Unit timeline, storyline & project files

Monday, 9 Feb

Objective: use free-body diagrams to predict how motion will change AND to evaluate forces acting on an object with no motion, steady motion, or changing motion

Agenda:

1. Welcome and overview
2. Review scores on Reading Gauges problem set
  1. If you scored 2.5 and above are satisfied with your score, you need take no additional action
  2. If you scored less than 2.5 (or 2.5 or 3.0 and want to improve your score),
    1. Complete the following practice questions
    2. Arrange a time at lunch or after school for an oral re-assessment
    3. Window for re-assessment closes on Friday, 20 Feb
3. Identify people with whom you would prefer to work on the flight test project
  1. Criteria: select people with whom...
    1. you work well (not necessarily your best friends)
    2. you have not worked with on a project before
  2. NOTE: when your instructor creates teams, each team will have a range of experience with flying (virtual or real) airplanes AND comfort level with tech.
  3. DELIVERABLE: Indicate your preference (or lack of preference) by filling out this form
4. Modeling forces
  1. We can use the concept of forces to describe how planes fly (and how the motion of every object in the universe ever changes). Free-body diagrams are a useful way to model forces.
  2. Attend to this presentation
  3. Attempt this problem set
    1. 1. DELIVERABLE: completed problem set <Tuesday, 10 Feb @ start of class
  4. Review key ideas with this reading.
5. Next steps and closing

Homework:
due Tuesday, 10 Feb @ start of class First attempt at Modeling Forces problem set

<block day To conduct our flight test experiment, you need to be able to take off reasonably consistently, i.e., climb to 100' above ground level while maintaining a pitch between 12 - 15 degrees. Use this checklist

Tuesday, 10 Feb

Objective: review flight test data to infer forces acting on aircraft

Agenda:

1. Welcome and overview
2. Spend some individual think time with these questions. After your team has had some time, generate a consensus model.
  1. Suppose you saw a stationary car in a parking lot. Are the forces balanced or unbalanced?
  2. Suppose you saw a car driving due north on East Marginal Way at a constant speed. Which is bigger: thrust or drag?
  3. Suppose you see a jet speeding up as it prepares for takeoff on runway 14R at Boeing Field.
    1. In what direction is the plane moving?
    2. In what direction are forces unbalanced?
    3. What is the source of that imbalance?
  4. Suppose you see a Cessna coming to a stop on runway 32R at Boeing Field.
    1. In what direction is the plane moving?
    2. In what direction are the forces unbalanced?
    3. What is the source of that imbalance?
3. Check in with your peers about last night's problem set; refine your responses. Problem set will be scored on Tuesday, 17 Feb
4. Interpreting motion and inferring forces
  1. We have learned that forces cause changes in motion
  2. On Monday, 16 Feb, a team of students from Raisbeck will attend Boeing Flight Test. One of the jobs of a flight test engineer is to examine data to understand how forces change the motion of an aircraft. Sometimes they use force sensors to measure stress and strain; sometimes they measure motion and make inferences about the forces.
  3. Review these data and respond to the questions
5. Extend: Respond in your notebook
  1. How much lift is required to accelerate the plane upward?
  2. How do you expect the plane's motion would be different if the plane were heavier?
  3. How do you expect the plane's motion would be different if it were taking off at higher elevation?
  4. How do you expect the plane's motion would be different if the pilot had NOT deployed flaps?
6. Next steps and closing

Homework:

due Tuesday, 17 Feb @ start of class Scored attempt at Modeling Forces problem set

<block To conduct our flight test experiment, you need to be able to take off reasonably consistently, i.e., climb to 200' above ground level while maintaining a pitch between 12 - 15 degrees. Use this checklist. Take off three times in quick succession. Save your data.

Wednesday, 11 Feb / Thursday, 12 Feb

Objective: Articulate reasons for conducting flight test and identify roles in flight test; using sample data, create your own strip chart

Agenda:

1. 1. Welcome & overview
  2. Distinguished guest: Dan Hrehov
    1. Biography
  3. Examine page from pilot operating manual [If you are interested, here is the entire thing.]
  4. Orient to the graph.
  5. In table groups, discuss the following:
    1. When the weight of an aircraft increases, how does takeoff distance change? Is there a pattern? Using what you know about lift, briefly explain why.
    2. When "pressure altitude" increases, how does takeoff performance change? Is there a pattern? Using what you know about lift, briefly explain why.
    3. Predict how takeoff performance would change if you had more (or less) flaps.
    4. Predict how takeoff performance would change if you had more wind.
    5. Record your answers on a whiteboard
  6. Discuss your responses with class
  7. Attend to presentation; capture answers to the following questions in your notebook
    1. What are the five reasons for flight test?
    2. What are the four major roles in successful flight test?
    3. What are success criteria for minimum unstick velocity tests?
  8. Interpret data from strip charts

Homework:

due Monday, 16 Feb <1200 PST Scored attempt at Modeling Forces problem set

<Tuesday, 17 Feb <start of class Completed Free-Body Diagrams problem set