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Frame Generator Jenny Cleto W.T. White High School

Methods 1.

Abstract In this project I created a frame out of a sketch and made alterations to it based off of instructions. The final product turned out to look exactly like it was suppose to and the project was very successful.

Introduction Frame construction is used throughout the aerospace industry in the creation of welded steel-tube fuselages, pistonengine motor mounts, ribs, and landing gear. In this activity you will gain understanding of the frame generator built into Autodesk® Inventor®.

Launch Autodesk Inventor. 2. Select the Help icon on the top right corner. This will connect to the WikiHelp webpage. 3. Click the Plus icon beside Tutorial Learning Resources then click the Plus icon beside Autodesk Inventor Tutorial as shown below. 4. Scroll down then click the Plus icon beside Frame Generator. Click About This Tutorial. 5. Complete the each step of the Frame Generator tutorial up to Modify the Skeleton by clicking Next after completing each step. Use the folder structure on the left to go to a specific part of the tutorial. 6. Stop on the Modify the Skeleton step as shown below. 7. Demonstrate tutorial completion to your teacher and have your teacher sign your activity.

Discussion Throughout this project there were many difficulties because the measurements and actions were very exact and specific. If anything was messed up at a certain point, depending on what it was, you might have to start over because of the effects the piece would have on everything else. Throughout this project I constantly made sure I had been doing the previous steps correctly so the final product would be a success. This project overall was successful although there were some difficulties along the way and I had to restart the project once. The project was also a way to learn new things about inventor and how to do certain tasks.

Frame Generator Analysis Jenny Cleto W.T. White High School

Methods

Abstract In this project I created a sort of cart and made alterations to it based off of instructions. The final product turned out to look exactly like it was suppose to and the project was very successful.

1. Launch Autodesk Inventor. 2. Select the Help icon on the top right corner. This will connect to the WikiHelp webpage. 3. Click the Plus icon beside Tutorial Learning Resources then click the Plus icon beside Frame Analysis Tutorials as shown below. 4. Click About This Tutorial. 5. Complete the each step of the Frame Analysis tutorial up to Summary by clicking Next after completing each step. Use the folder structure on the left to go to a specific part of the tutorial. 6. Stop on the Summary step as shown below. 7. Demonstrate tutorial completion to your teacher and have your teacher sign your activity.

Discussion Introduction Frame construction is used throughout the aerospace industry in the creation of welded steel-tube fuselages, pistonengine motor mounts, ribs, and landing gear. In this activity you will gain understanding of the frame analysis built into Autodesk® Inventor®.

Overall this project was successful although there were some difficulties along the way. There were many in detail steps that had to be followed exactly and this wasn’t always successful along the way. Sometimes I had to go back and re-do a step because I had messed up only a little. Despite the difficulties I managed to complete this project successfully.

Engine Simulator Jenny Cleto W.T. White High School

Methods

Abstract In this project we had to simulate an engine and change certain variables to see how the engine would react. We learned the different effects of each variable to the engine.

Introduction Turbine engines have predictable performance based altering several parameters. This predictability allows an engine to be designed with the assistance of a software simulator. This reduces design cost and improves safety and performance. In this activity you will learn how to use a software simulator to design a turbine engine.

1. Opened the Engine Sim Software. 2. Designed an engine that meets certain specifications regarding altitude and airspeed. 3. Recorded the data in the table. 4. Changed only one variable in each section for two more simulations and recorded the data for those.

Discussion This project was also successful and was a good way to learn how certain variables affect certain things of the turbine engine. We had to change certain variables throughout the simulation and see the effect they would have on our engine simulation. This was a very interesting experience and I learned many new things while doing it.

Airfoil Jenny Cleto W.T. White High School

Methods

Abstract

1.Start the PC and launch the FoilSim applet or FoilSim online version which can be found at http://www.grc.nasa. gov/WWW/K-12/airplane/foil3.html. 2..Design the airfoil to achieve the results given by your teacher. 3.Set the First Angle of Attack to -20O and the Final Angle of Attack to 20O and the Angle of Attack Step to 5O. Record the Cl and Cd for each angle of attack.

In this airfoil project we explored how the shape of the airfoil affects the way the air hits upon it. The arc of the airfoil is a very important variable to the whole structure.

Discussion In this experiment we first conducted a simulation. In this simulation we changed variables and one of them was the arc of the airfoil which affected the way the the air hit it. After the simulation we created our airfoil on inventor. Throughout this project it was a challenge to connect all the dots in the precise and specific order. After all of that i managed to get my airfoil just the way i wanted it and the project as a whole was a success.

Introduction Airfoils have a complex geometry designed to direct airflow. This velocity change results forces that affect aircraft performance. This can be simulated using a computer to provide an estimate of expected performance. In this activity you will design an airfoil to meet the design criteria.

Lower Camber

Upper Camber

Glider Jenny Cleto W.T. White High School

Methods 1. Participate in the teacher demonstration of the AERY software through active listening. Ask questions when the demonstrated technique is unclear. Record notes when you are unlikely to remember a particular technique. 2. Start the AERY software loaded on your PC or using the online version at the link:http://home.comcast.net/~estenson/aery/aery. htm. The software automatically initiates a new design.

Abstract In this project we experimented with different variables that resulted in making our glider fly or fail.

Introduction The AERY Glider Design Software package provides an easy to use interface for creating a glider design. The software package will perform the calculations required to predict the stability of flight for the designed glider and provide feedback on corrective actions to improve on this stability In this activity, you will gain familiarity with the AERY software interface and glider related terminology in preparation for designing, constructing, and testing a glider.

Discussion In this project there were many difficulties due to the many constraints that we had. Many of the variables were hard to follow because we could not exceed a certain amount and we still had to get our glider to fly. This project took me many tries before i actually got it to fly following all the constraints. After many tries I finally completed this project successfully.

Sizing up the Universe Jenny Cleto W.T. White High School

Methods 1. Go to the Smithsonian website to begin your space dimension simulation. http://www.smithsonianeducation. org/idealabs/universe/index.html 2. Answer the questions and view the information in this selfdirected resource. 3. Print the screen for step 7, which will simulate the orbit of Pluto. 4. Print the screen for step 12, which will simulate the relative size of the Milky Way galaxy.

Discussion Introduction The distance between objects in space is difficult to imagine. We commonly measure distance on Earth in inches, feet, and miles. The scale of outer space is so great that it requires a different unit of measure: the light-year. A light-year is the distance that light travels in one year, about 6 trillion miles. The purpose of this activity is to gain an appreciation for the enormous dimensions of space.

This project was very interesting to work in. Although there weren’t many challenges faced in order to complete it successfully, There were some thing that made you think. It was very interesting to see all the size comparisons, it showed me how immensely big the world we live in is. The videos shown were very interesting also.

Space Law Jenny Cleto W.T. White High School

Methods 1. Choose a space law case that resulted in a judgment. 2. Research and prepare a presentation describing at least the following information: a. The span of dates involved. b. The countries and companies were involved. c. The major influences on the decision. d. Potential outcomes if space law did not exist. 3. Present your research to the class.

Discussion Introduction Space law was developed to develop space for the good of humankind. This resource is protected and its development is coordinated through a system of agreements between many nations and disputes are resolved through the application of Space Law. In this project you will research and report on a space law topic.

In this project i searched for a space law case and found the court case United States v. Causby. This court case occured in 2012 when an a nearby airport had airplanes landing and the chaotic noise from them caused the chickens to panic and eventually led them to their death. This debate started way back in 1948, when other owners experienced the same thing. Overall the ruling decided that the owner was correct and the government gave him a compensation. This was due to the fact that the planes had to fly above a certain distance and the weren’t. Overall, the owners of a certain piece of land don't own all that is above them, but technically they do to a certain distance.