FLIGHTFLIGHTCase Study #4Case Study #4

“CO2 Airplanes” – FINAL EXAM“CO2 Airplanes” – FINAL EXAM

Northern Highlands Regional High SchoolNorthern Highlands Regional High School

Applied Technology DepartmentApplied Technology Department

Real World EngineeringReal World Engineering

List Design/Build Engineering Team MembersList Design/Build Engineering Team Members

Name of Engineering FirmName of Engineering Firm

DateDate

Instructor- Mr. MugnoInstructor- Mr. Mugno

ScenarioScenario

Your Engineering Firm has been Your Engineering Firm has been approached by the Boeing Corporation to approached by the Boeing Corporation to build a plane that will lightweight and be build a plane that will lightweight and be able carry many passengers comfortably.able carry many passengers comfortably.

The vehicles must travel between New The vehicles must travel between New York City and a far away Mediterranean York City and a far away Mediterranean exotic island covering a great distance.exotic island covering a great distance.

Statement of the Statement of the ProblemProblem

The problem we had to solve was to The problem we had to solve was to design and build the world’s first design and build the world’s first commercial plane that will travel the commercial plane that will travel the greatest distance with a limited amount of greatest distance with a limited amount of fuelfuel

Design CriteriaDesign Criteria

The vehicle prototype can measure only 1-The vehicle prototype can measure only 1-1/2 inches wide and have a minimum 1/2 inches wide and have a minimum length of 20”.length of 20”.

The vehicle will use a powerful 8 gram The vehicle will use a powerful 8 gram CO2 cartridge as the means of propulsion.CO2 cartridge as the means of propulsion.

The vehicle must travel a specific length of The vehicle must travel a specific length of a 30’ in the positive (forward) direction.a 30’ in the positive (forward) direction.

Design ConstraintsDesign Constraints You must use only the materials supplied by the teacher to You must use only the materials supplied by the teacher to

construct the CO2 Plane.construct the CO2 Plane. The body of the vehicle must be constructed of one piece of The body of the vehicle must be constructed of one piece of

Styrofoam that measures 22 inches long by 1-1/2 inches wide.Styrofoam that measures 22 inches long by 1-1/2 inches wide. The styrofoam fuselage can be cut and shaped anyway possible The styrofoam fuselage can be cut and shaped anyway possible

to create a sleek aero dynamic body.to create a sleek aero dynamic body. The styrofoam wing can be cut and shaped anyway possible to The styrofoam wing can be cut and shaped anyway possible to

create a sleek, aero dynamic shape.create a sleek, aero dynamic shape. The balsa wood tail can be cut and shaped anyway possible to The balsa wood tail can be cut and shaped anyway possible to

create a sleek, aero dynamic shape.create a sleek, aero dynamic shape. Each Design/Build team member will receive per vehicle ( 2 Each Design/Build team member will receive per vehicle ( 2

possible designs): 1 fuselage foam body with a CO2 cartridge possible designs): 1 fuselage foam body with a CO2 cartridge hole, 1 wing, a set of tail balsa wood.hole, 1 wing, a set of tail balsa wood.

Each Engineering Team will have 14-16 class periods to design, Each Engineering Team will have 14-16 class periods to design, build and test the final solution to the CO2 airplanes.build and test the final solution to the CO2 airplanes.

Possible SolutionsPossible Solutions

Theory on how it will work: Prototype #1)

Prototype #2)

Picture of Prototype #1Picture of Prototype #1

Picture of Prototype #2Picture of Prototype #2

The Final SolutionThe Final Solution

A detailed description A detailed description of your Optimized of your Optimized Design:Design:

The Final Solution – Top ViewThe Final Solution – Top View

Add picture hereAdd picture here

The Final Solution –BottomViewThe Final Solution –BottomView

Add PictureAdd Picture

The Final Solution –AirfoilThe Final Solution –AirfoilSide ViewSide View

Add pictureAdd picture

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

Add PictureAdd Picture

Scale for GradeScale for Grade

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

Points per PartPoints per Part

If a piece of you kit breaks, or is lost to receive a new piece it 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:will cost you this amount of points on your design:

New wing (airfoil) – 20 ptsNew wing (airfoil) – 20 pts

New Tail Section – 10 points per pieceNew Tail Section – 10 points per piece

Fuselage – 30 pointsFuselage – 30 points

Test Results and ConclusionsTest Results and ConclusionsCOPY QUESTIONS INTO WORD AND ANSWER IN COMPLETE SENTENCESCOPY QUESTIONS INTO WORD AND ANSWER IN COMPLETE SENTENCES Explain how your design solution meet all the design criteria and stay within the design Explain how your design solution meet all the design criteria and stay within the design

constraints?constraints? If the answer is NO, what did you have to change in either the design criteria or If the answer is NO, what did you have to change in either the design criteria or

constrains?constrains? Explain where did you get your design ideas from for each part of the plane (airfoil, Explain where did you get your design ideas from for each part of the plane (airfoil,

fuselage, tail)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 If the answer is NO, describe what your team observed when testing the final design

solution?solution? Explain in a paragraph what your Design/Build Team would do differently with the Explain in a paragraph what your Design/Build Team would do differently with the

final solutions in order to make it perform better.final solutions in order to make it perform better. How did your final design solutions compare to the other airplanes tested and built in How did your final design solutions compare to the other airplanes tested and built in

class?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 Team’s airplanes? 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 Create a line graph comparing the furthest distances for all the Design/Build Team’s

airplanes?airplanes? Each group memberEach group member write a 2 paragraph evaluation of the project explaining likes, 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.dislikes, was it interesting, fun etc. Write your names at the beginning of the evaluation. Each group memberEach group member will produce a 2 view CAD Drawing – Top and Side View 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.

GRADINGGRADING

30 ‘ minimum = Pass (A average)30 ‘ minimum = Pass (A average) Every 5 ‘ less that the 30’ your grade drops a full grade – Every 5 ‘ less that the 30’ your grade drops a full grade –

25’ B; 20’ C; 15’ D etc.25’ B; 20’ C; 15’ D etc. A graduated scale grade for distanceA graduated scale grade for distance

Group A Group A 110’ – A+110’ – A+Group B Group B 95’ – A95’ – AGroup C Group C 86’ – B+86’ – B+Group D Group D 82’ – B+82’ – B+

Over 100’ is an automatic A+!!Over 100’ is an automatic A+!!*Any group member not working on their project or fooling around when *Any group member not working on their project or fooling around when

during this project will come in the day of the final exam!during this project will come in the day of the final exam!**ALL WORK MUST BE HANDED IN ON TIME, IT WILL NOT BE **ALL WORK MUST BE HANDED IN ON TIME, IT WILL NOT BE

ACCEPTED AFTER THE DUE DATES AND THE GRADE WILL BE ACCEPTED AFTER THE DUE DATES AND THE GRADE WILL BE A ZERO!A ZERO!

HAVE A GREAT HAVE A GREAT SUMMER SUMMER

VACATION!!VACATION!!