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FLIGHT Case Study #4 CO2 Airplanes – FINAL EXAM Northern Highlands Regional High School Applied Technology Department Real World Engineering List Design/Build.

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Presentation on theme: "FLIGHT Case Study #4 CO2 Airplanes – FINAL EXAM Northern Highlands Regional High School Applied Technology Department Real World Engineering List Design/Build."— Presentation transcript:

1 FLIGHT Case Study #4 CO2 Airplanes – FINAL EXAM Northern Highlands Regional High School Applied Technology Department Real World Engineering List Design/Build Engineering Team Members Name of Engineering Firm Date Instructor- Mr. Mugno

2 Scenario Your Engineering Firm has been approached by the Boeing Corporation to build a plane that will lightweight and be able carry many passengers comfortably. Your Engineering Firm has been approached by the Boeing Corporation to build a plane that will lightweight and be able carry many passengers comfortably. The vehicles must travel between New York City and a far away Mediterranean exotic island covering a great distance. The vehicles must travel between New York City and a far away Mediterranean exotic island covering a great distance.

3 Statement of the Problem The problem we had to solve was to design and build the worlds first commercial plane that will travel the greatest distance with a limited amount of fuel The problem we had to solve was to design and build the worlds first commercial plane that will travel the greatest distance with a limited amount of fuel

4 Design Criteria The vehicle prototype can measure only 1- 1/2 inches wide and have a minimum length of 20. The vehicle prototype can measure only 1- 1/2 inches wide and have a minimum length of 20. The vehicle will use a powerful 8 gram CO2 cartridge as the means of propulsion. The vehicle will use a powerful 8 gram CO2 cartridge as the means of propulsion. The vehicle must travel a specific length of a 30 in the positive (forward) direction. The vehicle must travel a specific length of a 30 in the positive (forward) direction.

5 Design Constraints You must use only the materials supplied by the teacher to construct the CO2 Plane. You must use only the materials supplied by the teacher to construct the CO2 Plane. The body of the vehicle must be constructed of one piece of Styrofoam that measures 22 inches long by 1-1/2 inches wide. The body of the vehicle must be constructed of one piece of Styrofoam that measures 22 inches long by 1-1/2 inches wide. The styrofoam fuselage can be cut and shaped anyway possible to create a sleek aero dynamic body. The styrofoam fuselage can be cut and shaped anyway possible to create a sleek aero dynamic body. The styrofoam wing can be cut and shaped anyway possible to create a sleek, aero dynamic shape. The styrofoam wing can be cut and shaped anyway possible to create a sleek, aero dynamic shape. The balsa wood tail can be cut and shaped anyway possible to create a sleek, aero dynamic shape. The balsa wood tail can be cut and shaped anyway possible to create a sleek, aero dynamic shape. Each Design/Build team member will receive per vehicle ( 2 possible designs): 1 fuselage foam body with a CO2 cartridge hole, 1 wing, a set of tail balsa wood. Each Design/Build team member will receive per vehicle ( 2 possible designs): 1 fuselage foam body with a CO2 cartridge hole, 1 wing, a set of tail balsa wood. Each Engineering Team will have class periods to design, build and test the final solution to the CO2 airplanes. Each Engineering Team will have class periods to design, build and test the final solution to the CO2 airplanes.

6 Possible Solutions Theory on how it will work: Prototype #1) Prototype #2)

7 Picture of Prototype #1

8 Picture of Prototype #2

9 The Final Solution A detailed description of your Optimized Design: A detailed description of your Optimized Design:

10 The Final Solution – Top View Add picture here Add picture here

11 The Final Solution –BottomView Add Picture Add Picture

12 The Final Solution –Airfoil Side View Add picture Add picture

13 The Final Solution –Tail Top and Side (Close Up) Add Picture Add Picture

14 Scale for Grade TOPICDAYS Research paper – 10% 1-2 Research paper – 10% 1-2 Wing (airfoil) Designs – 5% 2 Wing (airfoil) Designs – 5% 2 (3 CAD possible solutions ) Tail Section Designs – 5% 1 Tail Section Designs – 5% 1 (3 CAD possible solutions) Fuselage Designs – 5% 1 Fuselage Designs – 5% 1 (3 CAD possible solutions) Construct Fuselage, Airfoil and Tail 6 Construct Fuselage, Airfoil and Tail 6 Test distance – 35% 3 Test distance – 35% 3 Documentation Work – 40% 1 Documentation Work – 40% 1

15 Points per Part If a piece of you kit breaks, or is lost to receive a new piece it will cost you this amount of points on your design: New wing (airfoil) – 20 pts New wing (airfoil) – 20 pts New Tail Section – 10 points per piece New Tail Section – 10 points per piece Fuselage – 30 points Fuselage – 30 points

16 Test Results and Conclusions COPY QUESTIONS INTO WORD AND ANSWER IN COMPLETE SENTENCES Explain how your design solution meet all the design criteria and stay within the design constraints? Explain how your design solution meet all the design criteria and stay within the design constraints? If the answer is NO, what did you have to change in either the design criteria or constrains? If the answer is NO, what did you have to change in either the design criteria or constrains? Explain where did you get your design ideas from for each part of the plane (airfoil, fuselage, tail) Explain where did you get your design ideas from for each part of the plane (airfoil, fuselage, tail) Did your airplane design incorporate the principles of balance and center of gravity? Did your airplane design incorporate the principles of balance and center of gravity? If the answer is NO, describe what your team observed when testing the final design solution? If the answer is NO, describe what your team observed when testing the final design solution? Explain in a paragraph what your Design/Build Team would do differently with the final solutions in order to make it perform better. Explain in a paragraph what your Design/Build Team would do differently with the final solutions in order to make it perform better. How did your final design solutions compare to the other airplanes tested and built in class? How did your final design solutions compare to the other airplanes tested and built in class? What was the weight in grams of your airplane? What was the weight in grams of your airplane? Explain what your team find the most difficult part(s) of this case study? Explain what your team find the most difficult part(s) of this case study? What was your furthest flight out of three (3) attempted? What was your furthest flight out of three (3) attempted? Create a line graph comparing the distances for all your 3 attempts? Create a line graph comparing the distances for all your 3 attempts? Create a line graph comparing the weights for all the Design/Build Teams airplanes? Create a line graph comparing the weights for all the Design/Build Teams airplanes? Create a line graph comparing the furthest distances for all the Design/Build Teams airplanes? Create a line graph comparing the furthest distances for all the Design/Build Teams airplanes? Each group member write a 2 paragraph evaluation of the project explaining likes, dislikes, was it interesting, fun etc. Write your names at the beginning of the evaluation. Each group member write a 2 paragraph evaluation of the project explaining likes, dislikes, was it interesting, fun etc. Write your names at the beginning of the evaluation. Each group member will produce a 2 view CAD Drawing – Top and Side View Each group member will produce a 2 view CAD Drawing – Top and Side View Separate Grade for the CAD Drawings based on 100 pts. Separate Grade for the CAD Drawings based on 100 pts.

17 GRADING 30 minimum = Pass (A average) 30 minimum = Pass (A average) Every 5 less that the 30 your grade drops a full grade – 25 B; 20 C; 15 D etc. Every 5 less that the 30 your grade drops a full grade – 25 B; 20 C; 15 D etc. A graduated scale grade for distance A graduated scale grade for distance Group A 110 – A+ Group B 95 – A Group C 86 – B+ Group D 82 – B+ Over 100 is an automatic A+!! *Any group member not working on their project or fooling around when during this project will come in the day of the final exam! **ALL WORK MUST BE HANDED IN ON TIME, IT WILL NOT BE ACCEPTED AFTER THE DUE DATES AND THE GRADE WILL BE A ZERO!

18 HAVE A GREAT SUMMER VACATION!!


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