|Yale-New Haven Teachers Institute||Home|
G. Casey Cassidy
|1.3||The Mastery of Flight|
|1.4||Extending The Mastery of Flight|
|1.5||Extending The Mastery of Flight, The Sound Barrier|
|1.6||Extending The Mastery of Flight, Human Power|
|2.6||Control of Plane|
|2.10||Flying The Plane|
|2.11||Flaps and Spoilers|
|IV.||History of Flight|
|4.2||Mastery of Flight|
|4.3||Extending The Mastery of Flight|
|4.4||Extending The Mastery of Flight, Sound Barrier|
|4.5||Extending The Mastery of Flight, Human Power|
|5.1||Word Activities for Students|
|6.1||Comprehension and Problem-Solving Questions|
|7.1||Lesson Plan: Heating Air|
|7.2||Lesson Plan: Field Trip|
|7.3||Lesson Plan: Research Paper|
|7.4||Lesson Plan: Bernoulli’s Principle|
|7.5||Lesson Plan: Wright Brothers Model|
|7.6||Lesson Plan: Powered/Glider Model|
|8.1||Activity Field Trip|
This unit will revolve around a collection of miniunits discussing the science of flight and some of the men who contributed to the historical progression of flight, both technically and inspirationally.
Many students that I have worked with over the years these scientific courses, books, and lectures we have designed for them too difficult, too abstract, or too boring. Obviously we need to begin to present the ideas of science in more enjoyable and fresh ways. I hope my unit will succeed on that level. As I have stated previously, I do not want my students to be bogged down with heavy technicalities, though the real world of work will make its own demands. What I do want is to transmit the wonder of flight to them so that it may spark their own investigations into all that science and the potentials of mankind have to offer.
The aforementioned mini-units will be based on several of the major accomplishments of mankind detailing the evolution of flight. I would like to spend some time developing each mini-unit so that it would cover three areas. First each of these mini-units will concern itself with the philosophy and the imagination behind the specific accomplishment. Another way of looking at this would simply be to ask the question, “Why did man want to fly or attempt to fly in this particular fashion?” Secondly, each mini-unit will discuss some mechanics involved in the specific event. Lastly, each mini-unit will attempt to discuss and gain some insight into the implications of the specific historical event for future progress. Simply stated, “How did one step lead to the next?” Tying this all together will be a discussion and examination of the science of flight. Each mini-unit will be an examination, loosely organized in the following manner:
In the case of the fixed-wing aircraft, the basic idea is to get the aircraft into the air by creating forward motion to supply lift. Since this forward motion is running the plane into the air, the lift can be provided by a fixed structure (4). Essentially the forward propulsion has nothing to do with lift, but is necessary to get the wings moving against the air at a rate sufficient to provide moving against the air at a rate sufficient to provide lift.
In the design of an airplane for forward flight, total drag must be kept to a minimum if the power requirements are to be kept reasonably low (5). Any drag, whatever the reason, will require the use of power to overcome it. The process of streamlining is designed to reduce drag to a point as low as possible.
In forward flight the lift is provided by the reaction of the wings upon the air as the plane is driven forward to engage it. Both lift and drag are to be viewed in terms of dynamic pressures caused by air flowing against the aircraft(6).
As a general rule it is considered that about 3/4 of the total lift is generated by the action of the upper surface of the airfoil. The efficiency of an airfoil can be described as a ratio of lift to drag (7).
%5 and 6 are spoilers.
Propellers are common on small light piston-engine planes. When driven by a jet engine they become a turbo prop, developing much more thrust at takeoff.
In 1785 Jean-Pierre Blanchard and Dr. John Jeffries crossed the English Channel for the first time by air using an improved balloon design.
Balloon designs (lighter than air) reached their peak in the form of the dirigibles. These were used for exhibition and warfare. More importantly, regular transatlantic traffic had been carried out for years. Had it not been for the horrible tragedy of the Hindenburg in 1937, both dirigibles and zeppelins may have enjoyed a greater success, even into our own time.
In 1896, the Langley Aerodrome Model No. 5 had demonstrated the possibility of mechanical flight. Designed by Professor Samuel Pierpont Langley, this model was powered by a small steam engine. This unmanned model made the first significant flight of any engine driven heavier-than air craft(23). It flew twice on the afternoon of May 6, 1896, launched from a houseboat on the Potomac River. Professor Langley’s later attempts at manned flight in a full-sized version of the Aerodrome were unsuccessful. Also launched from a houseboat anchored in the Potomac, the larger craft hit the water almost immediately after launch in October 1903. A second attempt in early December ended in similar fashion.
As a parallel to these powered attempts at manned flights, there was considerable energy being spent in flying using gliders. The most successful of these was the glider constructed by Otto Lilienthal in 1894(24).
Basically, gliders had a pilot hang between the wings by bars that passed beneath his arms. Lilienthal made glides of up to 1,150 feet in machines of this type. Despite his faith in the safety of his invention, Lilienthal was killed following a crash in one of his hang gliders.
Apparently, Lilienthal’s death was not in vain. It is reported that the aviation pioneers, Orville and Wilbur Wright had read about and were much impressed with Lilienthal’s experiments(25). These attempts at flight by Lilienthal had obviously acted as a strong incentive to the brothers Wright, to try their own flights with engine powered heavier-than air flights. Another great influence upon the Wrights was OctaVe Chanute. Chanute, a successful engineer, was himself very interested in gliders and powered flight. His knowledge of previous aerodynamic experiments and his encouragement acted as a strong motivator to Orville and Wilbur.
After much experimentation and reading, after much discussion and application of the laws of aerodynamics, as they themselves had investigated and solved, the Wright Brothers were on the doorstep of an event that would change the course of the world forever.
On December 17, 1903, the Wright Brothers successfully flew the first powered heavier than air craft. Their plane was an innovative combination of lightness and strength(27). The plane flew a distance of 120 feet on the first trial and their last flight covered 852 feet and lasted 59 seconds.
There is some apparent misunderstanding regarding the Wright brothers. There is the idea that the success was accomplished by two expert mechanics making an isolated test of a flying machine they just happened to be working on, something done in their spare time(28).
The Wrights had worked almost continuously for over five years, solving problems, difficult and minor, theoretical and technical. They labored over problems as diverse and complicated as wing warping control, integrated wing warp and rudder control, construction of their own aircraft engines and propellers, and of course their experiments in aerodynamics(29). As stated previously, the Wrights alone were able to test and understand the profound significance of an accurate airfoil.
His plane was constructed in such a fashion, that Lindbergh to see forward, had to either turn the plane or use a periscope; a gas tank was installed where the windshield normally would have been.
Lindbergh, not even counting the significant technical feats involved in his aircraft, epitomized the true and adventurous spirit of the men who took the next step in advancing the art and skill of flying. Lindbergh’s feat was accomplished a mere 24 years after the first successful flight of the Wright Brothers.
This “first” of human-powered flight has itself been “outdone”, extended by the development of newer materials, designs, and ideas as embodied in the craft named the “Daedalus”. The “Daedalus” a human-powered craft like the Gossamer Condor” was successfully flown over a distance of 74 miles, skimming just a few feet above the Sea of Crete.
As we move into the 21st century, we can be justifiably
optimistic about our ability to solve present and unforeseen problems. Our inspiration can come from many reminders and testaments to the brilliance of the human mind and spirit, not the least of which is man’s fascination with and mastery of flight.
Fluids Pitching Flight Rolling Force Ascend Elevation Rudder Counteract Flap Gravity Ailerons Streamlining Throttle Pressure Propulsion Airfoil Mach Lift Vortex Drag Weight Thrust Efficiency Ratio Angle Reaction Altitude Exhaust Fuselage
- Why is the top half of a wing curved more than its underside?
- List the four forces that affect the flying of a plane. Briefly describe each.
- What do the terms pitching, yawing, and rolling mean as they relate to the flying of an airplane?
- What is meant by the “Angle of Attack”?
- What is meant by the “Magnus Effect”?
- When taking off from a runway, why does the pilot raise the nose of the aircraft?
- Why are propellers curved?
- What did the Wright Brothers understand and “perfect” that previous inventors failed to accomplish?
- Why do hot air balloons fly? Explain.
- Why was Lilienthal of such importance to the Wright Brothers?
- What is meant by the ratio of lift to drag?
Introduction The heating of air makes it expand, thereby making it lighter and rise.
Objective Students will be able to demonstrate that the heating of air makes it lighter and therefore rise.
Materials Balloon, electric light bulb, heating source.
Procedure Stretch a rubber balloon over the neck of a column which has been made from a used electric light bulb. Heat the column/container slowly with a small flame and observe how the balloon begins to fill up and expand.
Introduction Make arrangements for your class to take a field trip to the local airport. Have one of the officials explain and demonstrate the various parts of an airplane, taking special note to observe wings and propulsion systems. Plan for a question and answer session with your class and the pilot.
Objective Students will be able to discuss and describe the various parts of an airplane.
Introduction Students need practice in locating information, reading the information, comprehending the information and then writing about what they have read. Have students research: aerodynamics,balloon flight, Wright Brothers, Human Powered Flight.
Objective Students will be able to locate, read, discuss, and prepare a short research paper on subjects dealing with aerodynamics and flight.
Introduction Using Daniel Bernoulli’s principle of higher speed of a flowing liquid or gas, creating lower pressure, explain, demonstrate the concept of lift.
Objective Students will conduct a simple experiment demonstrating the principle of lift.
Materials A dime; A small plate.
Procedures Place the dime about 1/2 inch from the edge of a table top. Position the plate a few inches from the coin on the tabletop. Blow a quick, strong blast of air across the top of the coin. The dime will leap into the air and with practice will land on the plate.
The blowing air across the top of the coin creates an area of low pressure. The atmospheric pressure in the room rushes in to fill the area of low pressure. This force provides the lift causing the coin to leap up and land on the plate.
Introduction In order for students to gain an appreciation for the accomplishments of the Wright Brothers while studying about them in a lecture format, the students together with the teacher can build a scale model of their powered airplane from a commercially available kit.
Objective Students will be able to observe and manipulate structures similar in reference to the plane constructed by the Wright Brothers. Students will gain an appreciation for the skill and work involved in building, direction following, team work and application of academic skills.
Procedure The Wright Flyer Kit No. 202 is available by mail order, may be purchased at various hobby shops and at the National Air and Space Museum in Washington, D.C. This model when constructed (plywood) will have a wingspan of 58 inches. The model is close to 1/8 scale and can be flown as a free flight glider or as a kite.
Materials Wright Flyer Kit No. 202, Scissors, X-ACTO knife, Model Glue, Elmer’s Glue
Introduction As a closing project, one which will be both enjoyable and important in terms of pulling together all of the previously learned and discussed material, the class will build a combination electric powered and glider airplane from a kit. This kit called the “Electra” will require about one month of construction time.
Objective Students will be able to observe, discuss and build an actual flying, powered (electric) aircraft from a model kit.
Procedure Classroom will purchase the “Electra Sailplane” from a local hobby shop. The “Electra” measures: wingspan 78”, length 41”, and weight 48 ounces plus motor. The plane is hand launched and has two mile range which includes loops, stalls, and glides. The “Electra” is radio controlled.
“Electra Sailplane Kit”
Various small tools.
Carroll, Robert L. The Aerodynamics of Powered Flight. John Wiley & Sons, Inc. N.Y. 1960.
Duke, Neville and Lanchbery, Edward. The Saga of Flight. The John Day Co. New York. 1961.
Marshall, Ray and Bradley, John. The Plane. Penguin Books Ltd. Hardmondsworth, Middlesex, England. 1985.
Stratton, Craig A. The Wright Brothers. Air Engineering Los Alamitos, CA. 1976.
Wegener, Peter P. The Science of Flight. American Scientist. 1986.
Wright, Orville. How We Invented The Airplane. David McKay Co., Inc. New York. 1953.
Duke, Neville and Lanchbery, Edward. The Saga of Flight. The John Day Co. New York. 1961.
Marshall, Ray and Bradley, John. The Plane. Penguin Books Ltd. Harmondsworth, Middlesex, England. 1985
Stratton, Craig A. The Wright Brothers. Air Engineering. Los Alamitos, CA 1976.
Wright, Orville, How We Invented The Airplane. David McKay Co. Inc. New York. 1953.
Contents of 1988 Volume VI | Directory of Volumes | Index | Yale-New Haven Teachers Institute