide documentation of the location of
the center of pressure and the center of gravity of the high power rocket.
• The maximum liftoff weight of a high power rocket shall not exceed one-third (1/3)
of the certified average thrust of the high power rocket motor(s) intended to be ignited at
launch.
• A high power rocket shall be launched only if it contains a recovery system that is
designed to return all parts of the rocket to the ground intact and at a landing speed at which
the rocket does not present a hazard.
• The person who prepares the high power rocket for flight shall install only flame-
resistant recovery wadding if the design of the rocket necessitates the use of wadding.
• No attempt shall be made to catch a high power rocket as it approaches the ground.
• No attempt shall be made to retrieve a high power rocket from a power line or other
life-threatening area.
• A high power rocket shall be launched using an ignition system that is remotely
controlled, is electrically operated, and contains a launching switch that returns to the “off”
position when released.
• The ignition system shall contain a removable safety interlock device in series with
the launch switch.
• The launch system and igniter combination shall be designed, installed, and
operated so that liftoff of the rocket occurs within 3 seconds of actuation of the launch
system.
• An ignition device shall be installed in a high power rocket motor only at the
launcher or within the prepping area.
21
• A high power rocket shall be pointed away from the spectator area and other groups
of people during and after the installation of the ignition device.
• A high power rocket shall be launched in an outdoor area where tall trees, power
lines, buildings, and persons not involved in the rocket launch do not present a hazard.
• Fire suppression devices and first aid kits shall be located at the launch site during
the launch of a high power rocket.
• No person shall ignite and launch a high power rocket horizontally, at a target, or
so that a rocket’s flightpath during ascent phase is intended to go into clouds, directly over
the heads of spectators, or beyond the boundaries of the launch site, or so that the rocket’s
recovery is likely to occur in spectator areas or outside the boundaries of the launch site.
• No person shall launch a high power rocket if the surface wind at the launcher is
more than 32 km/h (20 mph).
• No person shall operate a high power rocket in a manner that is hazardous to
aircraft.
• A high power rocket shall be launched only with the knowledge, permission, and
attention of the RSO, and only under conditions where all requirements of this code have
been met.
• High power rocket motors, motor reloading kits, and pyrotechnic modules shall be
stored at least 7.6 m (25 ft) from smoking, open flames, and other sources of heat.
• Not more than 23 kg (50 lb) of net rocket propellant weight of high power rocket
motors, motor reloading kits, or pyrotechnic modules subject to the storage requirements
of 27 CFR 555, “Commerce in Explosives,” shall be stored in a Type 2 or Type 4 indoor
magazine.
• A high power rocket motor shall not be stored with an ignition element installed.
22
Section 3.1.7: NAR/TRA Procedures
NRA/TRA Code Topic Details Additional Information or
Precautions
Materials I will use only lightweight,
non-metal parts for the nose,
body, and fins of my rocket.
Carbon fiber will be used for
the body and fins of the
rocket. 3D printed HIPS
plastic will be used for the
nose. These materials are
non-metal, extremely
lightweight, and also very
durable.
Motors I will use only certified,
commercially-made model
rocket motors, and will not
tamper with these motors or
use them for any purposes
except those recommended by
the manufacturer.
Stay within the limitation of
the motors and inspect the
quality of the motor before
using it
Ignition system I will launch my rockets with
an electrical launch system
and electrical motor igniters.
My launch system 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.
A Range Safety Officer
certified by NAR or the TRA
will have ultimate authority
regarding launches and will
be the person to launch the
rocket.
23
Misfires If my rocket does not launch
when I press the button of my
electrical launch system, I will
remove the launcher’s safety
interlock or disconnect its
battery, and will wait 60
seconds after the last launch
attempt before allowing
anyone to approach the rocket.
Following the 60 second
period of inactivity, the
rocket will be approached by
either the safety officer or the
team mentor. All other team
members will remain a safe
distance from the rocket.
Launch safety I will use a countdown before
launch, and will ensure that
everyone is paying attention
and is a safe distance of at
least 15 feet away when I
launch rockets with D motors
or smaller, and 30 feet when I
launch larger rockets. If I am
uncertain about the safety or
stability of an untested rocket,
I will check the stability
before flight and will fly it
only after warning spectators
and clearing them away to a
safe distance. When
conducting a simultaneous
launch of more than ten
rockets I will observe a safe
distance of 1.5 times the
maximum expected altitude of
any launched rocket.
A visible object will be used
to mark the minimum
distance team members
should be away from the
rocket. The visible object
will be in the form of a bright
line on the ground or a
vertical object that the safety
officer will hold.
24
Launcher I will launch my rocket from a
launch rod, tower, or rail that
is pointed to within 30 degrees
of the vertical to ensure that
the rocket flies nearly straight
up, and I will use a blast
deflector to prevent the
motor’s exhaust from hitting
the ground. To prevent
accidental eye injury, I will
place launchers so that the end
of the launch rod is above eye
level or will cap the end of the
rod when it is not in use.
Only safety personnel, team
leads, and the team mentor
will be allowed to approach
the launch rod and to prep the
rocket for launch. This is to
minimize the number of
people around the rocket
immediately prior to launch,
helping to prevent accidents
to either personnel or the
launch system.
Size My model rocket will not
weigh more than 1,500 grams
(53 ounces) at liftoff and will
not contain more than 125
grams (4.4 ounces) of
propellant or 320 N-sec (71.9
pound-seconds) of total
impulse.
Each system of the rocket and
section of the body will be
weighed independently and
the assembled weight will be
known prior to launch.
Flight safety I will not launch my rocket at
targets, into clouds, or near
airplanes, and will not put any
flammable or explosive
payload in my rocket.
During a rocket launch, all
team members will be
required to remain together
and be vigilant for a recovery
failure in case it returns at a
dangerous speed in the
direction of personnel.
25
Launch site I will launch my rocket
outdoors, in an open area at
least as large as shown in the
accompanying table, and in
safe weather conditions with
wind speeds no greater than
20 miles per hour. I will
ensure that there is no dry
grass close to the launch pad,
and that the launch site does
not present risk of grass fires.
All launches will take place at
certified NAR or TRA events
and locations.
Recovery system I will use a recovery system
such as a streamer or
parachute in my rocket so that
it returns safely and
undamaged and can be flown
again, and I will use only
flame-resistant or fireproof
recovery system wadding in
my rocket.
The team will calculate the
optimum heights at which to
deploy the drogue and main
parachutes to maximize drag
and minimize drift. This will
aid in a safe and undamaged
recovery.
Recovery safety I will not attempt to recover
my rocket from power lines,
tall trees, or other dangerous
places.
In the event that the rocket
does land in a dangerous
place, appropriate help will be
consulted immediately to
avoid danger to any other
people or infrastructure.
26
Section 3.1.8: Caution Statements
Safety is of the highest importance in all aspects of the competition and critical to the design
philosophy of Auburn Student Launch. To ensure that this is kept as the first priority of all the
team members before any procedures are undertaken there will be a safety briefing led by the
safety officer and safety liaisons of each team lead. The briefing will cover all the important
procedural and safety acknowledgements necessary to construction, assembly, and launch day
activities. The safety liaison members will be responsible for reporting back changes to the design
that affect safety considerations and providing an accessible and knowledgeable voice for safety
concerns.
Team members will be briefed on the proper personal protection equipment (PPE) to wear while
working in the laboratory. This includes hand, foot, ear, eye, and respiratory protection. Loose
clothing must be secure and jewelry must be removed before operating machinery. Members will
be required to wear long pants, closed toed shoes, safety glasses, and gloves while working in the
laboratory. Respiratory protection will also be used when toxic chemicals or small particle
forming machines are in use. Team members will be required to wear lab coats when handling
chemicals along with proper skin protection and respiratory protection as appropriate.
To avoid accidents, listening to music with earbuds or headphones will be prohibited while
operating machines. Team members will look over machines before operating to ensure the
machine is in proper condition. Ventilation systems will be checked prior to work to make sure
they are also in proper working condition. An inventory of all materials and chemicals in the
laboratory will be maintained along with labels to identify the hazard levels and what precautions
to take with each of them. A waiver has been created for all team members to sign prior to entry
to the lab that states their knowledge and understanding of these statements, the hazards they may
encounter and their responsibilities to keep a safe work environment, and their intent to follow
them closely.
Section 3.1.9: Team Safety Statement
All members of the Auburn University Student Launch team understand and will follow certain
rules as set forth by NASA. Before each flight a safety inspection will be completed by the Range
27
Safety Officer (RSO). If any changes need to be made as per request of the RSO they will be
completed immediately. Auburn University Student Launch will comply with the safety decisions
of the RSO to ensure the flight capability of the rocket and continued participation in the
competition. The team members of Auburn University Student Launch understand that the RSO
has ultimate authority on the flight readiness of any rocket to be flown by the team. Members of
the team understand that this means the RSO has the authority to deny the launch of a rocket for
any safety issue that is determined to be risky or of concern. The team will ensure that the rocket
follows all safety requirements of the competition, NASA, NAR, local and federal agencies, and
the RSO in order to achieve permission to launch.
All team members present at assembly and launch will sign a safety waiver that acknowledge their
complete understanding of these safety statements and their intent to comply. These waivers can
be found in Appendix A.
Section 3.1.10: Ongoing Training
Auburn Student Launch is committed to continuous improvement and education in matters of
safety and has prepared opportunities for its members to become more knowledgeable about their
environments, activities, and resources. Auburn Student Launch will sponsor an OSHA training
course hosted by the Auburn Office of Risk Management to teach its members about better
workplace safety. This will directly translate to activities in the lab during the construction of the
rocket’s components and systems and to activities during assembly of the rocket. Additionally, a
laser training course available online from the Office of Risk Management will be available to all
team members.
Section 3.1.11: Risk Assessments
The risk assessment tables are located in Appendix C: Risk Assessments.
28
Section 4: Technical Design
Project Tiger Launch has selected the roll induction and counter roll experiment. The team utilized
grid fins as an aerodynamic payload in the previous year. This year Tiger Launch will use the grid
fins to induce a roll during flight. By having prior experience with grid fin technology, the team
believes this will reduce the time and expense of research and development.
Section 4.1: General Vehicle Design
Figure 4.1: Vehicle Rendering
The main body of the launch vehicle will be composed of five major structural components: the
nose cone, the avionics section, the grid fin payload section, the fin section and the booster section.
The preliminary model showing the general layout of the launch vehicle sections is shown in
Figure 4.2.
29
Figure 4.2: Design Layout
Table 4.1 displays predicted section lengths, resulting in a 79 inch long roc6ket. This table will
be adjusted as design develops further.
Table 4.1: Section Lengths
Section Lengths
Nose Cone 16 in
Avionics Section 32 in
Aerodynamics Payload Section 8 in
Booster Section 23 in
Total 79 in
The outer diameter of the vehicle’s body is 6.25 inches, while the inner diameter is 6 inches. This
gives the vehicle a wall thickness of 0.125 inches. Finite element analysis will be performed to
ensure that the wall thickness will be adequate for a safe and successful flight. An inner diameter
of 6 inches was chosen in order to maximize the amount of available space within the rocket, and
the length of each section was chosen to accommodate sufficient space for each subsystem.
30
Though a 6 inch diameter does present a trade-off in weight, the team believes it is not a
determining factor due to the available selection of motors.
The main body tubes will be constructed using composites. The body tubes will be constructed by
two processes; carbon fiber braiding and filament winding. The carbon fiber braiding process
weaves the carbon fiber into a braid which is formed into an open-architecture composite isogrid
structure by using filament winding. The team was able to successfully integrate this structure into
an aerodynamic structural body in the previous year. Isogrid structures are a lighter alternative to
using a solid tube structure. From the teams current samples of the isogrid structure, the body
tubes mass will be potentially 20 to 30 percent less than using a solid carbon fiber structure. An
image of a sample of the braided isogrid structure can be seen in Figure 4.3. The team also has
access to a filament winder which will be used for manufacturing carbon fiber tubes. Filament
winding is a fabrication technique used mainly for manufacturing a cylindrical hollow product.
Filament winding is highly beneficial because it is automated and precise, creating lightweight,
strong composite parts, with minimal labor required. The different variables when winding are
fiber type, resin content, wind angle, tow and thickness of the fiber bundle. The filament winder
will use a 6 inch diameter aluminum mandrel. Using an aluminum mandrel allows the team to
produce very accurate body tubes. Due to the fact that filament winding is highly repeatable and
has a high degree of accuracy, several spare body tubes could be created and tested to help the
team eliminate undesirable configurations before getting to full-scale testing. Filament winding
also introduce opportunities to develop more technically innovative designs, such as using
unidirectional composite strengths in alternate orientations for more specifically tailored strengths.
31
Figure 4.3: Braided Structure Sample
Couplers and the ballast tank will be made using the team’s 3D printer. These parts will be 3D
printed due to the relatively low cost of printing, as well as the teams past experience of utilizing
3D parts in rockets. This also provides rapid production of prototype subscale models for use in
wind tunnel testing.
By virtue of Dynetics, the team is capable of acquiring a custom mold which will be used to
manufacture our nose cone into a specific desired shape. Dynetics will have the ability to create
an extremely accurate mold due to their advanced machine shop. The nose cone will incorporate
a tangent-ogive shape, and will be constructed using a wet layup of carbon fiber.
Finally, the last few primary pieces of the rocket will be constructed utilizing a much different
form of composite layup. Since bulk-plates and fins require very little special geometric variance
from a flat plate, several plates of varying thickness composites will be made using a compaction
method. This approach will significantly reduce the cost and difficulty of composites
manufacturing, since vacuum bagging is not required in a compaction method. An added benefit
will be the ability to achieve effective ply consolidation while remaining relatively easy to layup.
Once post-cured the flat plates of cured composites will be milled and machined into the final
shape required.
32
The stability of the rocket will be controlled by the fins. The fin’s primary purpose is to locate the
center of pressure aft of the center of gravity. The greater drag on the fins will keep them behind
the upper segments of the vehicle, allowing the rocket to fly straight along the intended flight path,
while minimizing the chances of weather-cocking. A trapezoidal planform has been selected for
the fins. Trapezoidal fins provide an easily machinable avenue for achieving a large section of
wetted surface area. In addition, the trapezoidal design produces a large, easily machinable surface
area to bond and secure the fin to the structural assembly beneath it. Four trapezoidal fins will be
machined from .25 inch thick carbon fiber plates. The trailing edge of the fins will be located one
inch forward of the end of the body tube. This design feature will theoretically provide some
impact protection for the fins when the rocket hits the ground. Carbon fiber of 1.03 oz/in3 density
has been selected due to its stiffness, strength, and light weight. Each fin will have a surface area
of 56.88 in2 respectively (summing both sides), making the fin surface area total to 227.52 in2.
These dimensions provide the vehicle with a projected stability of 2.12 calibers. This level of
stability is ideal, as it is well above stable, yet still below over-stable. Detailed dimensions of the
fins are provided in Table 4.2.
Figure 4.4: Fin Image
33
Table 4.2: Fin Dimensions
Trapezoidal Fin Dimensions
Root Chord 6.25 in
Tip Chord 2.5 in
Height 6.5 in
Sweep 3.677 in
Sweep Angle 29.5°
Section 4.1.1: Projected Altitude
In order to get an initial, fairly accurate projection of the altitude, the team used OpenRocket, a
freeware program designed to calculate various parameters in rocket flight. Given the team’s
experience with this software in the previous years, the team is confident in the ability of
OpenRocket to produce accurate estimates of the altitude. With the current motor selection,
discussed in section 4.4, the current projected apogee for the vehicle is 5446 ft. While this is
currently above the maximum allowed altitude, given a mass increase of just 15%, the selected
motor fails to deliver the rocket to the required altitude. Since mass increases of up to 25% are
very common in the manufacturing process, the team considers this to be an acceptable initial
altitude estimate. In addition, a chart of the altitude over time is provided in Figure 4.5.
34
Figure 4.5: Simulated Altitude
Section 4.2: Recovery System Design
The Auburn Student Launch team plans on using a modified dual-stage recovery system with a
drogue parachute deployed at apogee (target height of 5280 ft.) and a main parachute deployed at
750 ft. At apogee, the nose cone will be ejected using black powder charges and the drogue
parachute will be released along with the main parachute in a custom manufactured bag using the
Tinder Rocketry Tender Descender dual deploy system. At the second event (at 750 ft. ) the main
parachute will be deployed. Using this configuration, the entire rocket will fall under a single main
parachute with the drogue parachute still attached via shock cord and will be recovered in one
section.
Section 4.2.1: Recovery Structural Elements
The centerpiece of the Auburn's recovery system will be the Barometric Avionics Enclosure
(BAE). Every recovery subsystem will be either attached to or contained inside the BAE. The
35
BAE will be formed by a 12 inch long cylinder of carbon fiber. There will be one inner bulk plate
attached inside of BAE that serves as the top cap of the avionics bay. Inside the avionics bay there
will be two sets of rails to secure the avionics board, to which all recovery electronics will be
mounted. The bottom of BAE will be closed off by another bulk plate. The two bulk plates will
be linked by two rods and secured by locking nuts. The top bulk plate will have holes that allow
the ejection charge wires to run from the altimeters to their proper e-matches. The BAE will serve
as the coupler between the upper section and the lower section, and each section will be secured
with machine bolts. Neither of these sections separate once the rocket is assembled. On the outside
of the BAE will be a ring of the vehicle body tube taken from the same tube the upper section will
be constructed from. This will be done so the tube connections between the upper section, the
BAE, and the lower section are continuous and smooth, minimizing the impact on the aerodynamic
performance of the rocket due to these connections. This ring will be the only surface of the BAE
that is on the outside of the rocket, so key switches, pressure holes, and potentially patch antennae
will be located here. The key switches located on the ring will allow the team to externally arm
the altimeters while the rocket is assembled.
Section 4.2.2: Materials
The materials chosen to create the team's recovery subsystems are of the utmost importance. They
must be both strong and lightweight. The parachutes will be made from ripstop nylon. Ripstop
nylon is ideal for this application; the fabric is thin and lightweight although its reinforced woven
composition makes is resistant to tearing. Ripstop nylon is used for most commercially available
rocket parachutes. The 70 denier ripstop nylon fabric that has been chosen for the parachutes has
a tensile strength of 1500 psi, which is more than sufficient for the needs of this project.
36
The drogue shroud lines will be made of paracord, while the main parachute shroud lines will be
made of tubular nylon. Tubular nylon was chosen due to its high strength and ability to stretch
slightly, absorbing some of the shock from deployment. Tubular nylon will be used for the shock
cord for the same reasons, with sections being reinforced with tubular Kevlar as needed.
Nylon shear pins will be used to attach the nosecone to the BAE and to prevent drag separation.
In the proposed configuration, #4-40 nylon screws are used to secure the sections. These machine
screws have a double shear strength of 50 lbs. This shear strength will be verified via ground
testing to ensure safety.
Section 4.2.3: Ejection System:
Black powder will be used for the ejection of the team's parachutes. Black powder is an effective,
reliable means of pressurization that the team has had success with in the past. For the first event,
charges will be placed within a 3D printed charge cup and armed with electronic matches. Testing
will be done to confirm compatibility between the chosen electronic matches and the current the
altimeters are capable of producing. The section will be filled with fireproof cellulose insulation
(colloquially known as “barf”) to protect the parachutes from the ejection; however, the bag
encasing the main parachute also provides a second layer of protection. This first event will deploy
the drogue parachute and the main parachute within a bag. The second event consists of a small
black powder charge being ignited within the chamber of the Tender Descender, separating it and
allowing the main parachute to be released from the bag. The Tender Descender will be located
within the upper section of the rocket near the bulk plate, so activation of the device is anticipated
to require a minimal amount of wire. This reduces chances for error within the ejection process.
37
The AUSL team will utilize the Tender Descender in the recovery systems to enable deployment
of both a drogue and main parachute simultaneously in a single separation. This system deploys
more parachutes with fewer separations, reducing the chance of failure of the recovery portion of
flight.
Figure.4.6: Tender Descender (Open)
Figure 4.7: Tender Descender (Closed)
The Tender Descender system works by attaching the drogue lines to a bag containing the main
parachute and the Tender Descender system itself, while the Tender Descender is then attached
directly to shock cord that is anchored to a U-bolt within the upper section of the rocket. This
allows the main parachute to remain undeployed in its bag. Then at a specified altitude, the team's
altimeters fire an electronic match, igniting a small black powder charge within the Tender
Descender that separates its two connections. This releases the attachment to the shock cord
38
allowing the drogue lines to pull the bag off the main parachute, thus deploying the main chute
just below the drogue.
The recommended Tinder Rocketry configuration of the Tender Descender has drogue parachute
and Tender Descender separating completely from the rocket and being recovered separately. This
creates the possibility of losing the drogue parachute with each launch. To prevent this, another
shock cord through the main parachute’s spill hole will be attached to the Tender Descender to
keep the drogue attached to the rocket. This prevents the loss of the drogue and allows it to
contribute a small amount of additional drag along with the main parachute. Retaining the drogue
parachute is also useful in reducing the kinetic energy of impact in the event that the main
parachute fails to deploy.
Section 4.2.4: Parachutes
Auburn’s single deploy recovery approach will make use of two separate parachutes, both
designed and constructed in house by the AUSL team. The team has been making its own
parachutes for four years and has refined its manufacturing process to produce quality, custom
chutes that produce the desired drag and drift for all sections of the rocket.
The drogue parachute will be a small, circular parachute constructed of rip-stop nylon with
paracord shroud lines. At apogee, the drogue will be deployed from the top of the rocket post
separation. This will stabilize descent until main deployment. A drogue parachute size can be
estimated by the following calculation based on the length and diameter of the rocket body.
𝑑𝑑𝑟𝑜𝑔𝑢𝑒 = √4 × 𝐿𝑇𝑢𝑏𝑒 × 𝐷𝑇𝑢𝑏𝑒
𝜋
The team’s rocket will have a length of approximately 80 in and a diameter of 6 in:
39
𝑑𝑑𝑟𝑜𝑔𝑢𝑒 = √4 × 80𝑖𝑛 × 6𝑖𝑛
𝜋= 24.7𝑖𝑛
The recovery system will have one main parachute constructed of ripstop nylon with 0.5 inch
tubular nylon shroud lines.
The main parachute will be hemispherical. The hemispherical shape can be more difficult to
manufacture, but will produce the most drag, allowing the rocket to descend safely under a single
main parachute. The shape of the main parachute and its gore can be seen in Figure 4.8 and Figure
4.9. When the rocket reaches apogee, the nose cone will separate from the body and both
parachutes will be deployed out the top of the rocket body. A spill hole will be added to the main
parachute to accommodate the Tender Descender system that will be used. This spill hole will be
necessary with our configuration of dual-deploying from the same compartment at the top of the
rocket body. Shock cord will run through this spill hole to keep the Tender Descender and drogue
parachute will be attached to the rocket after main parachute deployment. In accordance with the
general rule of thumb, the spill hole will be close to 20% of the total base diameter of the chute.
The 20% diameter of the spill hole is chosen because it only reduces the area of the parachute by
about 4%. This allows enough air to go through the spill hole to stabilize the rocket without
drastically altering the descent rate.
40
Figure 4.8: Gore
Figure 4.9: Hemisphere
Parachute areas for hemispherical shaped chutes are determined using the following equation:
𝐴 =2 ∗ 𝐹
𝜌 ∗ 𝐶𝐷 ∗ 𝑉2
Where F is force, ρ is density of the air, CD is the drag coefficient and V is descent velocity. The
team will use this equation to calculate an appropriate area for the main parachute so that the
41
kinetic energy of the rocket does not exceed 75 ft-lbs during recovery and remains within safe
limits.
Section 4.2.5: Manufacturing
The parachutes will be manufactured at Auburn University by recovery team members. Once they
have been designed, 1:1 gore templates will be made using SolidWorks. These templates will
include an extra inch on each side for sewing and hemming purposes. Then, these templates will
be used for cutting out all of the gores from the team's rolls of orange and blue ripstop nylon. The
parachutes this year will be six gores each, and once all gores have been cut, the sewing process
can begin. First, two gores will be pinned together down one side and sewn, using strong nylon
thread and a straight stitch. Now, to ensure strength in the parachute seams, the team will
"butterfly" sew, which means seam that was just sewn will be inverted and a new seam will be
added that encases the first one. This process will be repeated until all seams are sewn and
reinforced in that way. After all main seams are sewn, the spill hole and the bottom of the chute
will be hemmed. After hemming, the paracord shroud lines will be added. Because of the thickness
of the paracord, two zigzag stitches will be used to continually go back and forth between the chute
and the paracord on each edge of the paracord. This will ensure that the connection is secure. The
parachutes are complete after this step and will then be inspected by the team to ensure there are
no flaws in production.
Section 4.2.6: Drift
The distance the rocket will drift during descent can be estimated with the following equation.
𝐷𝑟𝑖𝑓𝑡 = 𝑊𝑖𝑛𝑑 𝑆𝑝𝑒𝑒𝑑 × 𝐴𝑙𝑡𝑖𝑡𝑢𝑑𝑒 𝐶ℎ𝑎𝑛𝑔𝑒
𝐷𝑒𝑠𝑐𝑒𝑛𝑡 𝑉𝑒𝑙𝑜𝑐𝑖𝑡𝑦
42
However, this drift estimation assumes wind speed and descent velocity are constant and does not
account for the horizontal distance the rocket travels during ascent. There will be two stages of
descent. First, the rocket will descend under the drogue parachute from an altitude of 5280 ft. to
750 ft. Then the Tender Descender will separate, releasing the main parachute, and the entire rocket
will descend at a safe speed.
The rate of descent under drogue can be calculated with the following equation:
𝐷𝑒𝑠𝑐𝑒𝑛𝑡 𝑉𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = √2 × 𝐹𝑜𝑟𝑐𝑒
𝐴𝑖𝑟 𝐷𝑒𝑛𝑠𝑖𝑡𝑦 × 𝐷𝑟𝑎𝑔 𝐶𝑜𝑒𝑖𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 × 𝑃𝑎𝑟𝑎𝑐ℎ𝑢𝑡𝑒 𝐴𝑟𝑒𝑎
Using this information and weight of the rocket, the team will be able to calculate an estimated
descent velocity. This descent velocity will then be used to ensure drift is kept to a reasonable
amount.
Section 4.2.7: Altimeters
The BAE will house two altimeters to satisfy redundant system requirements. Both altimeters will
fire a charge at apogee (target altitude: 5280 feet) to eject the nosecone and the drogue parachute.
Then both altimeters will fire the main deployment charges at an altitude of 750 ft, releasing the
main parachute. The team will use an Altus Metrum TeleMega as the primary altimeter and an
Altus Metrum TeleMetrum as the secondary altimeter. Both Altus TeleMetrum altimeters gather
flight data via a barometric pressure sensor and an onboard accelerometer. The TeleMega has an
advanced accelerometer for more detailed flight data acquisition. Additionally, using two Altus
43
Metrum altimeters will make programming quicker and easier, as they share an interface program.
This will ensure any last minute or on-site changes are more efficient and less prone to error. Altus
Metrum altimeters are capable of tracking in flight data, apogee and main ignition, GPS tracking,
and accurate altitude measurement up to a maximum of 25,000 feet which is much higher than the
team's anticipated maximum altitude. They are also capable of being armed from outside the rocket
using a key switch.
Figure 4.10: Telamega
Figure 4.11: TelaMetrum
Another reason that the Altus Metrum altimeters are preferred are their radio frequency (RF)
communication capabilities. Both TeleMega and TeleMetrum are capable of communicating with
a Yagi-Uda antenna operated by the team at a safe distance during the launch. It can be monitored
while idle on the ground or while in flight. While on the ground, referred to as “idle mode”, the
team can use the computer interface to ensure that all ejection charges are making proper
connections. Via the RF link, the main and apogee charges can be fired to verify functionality,
which will be used to perform ground testing. The voltage level of the battery can also be
44
monitored, and should the battery dip below 3.8V, the launch can be aborted in order to charge the
battery to a safer level. Additionally, the apogee delay, main deploy height, and other pyro events
can be configured to almost any custom configuration. The altimeter can even be rebooted
remotely. While in flight, referred to as “flight mode”, the team can be constantly updated on the
status of the rocket via the RF transceiver. It reports altitude, battery voltage, igniter status, and
GPS status. However, in flight mode, settings can’t be configured and the communication is one
way from the altimeter to the RF receiver. Both Altus Metrum altimeters transmit on one of ten
channels with frequencies ranging from 434.550 MHz to 435.450 MHz.
In past years, this radio frequency communication has caused trouble due to signal strength.
Communication could intermittently be established with the rocket while on the ground, and
settings could be configured. Once launched however, connection with the on-board altimeters
was soon lost due to weak signal strength. This is likely due to several causes such as the antenna
not being straight inside the rocket, the conductive carbon fiber body blocking the signal, or low
power output of the altimeter’s whip antenna. To prevent these issues, the team will replace the
altimeters' default antennae with new antennae.
The Altus Metrum altimeters can have their whip antennas replaced with any antenna desired, so
an SMA cable will be connected to the board and run to the outside of the rocket. On the outside
of the rocket the team will attach a flexible patch-antenna. The Taoglas FXP240 433 MHz ISM
Antenna is being considered for this purpose. The advantage of this antenna is it conforms to the
shape of the rocket to have a negligible effect on the aerodynamics of the rocket. Since the antenna
will be on the outside of the rocket, the signal will no longer be attenuated by passing through the
carbon fiber body of the rocket: this increases connectivity. Another benefit of removing the
antenna from the interior of the avionics bay is the reduced high power radiated emissions near the
45
altimeters. Due to their delicate sensors, small amounts of interference can greatly distort measured
data from the altimeters. Isolating one altimeter system (altimeter, battery, and wires) from the
other will help prevent any form of coupling or cross-talk of signals.
Isolation will be realized via distancing the two systems, avoiding parallel wires, and twisting
wires within the same circuit. Additionally, the most apparent form of radio-frequency interference
(the antennae) will resonate on wires any multiple of ¼ λ (1/4 of ~70cm). Avoiding resonant
lengths of wire will be done wherever possible. Within the BAE, the altimeters and batteries will
be mounted on opposing sides of the carbon fiber avionics board, with one battery and altimeter
per side. Since carbon fiber is an effective shielding material (50dB attenuation), this board will
act as shielding between the two altimeters and will minimize cross-talk as well as near-field
coupling. This board will also be easily removable for connecting the altimeters to computers for
configuration and for charging the altimeters’ batteries.
46
Section 4.3: Motor Selection
The rocket motor initially selected for the competition is the Loki-L1482. The L1482’s
specifications are listed below in Table 4.3. Additionally, the thrust curve for this motor is shown
in Figure 4.12 below:
Table 4.3: Motor Specifications
Motor Specifications
Manufacturer Loki
Motor Designation L1482
Diameter 2.99 in
Length 19.6 in
Impulse 2863 N-s
Total Motor Weight 125 oz
Propellant Weight 64.2 oz
Propellant Type Solid
Average Thrust 344 lbs
Maximum Thrust 395 lbs
Burn Time 2.52 s
47
Figure 4.12: Motor Thrust Curve
This motor was chosen based on initial OpenRocket simulations, as it provides the roughly 13-to-
1 thrust to-weight ratio desired for stable and predictable flight. In addition, as shown in the motor
thrust curve above, the motor achieves a higher than average thrust early on in the thrust profile,
thus reaching the required 13-to-1 thrust ratio in approximately one second.
Section 4.4: Projected Payloads
The Auburn team has chosen to complete the roll induction and counter roll. More details on these
payloads can be found in Section 5: Payloads.
48
Section 4.5: Technical Requirements
The team has designed a rocket that will meet all of the mission requirements presented in the
2016 NASA Student Launch Handbook. The technical requirements are divided into three
sections: vehicle, recovery, and payloads and are presented in Table 4.4, Table 4.5, and Table 4.6.
49
Section 4.5.1: Vehicle Requirements
Table 4.4: Vehicle Requirements
Requirement Number Requirement
Statement
Verification
Method
Execution of
Method
1.1 The vehicle shall
deliver the science or
engineering payload
to an apogee altitude
of 5,280 feet above
ground level (AGL).
Analysis
Demonstration
Testing
Launch vehicle
and check
altimeters
1.2 The vehicle shall
carry one
commercially
available, barometric
altimeter for
recording the official
altitude used in
determining the
altitude award
winner.
Inspection
Demonstration
Purchase and
calibrate one
commercially
available
altimeter.
1.2.1 The official scoring
altimeter shall report
the official
competition altitude
via a series of beeps
Demonstration Test the
altimeter to
verify it creates
audible beeps
50
to be checked after
the competition
flight.
1.2.2 Teams may have
additional altimeters
to control vehicles
electronics and
payload
experiment(s).
Demonstration The team may
use additional
altimeters
1.2.3 At the LRR, a NASA
official will mark the
altimeter that will be
used for the official
scoring.
Inspection
Demonstration
Complete safety
check at LRR
1.2.4 At the launch field, a
NASA official will
obtain the altitude by
listening to the
audible beeps
reported by the
official competition,
marked altimeter.
Inspection
Demonstration
Ensure beeps are
audible, launch
successfully
1.2.5 At the launch field,
all audible
electronics, except
for the official
altitude-determining
altimeter shall be
Inspection
Demonstration
Testing
Ensure all
electronics can
be turned off and
back on
51
capable of being
turned off.
1.2.6 The following
circumstances will
warrant a score of
zero for the altitude
portion of the
competition:
1.2.6.1 The official, marked
altimeter is damaged
and/or does not
report an altitude via
a series of beeps
after the team’s
competition flight.
Inspection
Analysis
Testing
Design the
electronics
housing to
prevent damage
to altimeter
1.2.6.2 The team does not
report to the NASA
official designated to
record the altitude
with their official,
marked altimeter on
the day of the
launch.
Demonstration The team is
timely and
organized in
gathering data
and reporting to
NASA official
1.2.6.3 The altimeter reports
an apogee altitude
over 5,600 feet AGL.
Demonstration
Testing
Design and test
launch vehicle to
meet altitude
requirement
1.2.6.4 The rocket is not
flown at the
Demonstration Team will
launch the rocket
52
competition launch
site.
at the
appropriate site
on launch day
1.3 All recovery
electronics shall be
powered by
commercially
available batteries.
Demonstration The team will
use
commercially
available
batteries
1.4 The launch vehicle
shall be designed to
be recoverable and
reusable. Reusable
defined as being able
to launch again on
the same day without
repairs or
modifications.
Testing
Analysis
Demonstration
Inspection
Trajectory
simulations and
testing will
ensure the
launch vehicle is
recoverable and
reusable
1.5 The launch vehicle
shall have a
maximum of four (4)
independent sections.
Demonstration Team will
design and build
launch vehicle
that can have,
but does not
require, four
independent
sections
1.6 The launch vehicle
shall be limited to a
single stage.
Demonstration Team will
design and build
a single-stage
launch vehicle
53
1.7 The launch vehicle
shall be capable of
remaining in launch-
ready configuration
at the pad for a
minimum of 1 hour
without losing the
functionality of any
critical on-board
component.
Demonstration Team will
design vehicle
with ability to
remain launch-
ready for at least
one hour.
1.8 The launch vehicle
shall be capable of
being prepared for
flight at the launch
site within 4 hours,
from the time the
Federal Aviation
Administration flight
waiver opens.
Demonstration Team will be
timely and
organized to
ensure vehicle is
prepared on time
1.9 The launch vehicle
shall be capable of
being launched by a
standard 12 volt
direct current firing
system. The firing
system will be
provided by the
NASA-designated
Range Services
Provider.
Testing Batteries shall be
tested with full
electronics to
verify their life
54
1.10 The launch vehicle
shall require no
external circuitry or
special ground
support equipment to
initiate launch (other
than what is
provided by Range
Services).
Demonstration The team will
design a vehicle
requiring no
external circuitry
or special
ground support
equipment
1.11 The launch vehicle
shall use a
commercially
available solid motor
propulsion system
using ammonium
perchlorate
composite propellant
(APCP) which is
approved and
certified by the
National Association
of Rocketry (NAR),
Tripoli Rocketry
Association (TRA),
and/or the Canadian
Association of
Rocketry (CAR).
Demonstration Vehicle will be
designed around
commercially
available,
certified motors
1.11.1 Final motor choices
must be made by the
Demonstration CDR will
determine which
motor the team
55
Critical Design
Review (CDR).
will use for
competition
1.11.2 Any motor changes
after CDR must be
approved by the
NASA Range Safety
Officer (RSO), and
will only be
approved if the
change is for the sole
purpose of increasing
the safety margin.
Demonstration If the change is
made to increase
safety margin,
NASA RSO will
allow the change
1.12 Pressure vessels on
the vehicle shall be
approved by the
RSO and shall meet
the following
criteria:
Analysis
Testing
Inspection of
pressure vessel
by RSO
standards by
testing.
1.12.1 The minimum factor
of safety (Burst or
Ultimate pressure
versus Max Expected
Operating Pressure)
shall be 4:1 with
supporting design
documentation
included in all
milestone reviews.
Inspection
Analysis
Testing
Team will
design the
pressure vessels
to have a factor
of safety of 4:1.
56
1.12.12 The low-cycle
fatigue life shall be a
minimum of 4:1.
Inspection
Analysis
Testing
Testing of the
low-cycle
fatigue
1.12.3 Each pressure vessel
shall include a
solenoid pressure
relief valve that sees
the full pressure of
the tank.
Inspection
Analysis
Testing
Inspection of
each pressure
vessel and
testing of the
pressure relief
valve to see that
it works
correctly
1.12.4 Full pedigree of the
tank shall be
described, including
the application for
which the tank was
designed, and the
history of the tank,
including the number
of pressure cycles
put on the tank, by
whom, and when.
Inspection
Demonstration
The team will
inspect the tank
along with
documentation
of testing and
history
1.13 The total impulse
provided by a
College and/or
University launch
vehicle shall not
exceed 5,120
Demonstration
Analysis
The team will
choose a motor
with a total
impulse that
does not exceed
5,120 Newton-
57
Newton-seconds (L-
class).
seconds (L-
class).
1.14 The launch vehicle
shall have a
minimum static
stability margin of
2.0 at the point of
rail exit.
Testing
Demonstration
Analysis
The team will
design and test
the vehicle to
ensure that it has
a stability
margin of 2.0 at
the point of rail
exit.
1.15 The launch vehicle
shall accelerate to a
minimum velocity of
52 fps at rail exit.
Demonstration
Analysis
Testing
The team will
design the and
test the vehicle
to ensure that
it’s minimum
velocity at rail
exit is at least 52
fps.
1.16 All teams shall
successfully launch
and recover a
subscale model of
their rocket prior to
CDR.
Demonstration
Testing
A demonstration
of the launch
will be exhibited
through testing.
1.16.1 The subscale model
should resemble and
perform as similarly
as possible to the
full-scale model,
Demonstration The subscale
model will be
designed to
resemble and
perform
58
however, the full-
scale shall not be
used at the subscale
model.
similarly to the
full scale model.
1.16.2 The subscale model
shall carry an
altimeter capable of
reporting the model’s
apogee altitude.
Demonstration An altimeter
capable of
reporting the
model’s apogee
altitude will be
implemented on
the subscale
model.
1.17 All teams shall
successfully launch
and recover their
full-scale rocket
prior to FRR in its
final flight
configuration. The
rocket flown at FRR
must be the same
rocket flown on
launch day. The
following criteria
must be met during
the full scale
demonstration flight:
Testing
Demonstration
Analysis
A test of the
rocket will be
exhibited,
demonstrating
all hardware
functions
properly.
1.17.1 The vehicle and
recovery system
Testing Testing of
vehicle will
show how
59
shall have functioned
as designed.
recovery system
functions.
1.17.2 The payload does not
have to be flown
during the full-scale
test flight. The
following
requirements still
apply:
1.17.2.1 If the payload is not
flown, mass
simulators shall be
used to simulate the
payload mass.
Testing
Demonstration
Analysis
Payload will be
flown
1.17.2.1.1 The mass simulators
shall be located in
the same
approximate location
on the rocket as the
missing payload
mass.
Inspection Inspection of the
rocket payload
will be done by
the team to
ensure it is
properly placed.
1.17.3 If the payload
changes the external
surfaces of the rocket
(such as with camera
housings or external
probes) or manages
the total energy of
the vehicle, those
Demonstration
Testing
Demonstration
of the
adaptability of
the systems
notice to payload
changes of the
external surfaces
through testing.
60
systems shall be
activated during the
full-scale
demonstration of
flight.
1.17.4 The full-scale motor
does not have to be
flown during the
full-scale test flight.
Inspection
Demonstration
Inspection of the
motor will be
done by the team
to ensure it is
flown through
full-scale testing.
1.17.5 The vehicle shall be
flown in its fully
ballasted
configuration during
the full-scale test
flight.
Testing
Demonstration
Testing of the
1.17.6 After successfully
completing the full-
scale demonstration
flight, the launch
vehicle or any of its
components shall not
be modified without
the concurrence of
the NASA Range
Safety Officer
(RSO).
Demonstration The team will
demonstrate that
it did not alter
any components
or vehicle after
demonstration
flight.
61
1.17.7 Full scale flights
must be completed
by the start of FRRs
(March 6th, 2016). If
necessary, an
extension to March
24th, 2016 will be
granted. Only
granted for re-flights.
Demonstration If the full scale
flight is not
completed by
March 6th, 2016,
NASA will grant
an extension to
March 24th, 2016
for a re-flight
attempt.
1.18 Any structural
protuberance on the
rocket shall be
located aft of the
burnout center of
gravity.
Demonstration
Team will
design all
structural
protuberances on
the vehicle to be
aft of the
burnout center of
gravity.
1.19 Vehicle Prohibitions:
1.19.1 The launch vehicles
shall not utilize
forward canards.
Demonstration The team will
demonstrate how
the launch
vehicle does not
utilize canards.
1.19.2 The launch vehicle
shall not utilize
forward firing
motors.
Demonstration The team will
design the
vehicle so that it
does not utilize
forward firing
motors.
62
1.19.3 The launch vehicle
shall not utilize
motors that expel
titanium sponges
(Sparky, Skidmark,
MetalStorm, etc.)
Demonstration The team will
not utilize a
motor that
expels titanium
sponges.
1.19.4 The launch vehicle
shall not utilize
hybrid motors.
Demonstration The team will
not utilize a
hybrid motor.
1.19.5 The launch vehicles
shall not utilize a
cluster of motors.
Demonstration A demonstration
and inspection of
the launch
vehicle shall be
carried out to
validate it does
not use a cluster
of motors.
1.19.6 The launch vehicle
shall not utilize
friction fitting for
motors.
Demonstration The team will
design the
vehicle so that it
does not utilize
friction fitting
for the motor.
1.19.7 The launch vehicle
shall not exceed
Mach 1 at any point
during flight.
Demonstration
Testing
Analysis
The team will
test and
demonstrate to
ensure that the
vehicle does not
exceed Mach 1
63
at any point
during flight
1.19.8 Vehicle Ballast shall
not exceed 10% of
the total weight of
the rocket.
Demonstration
Testing
Analysis
The team will
design ballast so
that it does not
exceed 10% of
the total weight
of the rocket.
Section 4.5.2: Recovery System Requirements
The following table outlines the recovery system’s requirements and verification matrix. The
matrix outlines the requirements for each of the recovery system’s subsystems, from the
perspectives of both NASA and Auburn.
64
Table 4.5: Recovery Requirements
Requirement
Number
Requirement Method of Validation
2.1 The launch vehicle shall stage the
deployment of its recovery devices, where
a drogue parachute is deployed at apogee
and a main parachute is deployed at a
much lower altitude. Tumble recovery or
streamer recovery from apogee to main
parachute deployment is also permissible,
provided the kinetic energy during drogue-
stage descent is reasonable, as deemed by
the Range Safety Officer.
The team will stage the
deployment of our recovery
devices with a drogue
parachute deployed at apogee,
and a main parachute
deployed at a much lower
altitude.
2.2 Teams must perform a successful ground
ejection test for both the drogue and main
parachutes. This must be done prior to the
initial subscale and full scale launches.
Prior to the initial subscale
and full scale launches, the
team will perform a ground
ejection test for both the
drogue parachute and main
parachute.
2.3 At landing, each independent section of the
launch vehicle shall have a maximum
kinetic energy of 75 ft-lbf.
The team will calculate and
test our launch vehicle so it
will have a maximum kinetic
energy of 75 ft-lbf at landing.
2.4 The recovery system electrical circuits
shall be completely independent of any
payload electrical circuits.
The team will create
independent circuits for our
recovery system so that they
are independent of any
payload electrical circuit.
65
2.5 The recovery system shall contain
redundant, commercially available
altimeters. The term “altimeters” includes
both simple altimeters and more
sophisticated flight computers. One of
these altimeters may be chosen as the
competition altimeter.
The recovery system will be
equipped with redundant and
commercially altimeters.
2.6 Motor ejection is not a permissible form of
primary or secondary deployment. An
electronic form of deployment must be
used for deployment purposes.
The team will not use motor
ejection as a primary or
secondary deployment. An
electronic form of deployment
will be used.
2.7 A dedicated arming switch shall arm each
altimeter, which is accessible from the
exterior of the rocket airframe when the
rocket is in the launch configuration on the
launch pad.
The team will use a dedicated
arming switch to arm each
altimeter, and it will be
accessible from the exterior of
the rocket airframe when the
rocket is in the launch
configuration.
2.8 Each altimeter shall have a dedicated
power supply.
The altimeters will have
separate dedicated power
supplies.
2.9 Each arming switch shall be capable of
being locked in the ON position for launch.
The team will make sure the
locking mechanism locks the
switch in the ON position for
launch.
66
2.10 Removable shear pins shall be used for
both the main parachute compartment and
the drogue parachute compartment.
The team will use removable
shear pins for both the main
parachute compartment and
the drogue parachute
compartment.
2.11 An electronic tracking device shall be
installed in the launch vehicle and shall
transmit the position of the tethered vehicle
or any independent section to a ground
receiver.
The team will install a
tracking device on the launch
vehicle, so that it can transmit
the position of the tethered
vehicle or any independent
section to a ground receiver.
2.11.1 Any rocket section, or payload component,
which lands untethered to the launch
vehicle shall also carry an active electronic
tracking device.
The team will apply an active
electronic tracking device to
any rocket section or payload
component which lands
untethered to the launch
vehicle.
2.11.2 The electronic tracking device shall be
fully functional during the official flight at
the competition launch site.
The team will test and make
sure the electronic tracking
devices will be fully
functional during the official
flight.
2.12 The recovery system electronics shall not
be adversely affected by any other on-
board electronic devices during flight
(from launch until landing).
The team will test and make
sure that the recovery system
will not be adversely affected
by any other on-board
electronic devices during
flight.
67
2.12.1 The recovery system altimeters shall be
physically located in a separate
compartment within the vehicle from any
other radio frequency transmitting device
and/or magnetic wave producing device.
The recovery system
altimeters will be located in a
separate compartment within
the vehicle from any radio
frequency transmitting
devices, and magnetic wave
producing devices.
2.12.2 The recovery system electronics shall be
shielded from all onboard transmitting
devices, to avoid inadvertent excitation of
the recovery system electronics.
The recovery system
electronics will be shielded
from all onboard transmitting
devices.
2.12.3 The recovery system electronics shall be
shielded from all onboard devices which
may generate magnetic waves (such as
generators, solenoid valves, and Tesla
coils) to avoid inadvertent excitation of the
recovery system.
The recovery system
electronics will be shielded
from all onboard devices that
may generate magnetic
waves.
2.12.4 The recovery system electronics shall be
shielded from any other onboard devices
which may adversely affect the proper
operation of the recovery system
electronics.
The recovery system
electronics will be shielded
from onboard devices that
will adversely affect the
proper operation of the
recovery system electronics.
Section 4.5.3: Payload Requirements
The technical requirements for payloads from the 2016 NASA Student Launch Handbook
Statement of Work are addressed in Table 4.6.
68
Table 4.6: Payload Requirements
Requirement
Number
Requirement
Statement
Verification
Method
Execution of
Method
3.3.1.1 The systems shall
first induce at least
two rotations around
the roll axis of the
launch vehicle.
gyro sensor
confirmation
Simulations and
testing will ensure
the system induces
at least two rotations
around the roll axis
of the launch
vehicle.
3.3.1.2 After the system has
induced two
rotations, it must
induce a counter
rolling moment to
halt all rolling
motion for the
remainder of launch
vehicle ascent.
gyro sensor
confirmation
Simulations and
testing will ensure
the system counters
the initial roll
momentum using
extended air
technology
3.3.1.3 Teams shall provide
proof of controlled
roll and successful
gyro sensor
confirmation
Pre-launch and
during flight test
3.3.2 Teams shall not
intentionally design
a launch vehicle
with a fixed
geometry that can
Demonstration The team will not
design a launch
vehicle with fixed
geometry
69
create a passive roll
effect
3.3.3 Teams shall only use
mechanical devices
for rolling
procedures
Demonstration The team will design
the payload to utilize
mechanical devices
for rolling
procedures
Section 4.6: Major Technical Challenges
While Project Tiger Launch is very confident in their engineering and programmatic capabilities,
several technical challenges still pose threats to the success of the project. Since the team is nearly
all aerospace engineers, the execution of electrical components and the payload will require
significant cooperation with other disciplines on campus. In order to mitigate this, the team has
already begun recruiting electrical and computer engineering students on campus, as well as
securing technical support from faculty and labs in order to shore up significant weaknesses.
Since many of the team members have little hands-on experience with composites, GKN
Aerospace is a critical component of the team’s technical assistance. Additionally, the composites
systems within GKN aerospace’s facility allow Tiger Launch to be a highly polished finished
project.
Because of the team choosing grid fins as a payload, research on aerodynamics is key. The team
will be working very close with the Auburn Aerospace department, including a professor
specializing in computational fluid dynamics. The team is already working closely with him to
learn about CFD and how it can be used to understand the flow that will occur around the rocket
with grid fins. The team will also be receiving support from Dynetics to assist with CFD on the
vehicle and grid fins, they have invited the team to utilize the computing power and software.
70
In addition, with a project as rigorous as NASA Student Launch, a threat to the program is
exceeding the budget. Thus, there is a large overhead built into the budget in order to ensure that
the team will not be unable to finish due to monetary issues.
Section 5: Payloads
Section 5.1: Aerodynamic Analysis Payload
Section 5.1.1: Overview
The team has chosen to pursue the roll and counter roll experiment. To do this, the team requires
a mechanically controlled surface that impedes the into the flow of air to perform a roll. The team
researched grid fins last year as an aerodynamic analysis payload. The team has decided to
continue the research and repurpose the grid fins to induce a roll and counter roll as well as act as
an air break to achieve the altitude challenge. The team believes repurposing the grid fins to be a
good option as it will reduce some of the time and costs of research and development.
Figure 5.1: Grid Fin Rendering
71
There will be four grid fins spaced evenly along the exterior of the rocket body mounted directly
below the rocket’s center of pressure. The grid fins will be flush with the airframe from launch
until burnout. Using sensors read from an Arduino, the grid fins will actuate using servo motors to
reduce the rocket’s acceleration and reach the correct final altitude. The Arduino will also change
the grid fins’ roll to induce the rocket’s roll and counter roll. Upon reaching a final altitude, the
grid fins will retract to their initial position.
The grid fins will be mounted to the side of the air frame exposed to the flow. There will be four
fins spaced evenly along the circumference of the rocket body, as shown in Figure 4.1. On the
rocket’s assent the grid fins will be flush with the airframe. Before the rocket reaches apogee, the
grid fins will deploy resulting in an increase of the drag on the rocket. The deployment will be
determined by an Arduino that will interpret data from all the sensors. The Arduino will deploy
the fins to slow the velocity of the rocket and decrease the apogee, insuring that the rocket reaches
the mile height target. The Arduino will interpret the velocity of the vehicle, which will determine
the pitch required to rotate the flight vehicle.
Section 5.1.2: Structure
The main lattice structure of the grid fins is manufactured from three dimensionally printed high
impact polystyrene (HIPS) plastic. Additive manufacturing was chosen to be an ideal method to
manufacture the complex shape of the grid fin. The HIPS plastic material and 3D printer are also
readily available to the team, simplifying prototyping and construction. Strength of the plastic will
be tested through a Finite Element Analysis software and empirical testing to ensure that the
material can withstand the aerodynamic loading experienced during flight. The lattice structure, as
illustrated in Figure 5.1, is designed to be 5 inches in length, 4 inches in width, and 0.5 inches tall.
Each lattice strand will have a width of 0.125 inches and oriented 45 degrees from the wall. This
configuration of lattice was determined to be the simplest and easiest to manufacture while
retaining ideal aerodynamic characteristics. Further analytical and empirical testing will be
performed to design a lattice structure with aerodynamic parameters that benefit the design
specifications of the rockets trajectory.
72
Section 5.1.3: Data Acquisition
The primary use of the grid fins will be to induce roll, counter roll and stabilization of the rocket
body. An Adafruit 10-DOF IMU Breakout will be used to calculate the acceleration, altitude and
the orientation of the rocket body. The IMU Breakout consists of a 3-DOF accelerometer, a 3-
DOF gyroscopic sensor, a 3-DOF compass and barometric pressure/temperature gauge. It will
read in the values from the IMU Breakout and calculate the final altitude of the rocket. With CFD
and test data of the drag due to the grid fins, the Arduino will deploy the grid fins at the correct
time to decelerate the rocket so that it reaches the optimal altitude. It will also control the
orientation of the servos to create roll and stabilization based off of the gyroscopic data received
from the IMU Breakout. This gyroscopic data will be used as proof of rotation and counter
rotation.
Section 6: Educational Engagement
Section 6.1: General Statement
The Auburn University Student Launch team (AUSL), along with the Department of Aerospace
Engineering at Auburn University, is entering an exciting new era of growth, influence and
leadership, as devotion for the future advancement of aeronautical and astronautical engineering
swells throughout the department. Although the USLI competition requires teams to plan and
execute educational engagement activities as a component of the overall project, AUSL does not
seek to fulfill the requirement solely for the sake of the competition. Just as NASA and the USLI
competition has instilled the spirit of rocketry in AUSL’s team members, AUSL truly aspires to
instill a passion for science, technology, engineering, mathematics and rocketry in young students
here on the Plains.
There are many middle school, high school, and college students that possess talents in math and
science, and they may have aspirations to pursue STEM careers in the future. Society, however,
has developed a stigma that careers in STEM fields are reserved for the academic elite and that
73
only few have the talents or abilities to work in these fields. AUSL believes that it is urgent to
counter this perception toward STEM fields, by showing how easy it is to get involved in so called
rocket science, a supposedly insular field. A dramatic change of perspective is needed so that
people may realize that even though huge gains have been made in math, science, engineering and
technology, careers in these areas are still 100% accessible and attainable for those who set their
minds to it.
The solutions to the world’s problems lie in the minds of generations to come. Auburn University
students have great influence in the Auburn community. AUSL plans to use its influence to enrich
the minds of young students in Auburn and enable them to realize their full potential for STEM
careers.
Section 6.1.1: Drake Middle School 7th Grade Rocket Week
This year, AUSL’s primary plans begin with its venture in engaging young students by bringing a
hands-on learning experience for the seventh grade class of J.F. Drake Middle School (DMS). The
program is entitled DMS 7th Grade Rocket Week, and the goal of the program is to encourage
interests in math, science, engineering, technology and rocketry through an interactive three-day
teaching curriculum that will reach approximately 700 middle school students. In general, many
students do not know much about rocketry or any relevant interdisciplinary applications that space
exploration entails. The seventh grade science curriculum at DMS focuses on life science for the
year. Therefore, the rocketry unit curriculum will include lessons about g-forces and how they
affect the human body. Also, most students have never built their own rockets. So, the students
will be divided into teams of 2-3 and provided a small alpha rocket to construct and launch under
the supervision of AUSL and certified professionals. This program was successfully implemented
during the 2013-2014 school year, and the school has requested that we return to repeat the
program with each new seventh grade class. A summarized plan of action based on last year is
written below, with details to be revised as more information and planning occurs between the
school and the team. Once all formal decisions are made final for the year, a fully detailed program
handbook will be printed for the teachers and all other administration involved. The handbook will
include specific details regarding the plan of action, the launch, scheduling outlines, procedures,
worksheets, teaching materials, lesson plans, feedback forms, etc. A rough draft plan of action, an
74
ideal launch plan, and the learning objectives for the outreach program are provided in the
following section.
Section 6.1.2: Rocket Week Plan of Action
The students will participate in an engaging in-class lesson presented by AUSL members. The
lesson will first teach the students about g-forces through a presentation and demonstration.
Secondly, students will learn how the human body reacts under stress in high and low g-force
environments via a presentation and a video. This part of the lesson will be both educational and
highly engaging. A curriculum guide will be provided for the teacher, along with all presentation
materials that are to be utilized. A worksheet will be distributed to the students for them to fill out
key concepts as they follow the lesson.
The students will be split into teams of 2-3 and given a small alpha rocket assembly kit and the
required materials to build and decorate the rocket. The teachers will need to divide the students
into teams since the teachers can more appropriately handle their students. AUSL team members
will lead and guide the students and faculty in every step of assembly in a very organized and well-
prepared fashion. At no point will the students be given the motors for their rockets. AUSL team
members and certified professionals will take care of this portion at the launch event. The students
and faculty will sand, glue, assemble and paint their own rockets as AUSL team members instruct
them to do so.
All science classes will head to the P.E. field on DMS’s campus during each period throughout the
day. Students will also be informed of all safety and launch procedures for the event when they
first arrive on the field. A summary of what will take place at the launch and a launching order
will be announced on this day.
75
A photo taken from DMS 7th Grade Rocket Week in April 2014
Section 6.1.3: Rocket Week Launch Day
The launch day will be held on the DMS P.E. field on the third and final day of the program. Each
period of the school day, four or five science classes will proceed to the launch field. There will
be multiple launch rails set up in sanctioned safe zones in different parts of the field, meeting all
NAR Safety Guidelines for launching model rockets. Each class will be assigned to a launch rail,
and instructions will be delivered by an AUSL member. In the order that they are called, students
will have their rockets prepped for launch by AUSL team members. Together, the 7th grade
students from each team will be given a launch controller for the team’s rocket. At the end of a
cued countdown, the students will fire their rockets and recover them once the field has been
cleared by the range safety officer. At the end of the period, students return to their classrooms
and continue the day.
A permission slip will require parental permissions for students to launch rockets. AUSL plans to
invite the Southeast Alabama Rocketry Association to supervise the launch site to ensure that all
aspects of the launch are safe and successful.
76
Additionally, AUSL plans to invite all parents, administrators, local newspaper outlets, etc. to the
event in order to celebrate and promote the students’ work at the launch event. The Auburn
community will be able to see and appreciate the results of what its young student body has
accomplished and learned. The media attention will also recognize AUSL’s goals and efforts to
inspire and communicate the importance of STEM fields, aerospace engineering, and rocketry to
both the students and the greater Auburn community, just as NASA and its Student Launch
competition has inspired AUSL to engineer a launch vehicle.
Section 6.1.4: Rocket Week Learning Objectives
The learning objectives for the entire outreach program are outlined below:
Students will learn about the basics about gravity and g-forces.
Students will learn the basic fundamentals of Newton’s Laws of Motion.
Students will learn how high and low gravity environments affect the circulatory system, cognitive processes, and muscle performance in humans.
Students will learn some specific terms related to rockets and Newton’s Laws of Motion.
Students will gain an idea of what engineering is and why math and science are so important.
Students will learn basic values of teamwork and why communication is important.
Through the rocket construction and launch event, students will hopefully gain a sense of accomplishment and confidence in their abilities to work with others to complete projects that they may have never thought they would get a chance or ability to do.
Finally, AUSL hopes to have at least one student realize that all he or she wants to do is become a rocket scientist. Although truthfully, the team will be glad to have sparked any and all interests in math, science, engineering and/or technology in students’ minds throughout the experience.
Section 6.1.5: Gauging Success
Finally, AUSL will measure the success of the outreach program by utilizing brief feedback
questionnaires. The forms will ask for feedback on different aspects of the program. One form
will be made for teachers to complete. Teachers will be able to express what they liked, what they
disliked, make suggestions for improvements, etc.
Secondly, the students will be assessed by filling out a brief worksheet that will cover some basic
highlights of what they learned from the program based on the learning objectives.
77
Finally, AUSL will complete a group self-assessment in writing that will highlight program aspects
that were favored, successful, needed improvement, and aspects that were not favored. AUSL will
utilize all of these forms of feedback in order to learn and plan for better ways to execute student
engagement activities in the future. AUSL will only deem this event a success if all of the learning
objectives are completed in full.
Section 6.1.6: Samuel Ginn College of Engineering E-Day
February 24, 2017
E-Day is an annual open house event during which middle and high school students and teachers
from all over the southeast are invited to tour Auburn University’s campus. They will have the
opportunity to learn about the programs and opportunities that the college of engineering offers.
Students will be able to explore all of the labs and facilities housed in the Samuel Ginn College of
Engineering, which includes the Aerospace Engineering labs and competition team project
facilities. They will also be able to speak with faculty, advisors, organizations, competition teams
and Auburn student engineers while visiting. AUSL will be participating in the event to promote
aerospace engineering, rocketry, the organization, and NASA’s Student Launch competition.
Students will be informed of the current activities that AUSL is involved in, and they can learn
how they, too, could join organizations like AUSL while at Auburn. At least 3,000 students and
teachers attended E-Day 2014 and 2015. More than half of the attendees were exposed to the work
and activities that AUSL performs, and learned about the Auburn rocket team’s accomplishments
in the NASA Student Launch competition. The same results are expected for E-Day 2017 in
February. This event will be successful to AUSL if we persuade at least one student to join
Auburn's Aerospace Engineering department.
Section 6.1.7: Boy Scouts of America: Space Exploration Badge
Through AUSL, boy scouts from Boy Scouts of America can receive the Space Exploration Badge.
The Space Exploration Badge is meant to persuade young scouts to explore the mysteries of the
universe and build rockets. The boy scouts will be led by students in AUSL who have at minimum
earned a level one rocket certification through either the Tripoli Rocketry Association or the
National Rocketry Association. The Boy Scouts of America have set guidelines as to how the
78
scouts can receive the Space Exploration Badge. AUSL will follow these requirements to ensure
full completion defined by the Boy Scouts of America. This event will be considered a success by
AUSL once every scout has obtained their badge, learned a significant amount about space
exploration, and had fun.
Section 6.1.8: Boy Scouts of America: Requirements
The following are defined guidelines set by the Boy Scouts of America to receive the Space Exploration Badge.
Tell the purpose of space exploration and include the following:
1. Historical reasons
2. Immediate goals in terms of specific knowledge
3. Benefits related to Earth resources, technology, and new products
4. International relations and cooperation
Design a collector's card, with a picture on the front and information on the back, about your favorite space pioneer. Share your card and discuss four other space pioneers with your counselor.
Build, launch, and recover a model rocket.* Make a second launch to accomplish a specific objective. Launch to accomplish a specific objective.
Rocket must be built to meet the safety code of the National Association of Rocketry.
Identify and explain the following rocket parts: Body tube; Engine mount; Fins; Igniter; Launch lug; Nose cone; Payload; Recovery system; Rocket engine.
**** If local laws prohibit launching model rockets, do the following activity: Make a model of a NASA rocket. Explain the functions of the parts. ****
Give the history of the rocket.
Discuss and demonstrate each of the following:
1. The law of action-reaction
2. How rocket engines work
3. How satellites stay in orbit
4. How satellite pictures of Earth and pictures of other planets are made and transmitted.
Do TWO of the following:
1. Discuss with your counselor a robotic space exploration mission and a historic crewed mission. Tell about each mission’s major discoveries, its importance, and what was learned from it about the planets, moons, or regions of space explored.
2. Using magazine photographs, news clippings, and electronic articles (such as from the Internet), make a scrapbook about a current planetary mission.
79
3. Design a robotic mission to another planet or moon that will return samples of its surface to Earth. Name the planet or moon your spacecraft will visit. Show how your design will cope with the conditions of the planet's or moon's environment.
Describe the purpose, operation, and components of ONE of the following:
1. Space shuttle or any other crewed orbital vehicle, whether government-owned (U.S. or foreign) or commercial
2. International Space Station
Design an inhabited base located within our solar system, such as Titan, asteroids, or other locations that humans might want to explore in person. Make drawings or a model of your base. In your design, consider and plan for the following:
1. Source of energy
2. How it will be constructed
3. Life-support system
4. Purpose and function
Discuss with your counselor two possible careers in space exploration that interest you. Find out the qualifications, education, and preparation required and discuss the major responsibilities of those positions.
FAILURE, BY ANY BOY SCOUT, TO COMPLETE ANY OF THE ABOVE REQUIREMENTS WILL DISQUALIFY HE/THEM FROM RECEIVING THE SPACE EXPLORATION BADGE.
Section 6.1.9: Boy Scouts of America: AUSL Requirements
In addition to the guidelines set by the Boy Scouts of America, AUSL has set requirements that the boy scouts will also follow to receive the Space Exploration Badge.
All boy scouts will follow rules/regulations set by the NAR and TRA, just like AUSL.
All boy scouts will follow safety guidelines set forth the by the AUSL designated safety officer.
ALL Boy Scouts will not tamper with their rocket in such a way as to cause the rocket to go ballistic.
All boy Scouts will complete the required lesson plan.
FAILURE, BY ANY BOY SCOUT, TO COMPLETE ANY OF THE ABOVE REQUIREMENTS WILL DISQUALIFY HE/THEM FROM RECEIVING THE SPACE EXPLORATION BADGE.
Section 6.1.10: Boy Scouts of America: Plan of Action
In February 2017, Boy Scouts will assemble in the Haley Center at Auburn University early in the
morning to sign in for activities. AUSL members will be prepared and waiting to greet the Boy
Scouts. The boy scouts will be escorted to the assigned classroom for their required lesson set by
the Boy Scouts of America. The lesson plan will take a few hours and the by the time they are
done with the lesson it will be lunch. After lunch, AUSL members will first explain safety rules
80
for building the rockets. Once the boy scouts have completed every rocket assigned to them,
everyone will travel to the designated launch site AUSL has acquired, which meets all NAR, FAA,
and Auburn City requirements. While AUSL members setup launch, a designated safety officer
will explain all launch rules and precautions associated with rocketry. Rocket launches will then
commence. Only once the boy scouts have completed their required launches will they then be
granted the Space Exploration Badge.
Section 6.1.11: Boy Scouts of America: Goals
It is intended for every Boy Scout to receive the Space Exploration Badge. AUSL wishes for the
boy scouts to enjoy their learning experience about space and rocketry. AUSL also hopes to inspire
at least one, if not all boy scouts to pursue a career in rocketry.
Section 6.1.12: Girl Scouts of America: Space Badge
Through AUSL, girl scouts from Girl Scouts of the USA can receive the Space Exploration Badge.
The Space Exploration Badge is meant to persuade young scouts to explore the mysteries of the
universe and build rockets. The girl scouts will be led by students in AUSL who have at minimum
earned a level one rocket certification through either the Tripoli Rocketry Association or the
National Rocketry Association. The Girl Scouts of the USA have set guidelines as to how the
scouts can receive the Space Exploration Badge. AUSL will follow these requirements to ensure
full completion defined by the Girl Scouts of the USA. This event will be considered a success by
AUSL once every scout has obtained their badge, learned a significant amount about space
exploration, and had fun.
81
Section 6.1.13: Girl Scouts of the USA: Requirements
The following are defined guidelines set by the Boy Scouts of the USA to receive their Space
Exploration Badge, and will be used as requirements for the Girl Scouts as well.
* Tell the purpose of space exploration and include the following:
1. Historical reasons
2. Immediate goals in terms of specific knowledge
3. Benefits related to Earth resources, technology, and new products
4. International relations and cooperation
* Design a collector's card, with a picture on the front and information on the back, about your
favorite space pioneer. Share your card and discuss four other space pioneers with your counselor.
* Build, launch, and recover a model rocket.* Make a second launch to accomplish a specific
objective. Launch to accomplish a specific objective.
* Rocket must be built to meet the safety code of the National Association of Rocketry.
* Identify and explain the following rocket parts: Body tube; Engine mount; Fins; Igniter; Launch
lug; Nose cone; Payload; Recovery system; Rocket engine.
* **** If local laws prohibit launching model rockets, do the following activity: Make a model of
a NASA rocket. Explain the functions of the parts. ****
* Give the history of the rocket.
* Discuss and demonstrate each of the following:
1. The law of action-reaction
2. How rocket engines work
3. How satellites stay in orbit
4. How satellite pictures of Earth and pictures of other planets are made and transmitted.
* Do TWO of the following:
82
1. Discuss with your counselor a robotic space exploration mission and a historic crewed mission.
Tell about each mission’s major discoveries, its importance, and what was learned from it about
the planets, moons, or regions of space explored.
2. Using magazine photographs, news clippings, and electronic articles (such as from the Internet),
make a scrapbook about a current planetary mission.
3. Design a robotic mission to another planet or moon that will return samples of its surface to
Earth. Name the planet or moon your spacecraft will visit. Show how your design will cope with
the conditions of the planet's or moon's environment.
* Describe the purpose, operation, and components of ONE of the following:
1. Space shuttle or any other crewed orbital vehicle, whether government-owned (U.S. or foreign)
or commercial
2. International Space Station
* Design an inhabited base located within our solar system, such as Titan, asteroids, or other
locations that humans might want to explore in person. Make drawings or a model of your base.
In your design, consider and plan for the following:
1. Source of energy
2. How it will be constructed
3. Life-support system
4. Purpose and function
* Discuss with your counselor two possible careers in space exploration that interest you. Find out
the qualifications, education, and preparation required and discuss the major responsibilities of
those positions.
* FAILURE, BY ANY GIRL SCOUT, TO COMPLETE ANY OF THE ABOVE
REQUIREMENTS WILL DISQUALIFY HE/THEM FROM RECEIVING THE SPACE
EXPLORATION BADGE.
Section 6.1.14: Girl Scouts of the USA: AUSL Requirements
In addition to the guidelines set by the Girl Scouts of the USA, AUSL has set requirements that
the girl scouts will also follow to receive the Space Exploration Badge.
* All girl scouts will follow rules/regulations set by the NAR and TRA, just like AUSL.
83
* All girl scouts will follow safety guidelines set forth the by the AUSL designated safety officer.
* ALL Girl Scouts will not tamper with their rocket in such a way as to cause the rocket to go
ballistic.
* All girl Scouts will complete the required lesson plan.
* FAILURE, BY ANY GIRL SCOUT, TO COMPLETE ANY OF THE ABOVE
REQUIREMENTS WILL DISQUALIFY HE/THEM FROM RECEIVING THE SPACE
EXPLORATION BADGE.
Section 6.1.15: Girl Scouts of the USA: Plan of Action
In February 2017, Girl Scouts will assemble in the Haley Center at Auburn University early in the
morning to sign in for activities. AUSL members will be prepared and waiting to greet the Girl
Scouts. The girl scouts will be escorted to the assigned classroom for their required lesson set by
the Girl Scouts of the USA. The lesson plan will take a few hours and the by the time they are
done with the lesson it will be lunch. After lunch, AUSL members will first explain safety rules
for building the rockets. Once the girl scouts have completed every rocket assigned to them,
everyone will travel to the designated launch site AUSL has acquired, which meets all NAR, FAA,
and Auburn City requirements. While AUSL members setup launch, a designated safety officer
will explain all launch rules and precautions associated with rocketry. Rocket launches will then
commence. Only once the girl scouts have completed their required launches will they then be
granted the Space Exploration Badge.
Section 6.1.16: Girl Scouts of the USA: Goals
It is intended for every Girl Scout to receive the Space Exploration Badge. AUSL wishes for the
girl scouts to enjoy their learning experience about space and rocketry. AUSL also hopes to inspire
at least one, if not all girl scouts to pursue a career in rocketry.
Section 6.1.17: Rocket Day
March 2017
AUSL is pleased to announce its new big educational outreach event dubbed Rocket Day. As its
name suggests there will be lots of rockets. AUSL will host this educational outreach event,
possibly in concert with other space grant clubs at Auburn, with the goal of exposing even more
84
of the community of Auburn and Opelika to rocketry and STEM fields. This will be an event for
all grades, open to kindergarteners through to 12th graders. Adult supervision will still be required
for all age groups, the ideal is that this will be a family event. A variety of rocket classes will be
available/present, with exact limits being determined once we have a location. There will be both
prepackaged kits for beginners and there will be advanced kits that participants will have more
freedom to design themselves. ALL model rocketry kits will require AUSL members to assist and
supervise. The goal of this event is engage the community about what AUSL does and let them
have a feel for what it is like to be a rocket scientist. AUSL hopes to encourage many participants
into aerospace engineering and specifically rocketry; however, the ultimate goal is to simply just
have fun.
Section 6.1.18: Rocket Day: Outline
AUSL has defined the following outline for approaching the community and coordinating this event, which will require lots of attention and cooperation.
1. Budget must first be defined before this event to make sure funds are available.
2. Approval from Auburn/Opelika City Project Management to conduct Rocket Day.
3. Safety Handbook for Rocket Day will be completed by CDR for NASA and Auburn/Opelika city approval.
4. A large location that meets guidelines and requirements set by the NAR, TRA, FAA, and local city rules must be acquired by CDR.
5. Notify local hospital and Fire Station to have EMTs and Fire Fighters on standby to be ready for any cautionary event that could take place.
6. Approach Auburn/Opelika City schools to promote Rocket Day.
7. Acquire rockets for Rocket Day
8. Acquire facilities such as tents, tables, restrooms, trashcans, food, water, and concession stands for this event.
9. Rocket Day will commence on a Saturday at a time to be announced and end by sundown during March 2016, just like any rocket launch held by NAR and TRA.
10. Launch Field will be cleaned up the following Sunday to leave no evidence to show that no event had ever occurred at the launch location.
Section 6.1.19: Rocket Day: Safety
AUSL will be taking extreme caution in safety to insure no one and nothing is harmed during the
event. Local EMTs and Firefighters will be notified by CDR. The following safety requirements
85
by AUSL members, Rocket Day Staff, and Rocket Day Participants will be held to ensure safety
of everyone at the event.
1. EVERYONE WILL FOLLOW NASA, NAR, TRA, AND FAA REQUIREMENTS/GUIDELINES FOR LAUNCH REQUIREMENTS.
2. NO ONE will design/build a rocket designed to go ballistic during launch. ANYONE caught doing so, will be removed from the event.
3. Rocketry certified level one and above TRA members will inspect completed rockets and certified NAR personnel will conduct the rocket launches on the field.
4. Launch Field safety/rules will be announced to everyone building and launching a rocket.
5. Certified EMTs and Firefighters will be on standby at ALL times.
6. Rocket launches will be conducted the same way the NAR and the TRA organize rocket launches.
7. Any purchased rocket motor will only be sold by certified NAR prefects.
Section 6.1.20: Auburn Junior High School Engineering Day
Date to be announced
The Auburn Junior High School Engineering Day was created to encourage student interest in
engineering and to create an opportunity for students to gain firsthand experience as to what it is
like to be an engineer. All engineering majors are invited to present their major, clubs, and teams
to encourage students to become engineers. AUSL will participate in the event to promote
aerospace engineering, rocketry, and the USLI Competition. AUSL. We will bring example
rockets and rocket components to present to the students so that they can get an up close and hands
on view of what AUSL does. Last year we presented to 1,000 students, many of whom expressed
interest in engineering and rocketry, and we hope to reach similar numbers this year.
86
Figure 6.1: Engineering Day October 2015, Auburn Junior High School
87
Section 7: Project Plan
Section 7.1: Development Schedule
A calendar with the Auburn Student Launch development schedule can be found in Appendix B.
As we move into the PDR phase of the project, team timelines, launch dates, and educational
engagement event timelines will be added.
Section 7.2: Budget
The budgets displayed in Error! Reference source not found. are an initial approximation of the
expenditures required for the overall project. The approximations are conservative, assuming
excess quantities of materials and no price breaks. We hope to bring a large group of team members
to the competition this year, as travel from Auburn to Huntsville is relatively cheap. Assuming we
travel with 20 team members, the lodging costs will be approximately $2500. Based on current
estimates, the sub-scale vehicle is assumed to be $2,700. Our educational outreach is estimated to
cost $500 for this year. Assuming $3,754 for the rocket on the pad and $2,500 for travel, this
leaves $9,046 for overhead costs and any other testing and development costs, based on the
$20,000 amount for total funding presented in Error! Reference source not found..
Table 7.1: Vehicle Cost
Vehicle (Full Scale)
Item Cost Per Unit Unit Quantity Total
Carbon fiber and
resin for open
weave structure.
$284 Per tube 2 $568
Fiber glass sleeve $33 Per tube 2 $66
Pre-preg Carbon
Fiber
$118 Per yard 10 $1,180
88
Loki L-1482 $185 Per unit 1 $185
RMS 75/3840
Motor Case and
Associated
Hardware
$385 Per unit 1 $385
Rail Buttons $3 Per unit 2 $6
Total $2,390
Table 7.2: Recovery Cost
Recovery (Full Scale)
Item Cost Per Unit Unit Quantity Total
Ripstop Nylon $8 Per yard 25 $200
Nylon Thread $8 Per spool 3 $24
Tubular Kevlar $1 Per foot 50 $50
Paracord $5 Per roll 1 $5
Telemetrum $200 Per unit 1 $200
Telemega $300 Per unit 1 $300
Tender
Descender
$85 Per unit 1 $85
Total $864
89
Table 7.3: Payload Cost
Payload (Full Scale)
Item Cost Per Unit Unit Quantity Total
High Impact
Polystyrene (3D
Printer
Material)
$30 Per roll 4 $120
Servos $90 Per unit 4 $360
Arduino $20 Per unit 1 $20
Total $500
Cost of Rocket On the Pad $3,754
Table 7.4: Cost Distribution
Item Cost
Full-Scale $3,754
Sub-Scale $2,700
Travel $2,500
Educational Outreach $500
Test flights (5) $1,000
Research and Development $9,000
Promotional Items $500
Total $19,454
90
Figure 7.1: Spending Chart
Section 7.3: Funding Plan
The team has secured funding from the sources presented in Table 7.5Error! Reference source
not found.. This money will cover the cost of the rocket on the pad, the purchase of capital
equipment as needed, the cost of subscale and full scale test launch motors, programming and
materials for our educational engagement events, travel and housing for the team at the competition
in Huntsville, Alabama, and any other costs associated with designing, building, and launching
our competition rocket.
Table 7.5: Funding Sources
Source Amount
Alabama Space Consortium $13,000
Dynetics $2,000
Auburn University College of Engineering $5,000
Full Scale, 19%
Sub-Scale, 13%
Travel, 12%
Education, 3%
Test flights, 5%
Promotional Items, 3%
Devlopemental Cost, 45%
Full Scale
Sub-Scale
Travel
Education
Test flights
Promotional Items
Devlopemental Cost
91
Total Funding $20,000
Section 7.4: Community Support
The Auburn University Student Launch team is lucky to have many different levels of support
from a variety of different organizations, companies, and academic communities. These resources
include, but are not limited to, Dynetics, GKN Aerospace, Drake Middle School, Auburn Junior
High, Phoenix Missile Works, Chris’s Rocket Supplies, and the Auburn University Aerospace
Engineering, Mechanical Engineering, and Electrical Engineering departments. Details of these
organizations can be found in the following sections.
Section 7.4.1: Dynetics
This year Dynetics will be offering the team support in terms of financial means as well as
technical assistance. Dynetics will be providing use of their computers to perform computational
fluid dynamics of the launch vehicle and payload system. In addition, Dynetics will also be
providing compression molds to produce a carbon fiber nose cone.
Section 7.4.2: GKN Aerospace
GKN Aerospace, located in Tallassee, Alabama, provides and invaluable source of technical
guidance and machining capabilities for the production of composites. GKN graciously provides
access to their autoclaves and filament winders, giving the team the ability to make a professional-
grade finished product.
Section 7.4.3: Drake Middle School
This year marks the fourth year of Auburn’s partnership with Drake Middle School for ‘Rocket
Week’, our team’s most successful and most established educational engagement event. We spend
a week in the classroom with over 850 7th Graders, teaching them the basics of space travel, the
effect of gravity on the human body, and fundamental rocketry design and construction. The
92
Auburn Student Launch Team works closely with the teachers and administrators of the school to
ensure that the team can deliver a clear and concise program to the 7th grade students and inspire
them to pursue a future in STEM fields.
Section 7.4.4: Phoenix Missile Works
Auburn is incredibly lucky to be located approximately 45 minutes away from the Phoenix Missile
Works (PMW) launch site in Tallassee, Alabama. This allows us convenient access to regularly
scheduled launches. The Tripoli Rocketry Association (TRA) and National Association of
Rocketry (NAR) members are always willing and able to provide useful insights into the
development of our rocket through subscale launches.
Section 7.4.5: Chris’s Rocket Supplies
Chris Short served as the mentor for the Auburn Student Launch Team two years ago and since
then has been a valuable resource for his Tripoli connections, his availability and flexibility as a
rocket motor vendor, and his vast experience is high powered rocketry.
Section 7.4.6: Auburn Engineering
The Auburn University Samuel Ginn College of Engineering has an amazing array of resources
and laboratories available to us. Connections within the departments of Aerospace Engineering,
Mechanical Engineering, and Electrical Engineering provide us with technical experience and
laboratory access, and help us develop a network of engineers with whom we can work to solve
problems. As a team composed almost entirely of aerospace engineers, we appreciate the
interdisciplinary support when solving problems.
Section 7.5: Project Sustainability
Since restarting the Auburn Student Launch team in 2013, the team’s primary focus was to build
our team and our lab and establishing our roots as a community presence. Now, as an established
team, we will have ample opportunity to shift our focus to sustainability. We have made it our
initiative to develop a lasting program that will serve as a point of pride and success for Auburn
Engineering and our local community.
93
The Auburn Aerospace Engineering department provided a huge recruitment tool in the form of a
new event, Aeropalooza, for engaging members of the department and helping students learn about
the many different opportunities available for getting involved with aerospace. For
interdepartmental recruiting, our senior members has committed a tremendous amount of time to
attracting new members in both formal events and friendly encounters. Auburn University’s O-
Day served as an excellent starting point. At O-Days, campus organizations get an opportunity to
reach all members of the campus community in a public forum and allow clubs to network with
students of all majors and disciplines. This event has led to contacts in many different departments
and has allowed us to establish a presence on campus, making the club more popular, even for
non-engineers. This is helping Auburn to overcome its past struggles to form an interdisciplinary
team. Reaching out to non-aerospace majors and even non-engineers is making us a well-rounded
team and is helping us to be better suited to tackle challenges and produce a stellar finished product.
The aerospace engineering department has been working to improve the capabilities of our
facilities by purchasing capital equipment such as a 3D printer, CNC router, and filament winder.
This attracts more interest in rocketry projects and aerospace engineering, giving us yet another
recruiting tool.
As far as our community presence, we have now been in regular contact with many local
organizations and businesses for over two years. We have established programs for educational
engagement that we can improve every year with experience and the addition of a larger, better
trained workforce. Our partnerships with Drake Middle School, Auburn Junior High School, and
Auburn High School are well developed and we hope to maintain our relationship through the
continuation of successful educational engagement events.
As for financial stability, both of our primary sources of funding, the Alabama Space Consortium
and Auburn University College of Engineering, are renewable in that we do not foresee issues
obtaining relatively similar amounts of money for future years assuming the continued success of
our organization. If for any reason we receive reduced funding from either source, budget gaps
can be made up with department funding, club dues, and other smaller fundraising opportunities.
94
Appendix A: Safety Waiver
STUDENT LAUNCH SAFETY WAIVER
NAME _______________________________________________________
ADDRESS _______________________________________________________
AUBURN UNIVERSITY _______________________________________________________
AUBURN ALABAMA PHONE NO. ( ) -
BANNER ID. NUMBER ______________________________________________
SEX _________ AGE ________ DOB ____________________________
EXPECTED GRADUATION SEMESTER/ YEAR : ____________________________
ASSOCIATED GROUP ______________________________________________
EMERGENCY CONTACT ______________________________________________
PHONE NO. ( ) -
WAIVER AND RELEASE AGREEMENT
I, ____________________________________________, (print name), want to participate in the Auburn University
Student Launch Program (AUSL).
In consideration for the opportunity, I do hereby knowingly, freely and voluntarily waive, release and discharge the
Auburn University, its officials, officers, agents, servants, representatives and employees, or any other municipality
or governmental body or corporate entity which may afford me any occasion or opportunity to observe or participate
in any activity within their control, from any and all claims for injuries, damages or loss sustained by me arising out
of, connected with or in any way associated with my activities as a participant in the Auburn University Student
Launch Program (AUSL).
95
I understand that this waiver is binding upon myself and my heirs, executors, administrators and assigns.
I fully understand that there are certain risks of physical injury, and I agree to assume the full risk of any injuries,
damages or loss that I may sustain as a result of my participation. I warrant that I am in sufficient physical condition
to participate in the activities of Auburn University Student Launch Program (AUSL).
In the event of a medical emergency, I authorize the Auburn University to secure from any licensed hospital, physician,
and/or medical personnel any treatment deemed necessary for my immediate care, and I agree that I will be responsible
for payment of any and all medical or dental services rendered.
List any medical conditions, medications, or allergies that could be needed in case of emergency:
I HAVE READ AND FULLY UNDERSTAND THE ABOVE PROVISIONS OF THIS WAIVER AND RELEASE
AGREEMENT.
FULL NAME (PRINT) ___________________________________________________________
SIGNATURE DATE
SIGNATURE OF PARENT OR LEGAL GUARDIAN IF THE INDIVIDUAL IS
UNDER THE AGE OF 19
DATE
WITNESS DATE
APPROVED BY: DATE
96
Auburn University Student Launch Range and Rocket Safety Waiver
I , understand and abide by the following terms that are there to ensure my own safety as well as the safety of others on or around the rocket launch range.
Prior to each launch of a rocket the Range Safety Officer (RSO) will perform a safety inspection to ensure that what I have built is up to standards and is safe to fly. This safety inspection is a necessary step in the process of attempting to launch a rocket and therefore we must comply with the determination of the safety inspection or risk being removed from the competition.
After the safety inspection the RSO has the final say on all rocket safety issues. This means that the RSO has the right to deny the launch of any rocket for any safety reason.
Any team that does not abide by the safety requirements as set forth by NASA in the Student Launch Handbook will not be allowed to launch their rocket.
Sign: date: .
97
Appendix B: Development Schedule Calendar
98
Once proposal is complete, the team will begin to work on the preliminary design review. During
this time, the team will begin computational flow dynamics (CFD) of the vehicle to determine the
flight characteristics of the vehicle. Simultaneously materials will be analyzed. Once the data is
compiled trade studies will be performed to determine the detailed design of the vehicle. Once the
detailed design is completed, a sub-scale launch vehicle will be manufactured to be launched on
November 5th in Samson Alabama through SEARS. Using data from the sub-scale launch the team
will perform a design review and make changes as necessary. As the competition progresses, the
timeline will become more detailed.
99
Appendix C: Risk Assessments
The following pages contain the risk assessment tables.
100
Construction and Assembly
Hazard Cause Result Severity Probability Combined
Risk Mitigation
Use of power
tools such as
dremels, drills, etc.
Improper use and /
or improper
protection such as lack of
gloves or safety glasses
Mild to severe cuts, scrapes, and other
injuries. Additionally, reactions can result in
harm to rocket components being worked
upon.
3 2 6
Demonstration of proper use by experienced team members, easily
accessible safety materials and protective wear, and securely
fastening the object being worked upon
Particles of carbon
fiber
Sanding carbon fiber or other
fibrous material without using a mask or
filter
Mild coughing and difficulty breathing,
irritation in the eyes and skin.
3 3 9
When sanding or cutting tools are used on carbon fiber all members in
the lab, regardless if they are working on the carbon fiber or not, are
required to utilize a mask to prevent the breathing in of excessive particles
101
Tools not in
immediate use
Tools are left out in
the lab workspace
and not returned to
a storage space
where they belong
Cuts, pricks, or tears when members sort through
items or knock loose tools around or off tables.
2 3 6
The storage spaces for all tools are clearly marked and easy to find.
Members are instructed to return tools they find left out to their storage
spaces
Burns from
soldering tool
Failure to pay proper attention
to the soldering
tool
Mild to severe burns on the fingers or hands of the
team member using it. Additionally, could result in excessive heat and damage
to the component being worked on.
3 2 6
Members that use the soldering iron are required to give it their full
attention for the duration of their work. They must turn off and stow the tool somewhere away from the object being worked on if they must attend to something else before work is finished
102
Fumes from
soldering tool
Improper ventilation
of the workstation
where soldering is
taking place
Excessive exposure to toxic fumes results in nausea and irritation. Reactions could potentially damage the component(s) being
worked upon.
3 2 6
The workstation will be properly vented and members using it are required to confirm ventilation is
functioning periodically. Additionally, team members will not be allowed to
continue soldering for an extended period of time and must take a break to
let any buildup of fumes disperse
Use of the belt
sander, bandsaw,
or drill press
Failure to pay
attention, aggressive use of the tools, lack of proper protective equipment
Severe cuts, burns, rashes, bruises, or other harm to fingers, hands, or arms.
4 2 8
Experienced team members will instruct inexperienced team members
before they are allowed to use the tools, protective equipment will be
easily accessible
103
Vehicle Structure
Hazard Cause Result Severity Probability Combined
Risk Mitigation
Carbon fiber splinters
Handling of carbon fiber components
with bare hands
Slivers of carbon fiber break off and become
stuck in the skin of fingers and hands handling it
2 4 8
Members are encouraged to handle carbon fiber components with
gloves. In the event that gloves are unavailable, gentle handling is
enough to avoid splinters.
Structural integrity of
the rocket is compromised
by buckling during flight
Excessive aerodynamic
loading on the airframe of the rocket
The mission is lost, the rocket becomes unstable during flight and may be a
danger to personnel or the environment
5 1 5
Extensive testing of the materials and structural architecture of the
rocket body will be done before sub-scale and full-scale launches to
confirm that the design will withstand forces that it will
encounter.
104
Sections of the rocket are poorly
coupled together
The use of weak shear
pins or poorly designed couplers between sections
Sections of the rocket may wobble
and the trajectory of the rocket could be
affected during ascent or during
recovery.
4 2 8
Extensive testing of the coupler will be done prior to sub-scale and full-scale launches. The coupler will be visually inspected before and
after assembly.
The airframe is dropped
or hits against a
hard surface during
construction, assembly, or in transport
Distracted or clumsy
handlers that are not aware
of their surroundings
The body or nose cone may be
damaged by the impact and may
require replacement
3 2 6
Great care will be taken when working on components under all conditions. During
transportation multiple personnel will carry the rocket slowly and carefully while an additional
team member removes obstacles or opens doors as necessary. Replaceable parts such as
pins, screws, and the nose cone will have duplicate parts available during assembly.
105
Holes in the airframe
leading to the inside of the rocket
body
Insufficient communication in addition to
excessive drilling or work
on components or
failure to notice missing pins or screws
The hole could result in an
improper reading of air pressure by the
altimeter and result in premature
activation of the recovery system.
5 2 10
All sections of the rocket will be visually inspected immediately after construction, before transport to the launch site, and on
assembly. Duplicates of objects such as pins, screws, etc. will be available to replace any
missing ones.
106
Stability & Propulsion
Hazard Cause Result Sever
ity Probabili
ty
Combined Risk
Mitigation
Motor explodes on launch
Manufacturing defect
The rocket is destroyed on the
launch pad or shortly after
launch.
5 1 5
Rocket motors will only be purchased from a certified source and will be handled with
extreme care exclusively by the team mentor or by someone with permission of the team
mentor.
The rocket exceeds
Mach 1 on ascent
The rocket motor utilized in the design is too
powerful for the mass of the
rocket
Vehicle requirement 1.19.7
is violated, compromising the
validity of the mission
4 1 4
Team members will analytically evaluate the expected speed of the rocket prior to testing
and will confirm these results in sub-scale and full-scale testing. In the event that the
mass of the rocket is too low, additional mass will be added to the inside of the rocket to
ensure it does not exceed Mach 1.
107
Motor fails to ignite
a) Manufacturing defect
b) Failure of the ignition system
c) Delayed ignition
a) and b) The motor will not fire and the
rocket will not launch
c) The motor will fire and the rocket
will launch an unknown amount of time after the button is pressed
3 2 6
In accordance with the NAR Safety Code, the safety interlock will be removed or the
battery will be disconnected and no team member will approach the rocket for 60
seconds. After 60 seconds without activity the safety officer will approach and check the
ignition systems. In the event that the ignition systems are not at fault the motor
will be removed and replaced with a spare. A second launch will be attempted if there is
time to do so.
108
Motor is physically damaged
Motor was damaged during
handling or transport
The motor will be primarily handled
by the team mentor or another member certified to do so with the permission of the mentor or safety
officer
4 1 4
The mentor will oversee the design of a carrying case for the motors that they will be safely stored in during transport and will be the one to stow and remove them from this
case.
Epoxy used is
insufficient to
stabilize fins on rocket body
a) The epoxy was mixed or cured
improperly b) The epoxy used was not
strong enough to withstand forces
encounter in flight
Fins may vibrate and cause
unexpected or erratic changes to the course of the rocket. This could
endanger personnel on
ascent or recovery
4 2 8
Proper procedures regarding the mixing and curing of epoxy will be strictly followed
during construction of the rocket. During assembly team members will apply pressure to the fins to confirm they do not move and
will not during flight.
109
Science Payload (Grid Fins)
Hazard Cause Result Severity Probability Combined
Risk Mitigation
Improper coding
Improper coding of the
Arduino microcontroller controlling the
grid fins
The science payload does not
behave as expected during the flight. This
adversely affects descent and
could endanger personnel.
4 2 8
The code that will drive the science payload will be written and reviewed by
multiple team members and tested on the ground to ensure that it reacts in ways it is
meant to
Improper soldering
Too much or too little solder
is used when constructing the electrical equipment to
control the science payload
Electrical malfunctions and a loss of system
integrity
4 2 8
The electrical equipment will be visually inspected by multiple team members and tests run to ensure that it carries electrical
signals as intended.
110
Improper wiring
Electrical signals are
transmitted improperly resulting in unexpected
behavior
The science payload does not
behave as expected or does not function at all
4 4 16
Wires will be color-coded to communicate their function and a specific checklist will be created to ensure the system is wired
correctly.
111
The servos utilized by the science payload jitter or do not actuate
smoothly
a) Internal electrical
failure b) Worn or
malfunctioning gears
The science payload may not
respond as accurately as
expected
2 2 4
The servos that will be used for flight will be purchased at the beginning of the project and will be stored in a space away from any chemicals or
excessive humidity. The servos will be tested before transport, before and after assembly to
confirm that they actuate properly.
112
Recovery
Hazard Cause Result Severity Probability Combined
Risk Mitigation
Parachute failure on
deployment
The parachute is not packed
properly
The parachute becomes tangled
on descent resulting in an
erratic and fast-moving projectile
that endangers personnel and property below
5 3 15
Packing of the parachute will be performed by dedicated members of
the recovery team who will have practiced previously.
The parachute
fails to deploy
a) A faulty altimeter fails to
detect the altitude at which
the parachute should deploy b) Not enough
black powder is used in the
recovery system
The rocket descends
chaotically at a speed that his
extremely dangerous to both
the rocket and personnel.
5 2 10
a) A reliable altimeter will be selected during the PDR phase and
will be tested prior to launch in a full-scale capacity.
b) The amount of black powder that will be used will be calculated by
team members beforehand. Calculations will include the amount necessary and the amount allowable
with the final amount used lying somewhere within the range.
113
The parachute
deploys early
A faulty altimeter fails to
detect the altitude at which
the parachute should deploy
The rocket's ascent will be
compromised and its descent will
result in the rocket drifting for a very
long distance
4 2 8
The altimeter will be thoroughly tested prior to its use in a full-scale
capacity to confirm that it will function as intended.
114
The parachute tears after
deployment
Defects in the parachute
occurred during construction
The rocket's descent will not be
slowed as effectively and could endanger
the rocket or personnel
4 2 8
The parachute will be visually inspected and tested prior to its
utilization in a full-scale capacity and upon assembly on launch day.
The rocket falls too quickly
Design oversight causes the rocket to fall faster than
desired
The body of the rocket will be damaged and potentially the
internal components
damaged as well. This could violate
vehicle requirement 1.4 and jeopardize
mission success.
4 3 12
The exact size of the parachute needed to slow down the descent of
the rocket and the timing of its release will be calculated and
sufficient leeway given to ensure that recovery will not threaten the rocket
or personnel.
