Embedded Files
Purpose
The purpose of this project is to understand the effects of different of aircraft control surfaces and components
Procedure
After touring the obstacle course, planes are designed and constructed. First, the student has to fly their aircraft from the launch position to an area marked at 30 ft away and 42 in. from ground. Next, the aircraft must fly from the launch position to 3 ft away and turn 90 degrees to the left. Then, the aircraft must fly from the launch position to pass under the first horizontal bar positioned approximately 3 ft from the launch position and approximately 3 ft above the ground. The aircraft must then continue to fly over the next bar located approximately 3 ft from the first horizontal bar and approximately 3 ft above the ground. Lastly, the student must complete the first challenge again. The same plane must be used throughout the challenges, even after cut for the modifications.
Engineering Design Process
Definitions
Define Problem - Identify a problem, validate the problem, justify the problem, create design requirements (specifications), and create a design brief
Generate Concepts - Research, brainstorm possible solutions, consider additional design goals, apply STEM principles, & select approach.
Develop a Solution - Create detailed design solution, justify the solution path, and develop technical drawings
Construct and Test Prototype - Construct a testable prototype, plan prototype testing, test prototype, and write test report
Evaluate Solution - Evaluate solution effectiveness, reflect on design, optimize/redesign the solution, and take project recommendations
Present Solution - Document the project, and communicate the project
My process:
Define Problem - Mr. Russel gave us the assignment, validating and justifying the problem, then we read the Design Brief that specified criteria and constraints.
Generate Concepts - I researched paper airplane designs, and looked for possible designs that could accommodate my design changes that I needed to complete the challenges.
Develop a Solution - I applied the general purpose needs of the different motions to the airplane to insure that it could navigate the obstacle course.
Construct and Test Prototype - I created the paper airplane and started testing the distance able to travel, as well as testing the airplane's abilities to navigate the obstacles such as the 90 degree turn and the lift factor.
Evaluate Solution - The paper airplane was originally unable to make the 90 degree turn, so I had to adjust the ailerons and the elevator to be able to have a sharper turn, but I also had to create winglets, which greatly improved the quality of turns and other operations.
Present Solution - I then documented the project by writing this lab report, detailing the steps used in creating and editing my design for the paper airplane trim challenge
This is the design used for the distance challenges
This design is used for the 90 degree turn and the the dip and return
Conclusions
a. If you were to coach another student what advice would you share with the student who is struggling to complete a challenge?
I would suggest to create winglets and make large ailerons and elevators.
b. What would you describe as an important consideration to design an effective trim feature?
The feature needs to be strong enough to withstand air pressure during flight, and long enough to actually make a difference in the path of the airplane.
c. How would you approach a similar challenge in the future to apply the design process more efficiently?
I would do a bit more research to find an airplane more equipped to handle turns and dips.
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