Outline

Overview

This unit aims to develop an understanding of the application of flight mechanics principles to modern aircraft systems. Students will gain skills in problem solving in the areas of dynamic aircraft behaviour, aircraft sensitivity to wind gusts, control systems development and aircraft handling analysis. At the end of this unit students will be able to: understand the nature of an aircraft's response to control inputs and atmospheric disturbances, including the roles of the various modes of motion; analyse an aircraft's response to control inputs in the frequency domain using Laplace Transforms and Transfer Function representations; represent and model wind gust distributions using stochastic methods (Power Spectral Density); analyse an aircraft's response to disturbances (wind gust inputs) by combining Transfer Function representations with gust PSD's; understand the principles of stability augmentation systems and autopilot control systems in aircraft operation, their functions and purposes; understand basic feedback control systems and classical frequency domain loop analysis; understand the characteristics of closed loop system responses; understand the characteristics of PID, Lead, Lag and Lead-Lag compensators, and to be competent in designing suitable compensators using Bode and Root-locus design techniques; design multi-loop control and guidance systems and understand the reasons for their structures.

Unit details and rules

Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prerequisites ?	AERO3560 and AMME3500
Corequisites ?	None
Prohibitions ?	AERO5560
Assumed knowledge ?	AMME2500 develops the basic principles of engineering mechanics and system dynamics that underpin this course. AERO3560 Flight Mechanics 1 develops the specifics of aircraft flight dynamics and stability. AMME3500 Systems control covers basic system theory and control system synthesis techniques
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Zi Wang, zihao.wang@sydney.edu.au
Tutor(s)	Jeremy Cox, jeremy.cox@sydney.edu.au
Tutor(s)	Brendan Waters, brendan.waters@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Online task	Aircraft Response to Control Input MATLAB Grader MATLAB code checking online via MATLAB Grader.	7.5%	Week 05 Due date: 01 Sep 2024 at 23:59 Closing date: 06 Sep 2024	Max 10 pages.
Outcomes assessed:
Small test	Quiz 1 A 50-min in-lecture supervised pen-and-paper test.	15%	Week 06 Due date: 04 Sep 2024 at 10:00 Closing date: 04 Sep 2024	50 minutes
Outcomes assessed:
Online task	Stochastic Input and Gust Modelling MATLAB Grader MATLAB code checking online via MATLAB Grader.	7.5%	Week 08 Due date: 22 Sep 2024 at 23:59 Closing date: 27 Sep 2024	Max 10 pages.
Outcomes assessed:
Assignment	Aircraft Response and Gust Modelling Report Individual technical report.	15%	Week 09 Due date: 29 Sep 2024 at 23:59 Closing date: 04 Oct 2024	Max 10 pages.
Outcomes assessed:
Small test	Quiz 2 A 50-min in-lecture supervised pen-and-paper test.	15%	Week 10 Due date: 09 Oct 2024 at 10:00 Closing date: 09 Oct 2024	50 minutes
Outcomes assessed:
Assignment	Major Assignment - Closed-Loop Control System Design and Analysis Group technical report	30%	Week 13 Due date: 03 Nov 2024 at 23:59 Closing date: 08 Nov 2024	Max 30 pages
Outcomes assessed:
Small continuous assessment	Weekly Tutorial Task Exercises to be done and checked by the end of the tutorial (Week 2 -11)	10%	Weekly	Max 3 pages
Outcomes assessed:

Assessment summary

Aircraft response to control input
- This assessment consists of an online MATLAB Grader to check students’ MATLAB code.
Stochastic input and gust modelling
- This assessment consists of an online MATLAB Grader to check students’ MATLAB code.
Aircraft response and gust modelling report
- The students are expected to produce an individual report to explain the findings from the two MATLAB Grader tasks.
Major Assignment - Closed-Loop Control System Design and Analysis
- This is a group-based assignment where the students are expected to produce a technical report.
- The students must complete peer-evaluation through Sparkplus. Non-completion will result in penalties.
Weekly Tutorial Task
- A small tutorial task that the students must complete at the end of the tutorial to earn 1% mark each week (from week 2 to week 11).
Quiz 1
- A 50-minute in-lecture quiz to test the student's understanding of the material covered in weeks 1 to 4.
Quiz 2
- A 50-minute in-lecture quiz to test the student's understanding of the material covered in weeks 5 to 9.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The penalty for lateness is 5% per day. The penalty would apply from the next calendar day after the deadline. The penalty is a percentage of the available mark and is applied to the mark gained after the submitted work is marked (e.g., an assignment worth 100 marks is 1 day late. The content is given a mark of 75. With the 5% penalty, the final mark is 70). Non-completion of Sparkplus peer evaluation for the major assignment will result in a 50% penalty. (e.g. if the grade for the major assignment is 20 out of 35, the final result will be reduced to 10).

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction, review of flight mechanics and system dynamics, linearisation methods	Lecture (3 hr)
Week 02	Modal approximation, simulation framework, Laplace transform, transfer functions	Lecture and tutorial (6 hr)
Week 03	Deterministic inputs, properties of transfer functions, poles and zeros	Lecture and tutorial (6 hr)
Week 04	Frequency response, bode plot	Lecture and tutorial (6 hr)
Week 05	Time and frequency domain representations, probability concepts	Lecture and tutorial (6 hr)
Week 06	Stochastic processes and PSDs	Lecture and tutorial (6 hr)
Week 07	Turbulence modelling, gust response	Lecture and tutorial (6 hr)
Week 08	Aircraft response to turbulence, aircraft response to stochastic inputs	Lecture and tutorial (6 hr)
Week 09	Closed-loop stability and performance, stability augmentation and autopilot system.	Lecture and tutorial (6 hr)
Week 10	Root-locus and bode compensator design techniques, PID compensator characteristics	Lecture and tutorial (6 hr)
Week 11	Control loop design, guidance loop design	Lecture and tutorial (6 hr)
Week 12	Multirotor dynamics, multirotor autopilot	Lecture and tutorial (6 hr)
Week 13	Multirotor closed-loop stability	Lecture and tutorial (6 hr)
Weekly	Lecture material prestudy and revision; Working on assignment problems.	Independent study (90 hr)

Attendance and class requirements

Study commitment: 1) Tutorial – Tutorials average 3 hrs per week and are conducted in the computer laboratory. These involve instruction on methods and approaches to solution of assessable problems. 2) Independent Study – Problem based learning via solution of assessable problems. On the basis of 1 hr per week per CP.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. develop the ability to work as a member of a team and to take responsibility for the meeting of project goals and completion of project sub-tasks. Communicate with team members to negotiate strategies to satisfy project requirements
LO2. programme in Matlab to analyse dynamic aircraft behaviour, aircraft sensitivity to wind gusts, control system development and aircraft handling analysis
LO3. develop skills in the preparation and presentation of analytical and design reports to standards expected in industry
LO4. understand the nature of an aircraft’s response to control inputs and atmospheric disturbances, including the roles of the various modes of motion
LO5. analyse an aircraft’s response to control inputs in the frequency domain using laplace transforms and transfer function representations
LO6. represent and model wind gust distributions using stochastic methods (power spectral density). Analyse an aircraft’s response to disturbances (wind gust inputs) by combining transfer function representations with gust PSD’s
LO7. understand the principles of stability augmentation systems and autopilot control systems in aircraft operation, their functions and purposes
LO8. understand basic feedback control systems and classical frequency domain loop analysis
LO9. understand the characteristics of closed loop system responses
LO10. understand the characteristics of PID, Lead, Lag and Lead-Lag compensators, and be competent in designing suitable compensators using Bode and Root-locus design techniques. Design multi-loop control and guidance systems and understand the reasons for their structures.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
	Engineers Australia Curriculum Performance Indicators - 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.4. An understanding of and commitment to ethical and professional responsibilities.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
	Engineers Australia Curriculum Performance Indicators - 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

2020-Removed final exam and added interim quizzes to encourage continued learning. 2021-Added contents directly related to UAV control problems, using state-of-the-art hardware in a case study. Completely revamped the lecture slides to allow more dynamic interaction between students during the live lecture sessions. 2022 - Changed Assignments 1 and 2 from individual technical reports to online tasks. This encourages continuous learning and engagement during the tutorial. The weighting for the major assignment is also increased significantly to emphasise its importance. 2023 - Added deadline to online tasks so that simple extension can be applied. 2024 - The tutorial format will be changed to include more practical activities. The weighting of individual assignments is tweaked to reflect the amount of work required.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

AERO4560: Flight Mechanics 2

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect