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FLIGHT Case Study #4 “CO2 Airplanes” – FINAL EXAM

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. Scenario.

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FLIGHT Case Study #4 “CO2 Airplanes” – FINAL EXAM

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  1. FLIGHTCase 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. • 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 world’s 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 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.

  5. Design Constraints • 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 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 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 Engineering Team will have 14-16 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:

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

  11. The Final Solution –BottomView • Add Picture

  12. The Final Solution –AirfoilSide View • Add picture

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

  14. Scale for Grade TOPIC DAYS • Research paper – 10% 1-2 • Wing (airfoil) Designs – 5% 2 (3 CAD possible solutions ) • Tail Section Designs – 5% 1 (3 CAD possible solutions) • Fuselage Designs – 5% 1 (3 CAD possible solutions) • Construct Fuselage, Airfoil and Tail 6 • Test distance – 35% 3 • 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 Tail Section – 10 points per piece • 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? • 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) • 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? • 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? • What was the weight in grams of your airplane? • Explain what your team find the most difficult part(s) of this case study? • 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 weights for all the Design/Build Team’s airplanes? • Create a line graph comparing the furthest distances for all the Design/Build Team’s 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 will produce a 2 view CAD Drawing – Top and Side View • Separate Grade for the CAD Drawings based on 100 pts.

  17. GRADING • 30 ‘ minimum = Pass (A average) • 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 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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