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Simplified Applied Loads of a Transonic Truss-Braced Wing Derived from Computational Fluid Dynamic

The transonic truss-braced wing (TTBW) concept is under consideration by the NASA Advanced Air Transport Technology (AATT) project due to its potential to reduce fuel consumption of transport aircraft. To properly evaluate the TTBW concept, detailed structural modeling and subsequent test planning is underway, which requires a simplified set of discrete applied loads that simulate the distributed aerodynamic pressures. Given the unique architecture of the TTBW and its intended operation in the transonic regime, computational fluid dynamics (CFD) is the ideal approach to employ to ensure the aerodynamics of this configuration are sufficiently captured. To convert aerodynamic results into input for structural models, application of a data transfer tool, Discrete Data Transfer Between Dissimilar Meshes (DDTBDM), is presented to resolve aerodynamic pressures from CFD into single load vectors at hardpoints along both the wing and the strut. Evaluation of mapping the aerodynamic forces to hardpoints at rib and spar intersections in a structural model is performed, and the results are also compared with a linear static aeroelastic analysis. The structural responses indicate that distributing forces along only the wing and strut forward spars is insufficient for simulating the distributed aerodynamic loads. Adding moments along the forward spars improved the global response of the wing, but the point moments created unrealistic local rotations within the structure. When distributing loads along both the forward and aft spars of the wing and strut, the global response was less sensitive to the inclusion of point moments, which indicated the arrangement of point forces alone was sufficient input for structural design work and testing and provided a more continuous loading profile.

Finite Element↗

NASA NTRS2024

The Development and Deployment of Machine Learning Models for Aircraft Engine Concept Assessment

In today's competitive landscape, the effective development and utilization of machine-learning (ML) applications have become crucial across diverse economic sectors. This study presents an outline of the procedure involved in creating and implementing ML models for conceptualizing and evaluating aircraft engines. These models leverage supervised deep-learning algorithms to analyze patterns within an open-source repository containing data on both production and research conventional turbofan engines. The main areas of focus encompass crucial engine parameters like thrust-specific fuel consumption (TSFC), engine weight, engine diameter, and turbomachinery stage counts. While the creation of ML models is fundamental for their utilization, ensuring their seamless deployment holds equal significance. To address this aspect, a conversational AI chatbot that specifically focuses on propulsion has been developed. Leveraging natural language processing (NLP) techniques, this chatbot simplifies the deployment of machine learning (ML) models. The comprehensive workflow encompasses several key stages: gathering and enhancing engine data, training and cross validating the ML models, testing and evaluating their performance, and finally, deploying, monitoring, and updating the ML models. By following this systematic approach, the aim is to streamline the development and deployment process of ML models tailored for aircraft engine assessment.

AI Chatbot↗

NASA NTRS2023

Easy, Scalable Subsetting of GEDI Point Clouds

The GEDI Subsetter, a Python tool developed for NASA’s Multi-mission Algorithm and Analysis Platform (MAAP), optimizes the accessibility and visualization of GEDI point clouds by enabling users to efficiently subset data in a convenient, scalable manner. Complex science data often requires users to learn new software skills and handle many large files. Handling and cleaning large data sets is tedious and error-prone. These challenges significantly impede analysis. One of the goals of NASA's MAAP is to provide a platform that lowers the barrier to conducting research and analysis at scale. When a group of MAAP users wanted to conduct above-ground biomass estimation using GEDI data, we found that their existing workflow for leveraging GEDI data suffered from the barriers mentioned above. Furthermore, their workflow did not scale easily beyond a small number of granules. We found that existing tools related to GEDI data retrieval and subsetting were too limiting, so the GEDI Subsetter was written to support MAAP users’ needs. Being able to run many subsetting jobs simultaneously in the MAAP, and parallelizing the code itself, has led to significant speed improvements in obtaining relevant data, reducing subsetting time from hours to minutes. MAAP users can now more quickly and easily obtain only the data relevant to their research, by choosing which GEDI collection they want to work with (L1A, L2A, L2B, or L4A), and how they want to subset it, by specifying an area of interest, a temporal range, and relevant attributes. This has significantly reduced the feedback loop for users, allowing them to much more quickly subset GEDI data and begin their analysis. Although the GEDI Subsetter originally targeted users of the MAAP, it is generalized such that it can also be used outside of the MAAP and includes a command-line interface for convenience. Furthermore, with minor modifications, it should be possible to use it with non-GEDI data as the general pattern should be applicable to other sparse/track-based sensors.

Charles Daniels↗

NASA NTRS2015

Software Development: 3D Animations and Creating User Interfaces for Realistic Simulations

My fall 2015 semester was spent at the Lyndon B. Johnson Space Center working in the Integrated Graphics, Operations, and Analysis Laboratory (IGOAL). My first project was to create a video animation that could tell the story of OMICS. OMICS is a term being used in the field of biomedical science to describe the collective technologies that study biological systems, such as what makes up a cell and how it functions with other systems. In the IGOAL I used a large 23 inch Wacom monitor to draw storyboards, graphics, and line art animations. I used Blender as the 3D environment to sculpt, shape, cut or modify the several scenes and models for the video. A challenge creating this video was to take a term used in biomedical science and describe it in such a way that an 8th grade student can understand. I used a line art style because it would visually set the tone for what we thought was an educational style. In order to get a handle on the perspective and overall feel for the animation without overloading my workspace, I split up the 2 minute animation into several scenes. I used Blender's python scripting capabilities which allowed for the addition of plugins to add or modify tools. The scripts can also directly interact with the objects to create naturalistic patterns or movements. After collecting the rendered scenes, I used Blender's built-in video editing workspace to output the animation. My second project was to write software that emulates a physical system's interface. The interface was to simulate a boat, ROV, and winch system. Simulations are a time and cost effective way to test complicated data and provide training for operators without having to use expensive hardware. We created the virtual controls with 3-D Blender models and 2-D graphics, and then add functionality in C# using the Unity game engine. The Unity engine provides several essential behaviors of a simulator, such as the start and update functions. A framework for Unity, which was developed in the lab, provided a way to place the different widgets on the virtual console dock and have them resize correctly based on the window dimensions.. My task in this project was to create the controls and visualizations for the data coming in from the simulator for the boat portion of the project. I wrote a class for each control window to handle the functionality of that widget. I implemented 11 widgets that make up the ship portion of the simulator. The members of the lab were each masters of their craft and I'm glad I had the opportunity to learn from them. I learned to plan strategically so I could finish this project on time. I allotted time for storyboarding, development, and refinement. In regards to animating I learned to use modifiers like lattice, boolean and build deformers. I also learned how to animate with drivers, how to use the dope sheet, and how to use the graph editor. In coding I learned to limit the chances for bugs by privatizing functions that should be exclusive to their class. I learned how to use the GIT repository to commit, stash and pull the latest build. I learned a bit of everything because I had the chance to see the entire application development process from the artwork, to the implementation.

Gordillo, Orlando Enrique↗