Free Essay

Air Foil Lab

In:

Submitted By aqaaqa
Words 4652
Pages 19
Abstract:
In this experiment, the use of a scale model airfoil section of an aircraft wing will be analyzed in a wind tunnel. The basic physical laws of engineering and science shall be applied to verify and to understand the principles of flight. A dimensional analysis will be applied to the model airfoil to represent a full-scale wing prototype. The basics of aerodynamics, as applied to standard NACA airfoil configurations, shall be applied to establish performance data regarding lift, drag and stall with respect to the various angles attack demonstrated throughout the experiment at a number of air speeds.
It should be noted that the Cessna 152 trainer aircraft uses a NACA 2412 airfoil, which is slightly thinner than the NASA 2415 airfoil currently available in this laboratory. Other airfoil models used in this laboratory include the NACA 4415 (normally used on the Lake Amphibious aircraft) and the NACA 0015 (used on helicopter blades and some acrobatic aircraft). The NACA 4415 is a very high lift airfoil designed to lift aircraft out of water quickly.

Table of Content

Abstract………..........................................................................................................................ii

1. Introduction....................................................................................................................4 2. Theory............................................................................................................................5 3. Results and Discussion.................................................................................................6,7 4. Conclusions………………………..............................................................................8,9 5. Appendix.......................................................................................................................10 6. References.....................................................................................................................19

LIST OF FIGURES

1. Figure 1: Airfoil nomenclature………………….............................................................5 2. Figure 2: Wind Tunnel ……………….………………..…………………….…....…….6 3. Figure 3: Drag, lift and angle of attack ………………………….………….…....……..6 4. Figure 4: Upper and lower pressure coefficient using chord position.............................10 5. Figure 5: Graph showing lift force from different AOA…………………………….....11

LIST OF TABLES

1. Table 1: Distance of pressure sensing port and X/C ratio………………….…………13 2. Table 2: Surface area of upper and lower ports………..……………………………...13 3. Table 3: Upper Lift force at 789 RPM…………………………………………….......14 4. Table 4: Lower lift force at 789 RPM…………...……………………….…………....14 5. Table 5: Upper lift force at 1168 RPM………...…….…………………………….….15 6. Table 6: Lower lift force at 1168 RPM …………………………………….…....…....15 7. Table 7: Upper lift force at 1300 RPM……………………………………...………...16 8. Table 8: Lower lift force at 1300 RPM…………………………….......…....…...…...16 9. Table 9: Pressure coefficients of upper pin at 3 wind velocities…………….………..17 10. Table 10: Lower pressure coefficient at 3 wing velocities………………….….……..18 11. Total lift force at different velocity……………………….……….......…....….……..18

Introduction:
In aerodynamics, researchers have tried to find the most efficient way to produce the highest lift in an aircraft while reducing the drag generated on the wing. By studying the wing in two parts, (1) the cross sectional area of an airfoil and (2) the modification of the airfoil properties along the finite wing, researchers are able to produce the maximum lift while achieving minimum drag. To test the airfoil wing, a scale model aircraft wing is tested using a wind tunnel that allows air to flow over the wing. Using the various flow velocities produced across a certain area of the wing, the pressure difference over that segment will help us calculate the amount of lift produced by the wing. This lab experiment will help understand the governing phenomena of the lift and drag on an aircraft foil and how these forces are differently affecting the wind velocity and angle of attach of the airfoil. By being able to calculate these forces and perform dimensional analysis, research engineers are able to use small prototypes to better understand how a full size aircraft will perform under these actual wind conditions.

Theory:
An airfoil consists of some dimensional nomenclature such as chord, chord line, mean camber line, camber, thickness, leading edge and trailing edge (Figure 1). The airfoil used for this experiment is a prototype of NACA 4415 which has a chord length of 42 inches (1). Due to the high cost of testing full size airfoils, the experiment uses a miniature scaled model of NACA 4415 with a chord length of 6 inches. This model has a scale factor of 7 by using the equation
S= CModel CPrototype [1] where S is the scale factor, CModel (in) is the chord length of the model and CPrototype (in) is the chord length of the prototype. This scale factor shows how large the prototype is compared to its model.

Figure 1: Airfoil nomenclature

Moreover, the scale factor (S) is used for finding the aerodynamic wing area of the model AModel (in^2) using the equation AModel= APrototype S2 [2] where APrototype (in ^2) is the wing area of the prototype. Another important parameter associated with the model scale is the lift force
LModel = LPrototypeS [3]
Where LModel (lbf) is the lift force of the model, LPrototype (lbf) is the lift force of the prototype and S is the scale factor.
The modeled NACA 4415 airfoil is placed inside a wind tunnel, FLOTEK 1440 (Figure 2), to simulate air velocity, from which pressure measurements are recorded. The wind tunnel generates various air speeds through the entrance cone into the test section by a variable speed fan. The air velocity through the test section had a variable up to 132 fps (40m/s).The test section has clear acrylic side walls and top to give a clear observation of the test in progress. The airfoil has a series of 16 Pitot tubes that are connected to 16 venturis. A Pitot tube is stationed at the front end of the test section to directly sense the static and total pressure of airflow. The Pitot tube was connected to a manometer to measure the pressure difference between its static and total pressure ports, providing a measure of the velocity pressure.

Figure 2: Wind Tunnel

Using the air flow of the wind tunnel, the speed of the moving airfoil is simulated. This speed creates two forces: lift force L and drag force D which is crucial to the flight of an aircraft. These two forces are related to the angle of attack α and relative wind velocity V (Figure 3).

Figure 3: Drag, lift and angle of attack

The relations for Lift and Drag forces have been developed and are written as functions of pressure, area, and lift or drag coefficients as
L = 12p∞ V2 ACl [4] where CL is the lift coefficient. The drag force is defined by
D = pv A Cd [5] where Cd is the drag coefficient.
The pressure exerted on the airfoil plays an important role in determining the lift. Therefore, it is important to establish a relationship between the pressures on different points of the surface. A new parameter, called the pressure coefficient (Cp), relates the pressure at different locations by
Cp = p-p∞12 p∞ V∞2 [6] where p∞ represents the air flow density.
In order to obtain the total lift produced by the airfoil, the pressure exerted on the top surface will be recorded as well as its airfoil area. The same procedure will be done for the lower or bottom surface of the airfoil and the difference between these two lifts will provide the net lift and the following equations can be derived:

Lus=P1A1+ P2A2+P3A3+ ……PnAn [7]
Lls=Pn+1An+1+ Pn+2An+2+Pn+3An+3+ ……Pn+mAn+n [8]
L=Lls-Lus [9]

where Lls (lbf) is the lift force of the lower surface, Lus (lbf) is the lift force of the upper surface, n is the number of pressure taps on the upper surface and m is the number of pressure taps on the lower surface.

Results and Discussion:
Table 1 shows the measurement of the upper eight measuring ports and lower eight measuring ports from the leading edge of the airfoil. The upper face of the airfoil has a total length of 6.55 inches with 8 Pitot tube ports located horizontally at the middle of the airfoil. Likewise, the lower side of the airfoil consists of 8 Pitot tube ports located horizontally at the middle of the airfoil (Table 1). Table 1 provides the ratio of length of the port with the chord length ranging from .042 for first port to .8 for the eighth port. Using the ratio from table 1, the surface area associated with each pressure sensing port on the airfoil is calculated (Table 2). Upper surface of the airfoil consists of surface area of 24.15 in^2 and whereas the lower surface has a surface area of 28.437 in^2. Moreover, using the surface area associated with individual ports, the lift force at individual ports is calculated using equation 7. This consists of summing all the individual lift forces from each port. The total lift force is then calculated by summing all the upper and lower lift force. Table 3 has all the airfoil pressure at different port with an angle of attack at -10, -6, -4, 0, 4, 6, 8, and 10 degrees. Table 4 shows the calculated lower surface lift force for individual ports and the sum of all the force that is acting downwards. This procedure continues for Table 5, 6, 7 and 8; however, the calculations are recorded for wind velocity of different magnitude. Wind velocities of 49.44, 73.03 and 81.66 ft/sec are used in this experiment. Further, two tables (Table 9 and 10) are constructed to establish the pressure coefficient (Cp) for each angle of attack (AOA) and to obtain the average pressure coefficient for each angle of attack. Finally, Table 11 shows the total lift force at various wing velocities. This total lift force is obtained by adding the total lift forces at the upper and lower surface of the airfoil.
Figure 4 shows the average pressure coefficient (Cp) of various angles of attack graphed relative to the chord position of different pins. Average pressure coefficient at the upper airfoil increased exponentially to the chord position, whereas the average pressure coefficient decreased exponentially with the chord position. The magnitude of the lift force varies with different wing velocities as shown in Figure 4. Figure 4 compares all three wind velocities of 49.44 (789 RPM), 73.03 (1168 RPM) and 81.66 (1300 RPM) ft/sec with the lift force generated. Lift force of the airfoil ultimately decreases from an AOA at -10 degrees to 10 degrees. However, comparing the neighboring angles along this range, the figure shows an increase in magnitude of lift force before it reaches the lower lift force at a positive 10 degree angle.
Conclusion:
This experiment demonstrated the aerodynamic forces of lift and drag that act on an airfoil. These forces occurred when airflow was introduced to the area around the model airfoil being tested in the wind tunnel. As a result, the drag and lift characteristics for the model airfoil were successfully measured and analyzed. The variation in measurements for each angle of attack may have occurred because errors in the design of the experiment. Various tubes were also not able to accurately read the displacement of fluid so proper analysis wasn’t able to be done on the pressure forces on certain cross sectional areas. Typically, airfoils intended for wind tunnel experimentation are constructed by computer controlled machines to ensure smooth and even surfaces with buildings large enough for the capacity of even the biggest airfoil wing from a plane. As this airfoils measurement was done by hand it was difficult to gauge measurements and produce proper geometries. Another error was involved with the pressure measurement using the Pitot tubes. Future work could use a wind tunnel designed specifically for airfoil testing so that a better measurement system could be devised, and the angle of attack and airflow velocity could be varied. A proper means of inspecting the airfoil for proper measurements would be useful as well.

Appendix
List of Figures

Figure 4: Upper and lower pressure coefficient using chord position

Figure 5: Graph showing lift force from different AOA

List of Tables

Table 5: Distance of pressure sensing port and X/C ratio Upper Ports (Xu) | Lower Ports (XL) | Port | X location (in) | X/C, c=6 | Port | X location (in) | X/C, c=6 | XU1 | 0.25 | 0.042 | XL1 | 0.25 | 0.042 | XU2 | 0.625 | 0.104 | XL2 | 0.625 | 0.104 | XU3 | 1.075 | 0.179 | XL3 | 1.025 | 0.171 | XU4 | 1.575 | 0.263 | XL4 | 1.525 | 0.254 | XU5 | 2.2 | 0.367 | XL5 | 2.025 | 0.338 | XU6 | 3.075 | 0.513 | XL6 | 2.9 | 0.483 | XU7 | 4.075 | 0.679 | XL7 | 3.9 | 0.65 | XU8 | 5.175 | 0.863 | XL8 | 5 | 0.833 | UEdge | 6.55 | 1.092 | LEdge | 6.25 | 1.042 |

Table 6: Surface area of upper and lower ports Upper Port (Xu) | Lower Port (XL) | Port | X/C, c=6 | Area(in^2) | Port | X/C, c=6 | Area(in^2) | XU1 | 0.042 | 0.4375 | XL1 | 0.042 | 0.4375 | XU2 | 0.104 | 0.85 | XL2 | 0.104 | 0.825 | XU3 | 0.179 | 0.875 | XL3 | 0.171 | 1.275 | XU4 | 0.263 | 1.8875 | XL4 | 0.254 | 1.775 | XU5 | 0.367 | 2.6375 | XL5 | 0.338 | 3.775 | XU6 | 0.513 | 3.575 | XL6 | 0.483 | 3.4 | XU7 | 0.679 | 4.625 | XL7 | 0.65 | 4.45 | XU8 | 0.863 | 5.8625 | XL8 | 0.833 | 5.625 | UEdge | 1.092 | 3.4 | LEdge | 1.042 | 6.875 | Total | | 24.15 | | | 28.4375 |

Table 7: Upper Lift force at 789 RPM Velocity @ 789 RPM | Xu/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Lu (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | -0.004 | 0.004 | 0.007 | 0.036 | 0.045 | 0.061 | 0.069 | 0.072 | 0.438 | 0.127 | 0.104 | -0.009 | 0.005 | 0.011 | 0.025 | 0.036 | 0.045 | 0.045 | 0.051 | 0.850 | 0.177 | 0.179 | -0.022 | -0.018 | -0.018 | -0.018 | -0.018 | -0.018 | -0.018 | -0.018 | 0.875 | -0.130 | 0.263 | 0.005 | 0.018 | 0.018 | 0.025 | 0.032 | 0.036 | 0.036 | 0.036 | 1.888 | 0.390 | 0.367 | 0.007 | 0.016 | 0.018 | 0.023 | 0.027 | 0.027 | -0.004 | -0.004 | 2.638 | 0.294 | 0.513 | 0.009 | 0.014 | 0.018 | 0.022 | 0.022 | 0.018 | 0.018 | 0.018 | 3.575 | 0.497 | 0.679 | 0.012 | 0.011 | 0.014 | 0.014 | 0.014 | 0.014 | 0.009 | 0.009 | 4.625 | 0.456 | 0.863 | 0.004 | 0.009 | 0.007 | 0.009 | 0.007 | 0.007 | 0.007 | 0.007 | 5.863 | 0.339 | Edge | | | | | | | | | 3.400 | | TOTAL | | | | | | | | | 24.150 | 2.150 |

Table 8: Lower lift force at 789 RPM Velocity @ 789 RPM | Xl/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Ll (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | 0.040 | 0.018 | 0.007 | -0.014 | -0.018 | -0.018 | -0.018 | -0.018 | 0.438 | -0.009 | 0.104 | 0.027 | 0.022 | 0.016 | 0.000 | -0.009 | -0.014 | -0.018 | -0.016 | 0.825 | 0.006 | 0.171 | 0.022 | 0.014 | 0.009 | 0.000 | -0.004 | -0.011 | -0.014 | -0.014 | 1.275 | 0.002 | 0.254 | 0.007 | 0.009 | 0.007 | 0.000 | -0.004 | -0.007 | -0.011 | -0.011 | 1.775 | -0.016 | 0.338 | 0.004 | 0.007 | 0.005 | 0.000 | 0.000 | -0.004 | -0.007 | -0.009 | 3.775 | -0.017 | 0.483 | 0.000 | 0.004 | 0.004 | 0.000 | 0.000 | -0.002 | -0.004 | -0.007 | 3.400 | -0.018 | 0.650 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | -0.004 | -0.004 | 4.450 | -0.032 | 0.833 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 5.625 | 0.000 | Edge | | | | | | | | | 6.875 | 0.000 | TOTAL | | | | | | | | | 28.438 | -0.085 |
Table 9: Upper lift force at 1168 RPM Velocity @ 1168 RPM | Xu/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Lu (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | -0.054 | -0.036 | -0.018 | 0.009 | 0.112 | 0.108 | 0.171 | 0.181 | 0.438 | 0.207 | 0.104 | -0.022 | 0.000 | 0.018 | 0.036 | 0.090 | 0.099 | 0.117 | 0.119 | 0.850 | 0.390 | 0.179 | -0.005 | -0.051 | -0.051 | -0.045 | -0.040 | 0.004 | -0.054 | -0.045 | 0.875 | -0.251 | 0.263 | 0.014 | 0.029 | 0.004 | 0.051 | 0.072 | 0.072 | 0.072 | 0.072 | 1.888 | 0.729 | 0.367 | -0.004 | 0.007 | -0.004 | -0.004 | -0.004 | -0.004 | -0.004 | 0.054 | 2.638 | 0.105 | 0.513 | 0.018 | 0.027 | 0.036 | 0.036 | 0.043 | 0.005 | 0.043 | 0.036 | 3.575 | 0.874 | 0.679 | 0.014 | 0.018 | 0.020 | 0.027 | 0.027 | 0.027 | 0.022 | 0.022 | 4.625 | 0.818 | 0.863 | 0.007 | 0.009 | 0.009 | 0.009 | 0.011 | 0.009 | 0.009 | 0.007 | 5.863 | 0.413 | Edge | | | | | | | | | 3.400 | | TOTAL | | | | | | | | | 24.150 | 3.284 | Table 10: Lower lift force at 1168 RPM Velocity @ 1168 RPM | Xl/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Ll (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | 0.108 | 0.054 | 0.022 | 0.004 | -0.045 | -0.047 | -0.060 | -0.045 | 0.438 | -0.004 | 0.104 | 0.072 | 0.054 | 0.040 | 0.022 | -0.022 | -0.032 | -0.036 | -0.043 | 0.825 | 0.045 | 0.171 | 0.043 | 0.036 | 0.027 | 0.018 | -0.014 | -0.018 | -0.027 | -0.032 | 1.275 | 0.041 | 0.254 | 0.027 | 0.025 | 0.018 | 0.009 | -0.011 | -0.014 | -0.022 | -0.027 | 1.775 | 0.010 | 0.338 | 0.018 | 0.014 | 0.014 | 0.007 | -0.011 | -0.011 | -0.018 | -0.022 | 3.775 | -0.027 | 0.483 | 0.009 | 0.007 | 0.007 | 0.004 | -0.007 | -0.011 | -0.014 | -0.018 | 3.400 | -0.080 | 0.650 | 0.000 | 0.000 | 0.000 | 0.000 | -0.007 | -0.007 | -0.011 | -0.016 | 4.450 | -0.185 | 0.833 | 0.000 | 0.000 | 0.000 | 0.000 | -0.007 | -0.007 | -0.009 | -0.011 | 5.625 | -0.193 | Edge | | | | | | | | | 6.875 | 0.000 | TOTAL | | | | | | | | | 28.438 | -0.393 | Table 11: Upper lift force at 1300 RPM Velocity @ 1300 RPM | Xu/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Lu (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | -0.051 | -0.022 | -0.004 | 0.065 | 0.155 | 0.199 | 0.235 | 0.235 | 0.438 | 0.355 | 0.104 | -0.018 | 0.018 | 0.032 | 0.083 | 0.126 | 0.144 | 0.162 | 0.155 | 0.850 | 0.598 | 0.179 | -0.047 | -0.047 | -0.047 | -0.054 | -0.018 | -0.054 | -0.054 | 0.036 | 0.875 | -0.250 | 0.263 | 0.018 | 0.047 | 0.054 | 0.087 | 0.105 | 0.105 | 0.108 | 0.099 | 1.888 | 1.175 | 0.367 | 0.029 | 0.051 | 0.058 | 0.083 | 0.090 | 0.090 | 0.087 | 0.079 | 2.638 | 1.495 | 0.513 | 0.029 | 0.043 | 0.051 | 0.065 | 0.065 | 0.061 | 0.054 | 0.051 | 3.575 | 1.497 | 0.679 | 0.025 | 0.036 | 0.040 | 0.040 | 0.040 | 0.032 | 0.029 | 0.022 | 4.625 | 1.219 | 0.863 | 0.018 | 0.018 | 0.018 | 0.018 | 0.014 | 0.014 | 0.011 | 0.014 | 5.863 | 0.741 | Edge | | | | | | | | | 3.400 | | TOTAL | | | | | | | | | 24.150 | 6.831 | Table 12: Lower lift force at 1300 RPM Velocity @ 1300 RPM | Xl/C | Airfoil pressure P (lb/in^2) at various angle of attack | Pin SA (in^2) | Lift force Ll (lb) | | -10° | -6° | -4° | 0° | 4° | 6° | 8° | 10° | | | 0.042 | 0.144 | 0.054 | 0.022 | -0.040 | -0.029 | -0.065 | -0.065 | -0.061 | 0.438 | -0.017 | 0.104 | 0.101 | 0.058 | 0.025 | 0.007 | -0.025 | -0.043 | -0.051 | -0.054 | 0.825 | 0.015 | 0.171 | 0.054 | 0.040 | 0.029 | 0.011 | -0.014 | -0.029 | -0.032 | -0.036 | 1.275 | 0.028 | 0.254 | 0.040 | 0.029 | 0.022 | 0.007 | -0.011 | -0.022 | -0.025 | -0.032 | 1.775 | 0.013 | 0.338 | 0.032 | 0.022 | 0.014 | 0.004 | -0.011 | -0.018 | -0.022 | -0.029 | 3.775 | -0.027 | 0.483 | 0.018 | 0.014 | 0.011 | 0.004 | -0.007 | -0.014 | -0.022 | -0.022 | 3.400 | -0.061 | 0.650 | 0.011 | 0.007 | 0.004 | 0.000 | -0.007 | -0.014 | -0.018 | -0.018 | 4.450 | -0.161 | 0.833 | 0.004 | 0.004 | 0.000 | -0.004 | -0.007 | 0.032 | -0.014 | -0.144 | 5.625 | -0.731 | Edge | | | | | | | | | 6.875 | 0.000 | TOTAL | | | | | | | | | 28.438 | -0.942 | Table 13: Pressure coefficients of upper pin at 3 wind velocities | | Upper Pressure Coefficient (Cp) at Various AOA | Xu/C | Wind Velocity (ft/sec) | -10 | -6 | -4 | 0 | 4 | 6 | 8 | 10 | 0.042 | 49.446 | -1.183 | -0.817 | -0.634 | 0.832 | 1.291 | 2.115 | 2.482 | 2.665 | | 73.037 | -3.749 | -2.832 | -1.916 | -0.542 | 4.681 | 4.497 | 7.704 | 8.162 | | 81.658 | -3.565 | -2.099 | -1.183 | 2.298 | 6.880 | 9.079 | 10.911 | 10.911 | 0.104 | 49.446 | -1.458 | -0.771 | -0.450 | 0.283 | 0.832 | 1.291 | 1.291 | 1.565 | | 73.037 | -2.099 | -1.000 | -0.084 | 0.832 | 3.581 | 4.039 | 4.956 | 5.047 | | 81.658 | -1.916 | -0.084 | 0.649 | 3.215 | 5.414 | 6.330 | 7.246 | 6.880 | 0.179 | 49.446 | -2.099 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | | 73.037 | -1.275 | -3.565 | -3.565 | -3.291 | -3.016 | -0.817 | -3.749 | -3.291 | | 81.658 | -3.382 | -3.382 | -3.382 | -3.749 | -1.916 | -3.749 | -3.749 | 0.832 | 0.263 | 49.446 | -2.099 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | -1.916 | | 73.037 | -0.267 | 0.466 | -0.817 | 1.565 | 2.665 | 2.665 | 2.665 | 2.665 | | 81.658 | -1.916 | -0.084 | 0.649 | 3.215 | 5.414 | 6.330 | 7.246 | 6.880 | 0.367 | 49.446 | -0.771 | -0.084 | -0.084 | 0.283 | 0.649 | 0.832 | 0.832 | 0.832 | | 73.037 | -1.183 | -0.634 | -1.183 | -1.183 | -1.183 | -1.183 | -1.183 | 1.749 | | 81.658 | -3.382 | -3.382 | -3.382 | -3.749 | -1.916 | -3.749 | -3.749 | 0.832 | 0.513 | 49.446 | -0.656 | -0.175 | -0.084 | 0.191 | 0.374 | 0.374 | -1.183 | -1.183 | | 73.037 | -0.084 | 0.374 | 0.832 | 0.832 | 1.199 | -0.771 | 1.199 | 0.832 | | 81.658 | -0.084 | 1.382 | 1.749 | 3.398 | 4.314 | 4.314 | 4.497 | 4.039 | 0.679 | 49.446 | -0.542 | -0.267 | -0.084 | 0.099 | 0.099 | -0.084 | -0.084 | -0.084 | | 73.037 | -0.267 | -0.084 | 0.008 | 0.374 | 0.374 | 0.374 | 0.099 | 0.099 | | 81.658 | 0.466 | 1.565 | 1.932 | 3.215 | 3.581 | 3.581 | 3.398 | 3.031 | 0.863 | 49.446 | -0.395 | -0.450 | -0.267 | -0.267 | -0.267 | -0.267 | -0.542 | -0.542 | | 73.037 | -0.634 | -0.542 | -0.542 | -0.542 | -0.450 | -0.542 | -0.542 | -0.634 | | 81.658 | 0.466 | 1.199 | 1.565 | 2.298 | 2.298 | 2.115 | 1.749 | 1.565 | Average Cp | | -1.337 | -0.796 | -0.588 | 0.241 | 1.294 | 1.373 | 1.569 | 2.043 |

Table 14: Lower pressure coefficient at 3 wing velocities | | Lower Pressure Coefficient (Cp) at Various AOA | Xl/C | Wind Velocity (ft/sec) | -10 | -6 | -4 | 0 | 4 | 6 | 8 | 10 | 0.042 | 49.446 | 1.016 | -0.084 | -0.634 | -1.733 | -1.916 | -1.916 | -1.916 | -1.916 | | 73.037 | 4.497 | 1.749 | 0.099 | -0.817 | -3.291 | -3.382 | -4.024 | -3.291 | | 81.658 | 6.330 | 1.749 | 0.099 | -3.016 | -2.466 | -4.298 | -4.298 | -4.115 | 0.104 | 49.446 | 0.374 | 0.099 | -0.175 | -1.000 | -1.458 | -1.733 | -1.916 | -1.825 | | 73.037 | 2.665 | 1.749 | 1.016 | 0.099 | -2.099 | -2.649 | -2.832 | -3.199 | | 81.658 | 4.131 | 1.932 | 0.283 | -0.634 | -2.283 | -3.199 | -3.565 | -3.749 | 0.171 | 49.446 | 0.099 | -0.267 | -0.542 | -1.000 | -1.183 | -1.550 | -1.733 | -1.733 | | 73.037 | 1.199 | 0.832 | 0.374 | -0.084 | -1.733 | -1.916 | -2.374 | -2.649 | | 81.658 | 1.749 | 1.016 | 0.466 | -0.450 | -1.733 | -2.466 | -2.649 | -2.832 | 0.254 | 49.446 | -0.634 | -0.542 | -0.634 | -1.000 | -1.183 | -1.366 | -1.550 | -1.550 | | 73.037 | 0.374 | 0.283 | -0.084 | -0.542 | -1.550 | -1.733 | -2.099 | -2.374 | | 81.658 | 1.016 | 0.466 | 0.099 | -0.634 | -1.550 | -2.099 | -2.283 | -2.649 | 0.338 | 49.446 | -0.817 | -0.634 | -0.771 | -1.000 | -1.000 | -1.183 | -1.366 | -1.458 | | 73.037 | -0.084 | -0.267 | -0.267 | -0.634 | -1.550 | -1.550 | -1.916 | -2.099 | | 81.658 | 0.649 | 0.099 | -0.267 | -0.817 | -1.550 | -1.916 | -2.099 | -2.466 | 0.483 | 49.446 | -1.000 | -0.817 | -0.817 | -1.000 | -1.000 | -1.092 | -1.183 | -1.366 | | 73.037 | -0.542 | -0.634 | -0.634 | -0.817 | -1.366 | -1.550 | -1.733 | -1.916 | | 81.658 | -0.084 | -0.267 | -0.450 | -0.817 | -1.366 | -1.733 | -2.099 | -2.099 | 0.65 | 49.446 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | -1.183 | -1.183 | | 73.037 | -1.000 | -1.000 | -1.000 | -1.000 | -1.366 | -1.366 | -1.550 | -1.825 | | 81.658 | -0.450 | -0.634 | -0.817 | -1.000 | -1.366 | -1.733 | -1.916 | -1.916 | 0.833 | 49.446 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | -1.000 | | 73.037 | -1.000 | -1.000 | -1.000 | -1.000 | -1.366 | -1.366 | -1.458 | -1.550 | | 81.658 | -0.817 | -0.817 | -1.000 | -1.183 | -1.366 | 0.649 | -1.733 | -8.330 | Average Cp | | 0.653 | 0.042 | -0.361 | -0.920 | -1.573 | -1.798 | -2.103 | -2.462 |

Table 15: Total lift force at different velocity Wing Velocity (RPM) | Total Lift force (lb) | 789 | 2.065 | 1168 | 2.892 | 1300 | 5.889 |
References

[1] Cengal, Y. A., & Ghajar, A. J. (2011). Heat and Mass Transfer. New York: Mc-Grawhill.
[2] Cladwell., E. A. (2005). McGrawHill Encyclopedia of Science and Technology. New York: McGraw Hill.
[3] Eberhardt, D. A. (2010). How Airplanes Fly: A physical Description of Lift. Wiley.
[4] Michael J Moran, H. N. (2009). Fundementals of Engineering Thermodyanmics. Chicago: Wiley.
[5] Incropera, Frank & De Witt, David. (1990) Fundamentals of Heat and Mass Transfer, 3rd ed., New York: Mc-Grawhill.

Similar Documents

Free Essay

Evals

...6 test tubes (10mm x 75 mm, for example), rimless is best 50 mL graduated cylinder Medium sized beaker (for waste) Test tube rack Metric rule 6 little squares of aluminum foil (about 4 cm by 4 cm) 100 mL beaker with 50 mL of 25% molasses solution 20 mL of yeast suspension Dropper Marking pen Masking tape Introduction to the Student Even cells as small as yeast cells need to obtain the energy to carry out life processes. Because yeast cells are so small, they do not require as much energy from their food as large multicellular organisms do. Yeast use a process called fermentation. What is fermentation? Fermentation is a way for cells to get energy without using oxygen. Small organisms can break down complex organic substances such as sugar into simpler ones and release the energy that is in the carbon-carbon bonds. The waste products of this process are molecules such as ethyl alcohol and lactic acid, as well as other. Human beings have known about fermentation for a long time. Food can be spoiled by fermentation, food can be made by fermentation, and muscle cells use fermentation to give us quick bursts of energy. Louis Pasteur in 19th century helped us understand that fermentation is the result of the action of small organisms such as yeast and bacteria. In this lab we will be using yeast cells. Yeast cells break...

Words: 1153 - Pages: 5

Premium Essay

Chem Lab

...lives on a daily basis. You find it by the air that you breathe in, the food that you eat, and every object that you can see or touch is a fundamental of Chemistry. Throughout this paper, I will describe why chemistry is important, what is beneficial, and what I found interesting. In order for me to purse my degree in Chemical Engineering, it was a must for me to take Chemistry 1411. First, it was a pre-requisite for the following Chemistry classes for me to take. Second, the basis of this class is a fundamental pertaining to my degree because they have to apply the principles of chemistry to design and operation of immense chemical manufacturing process. I chose this major because my grandfather inspired me from such a young age to be in this field. I can remember him doing all kinds of experiments in his office trying to test and discover things that really drew my interest to this major. My grandfather demonstrated the benefits of Chemistry and showed me how it is ever present in our every day life. He also taught me that Chemistry is always changing in our world around us and I want to be apart of this changing process and help the world benefit from Chemistry. I hope to see myself in a couple years being highly successful and enjoying working for a refinery as my grandfather did. I want to be able to support my family the best as possible, yet I also want to see myself loving what I do everyday and not get tired of it. In Lab #1 it was a recap of math skills that are...

Words: 1320 - Pages: 6

Premium Essay

Uv Light Effect and Repair Lab Report

...Lab Report 3: Effect of UV Light on Microbial Growth Kristin Holmes – April 2, 2013 PURPOSE: The purpose of this lab is to determine the effects of ultraviolet light on microbial growth and the effectiveness of the repair mechanisms of light repair and dark repair on UV damage. INTRODUCTION: Can Ultraviolet (UV) light be a viable form of sterilization and/or disinfection? This lab experiment will look to examine and answer that question. UV light is a form of electromagnetic radiation that is invisible to the human eye. It has a short wavelength and is considered high energy which allows it to pass through some materials. The biological effects are potentially devastating based on the length of exposure and the length of the wavelength exposed to. The reason UV light can be so detrimental is due to its effect on DNA and the mutations that can occur because of exposure. The absorbance of UV photons causes the formation of pyrimidine dimers; these in turn create challenges to DNA replication. While DNA repair mechanisms can remove these dimers, with increased exposure and/or repeated exposure as well as incomplete repair, DNA replication is not always exact. (Aishwariya) UV radiation is typically placed into one of three categories. UV-A radiation is the longest wavelength and has the least damaging effect. UV-B radiation is medium length and UV-C is the shortest wavelength. (Aishwariya) UV-A radiation can have long term effects; however the most damage, on the cellular level...

Words: 1625 - Pages: 7

Free Essay

Cheatpaper I

...Coal Mining |Table 1: pH of Water Samples | |Water Sample |Initial pH |Final pH (after 48 hours) | |Pyrite |7 |7 | |Activated Carbon |7 |7 | |Water |7 |7 | POST LAB QUESTIONS 1. Develop hypotheses predicting the effect of pyrite and coal (activated carbon) on the acidity of water? a. Pyrite hypothesis: After 48 hours, the pyrite sample will remain clear of fine particulates, with pyrite at bottom of beaker, and slight rise in pH level (positively charged hydrogen ion.) b. Coal (activated carbon) hypothesis: After 48 hours, the coal sample will display fine particulates and blackish coloration, with carbon on top and bottom of water in beaker. The pH level will be higher. Initial pH levels tested at 7 (see photos 1 & 2.) [pic] photo 1 [pic] photo 2 2. Based on the results of your experiment, would you reject or accept each hypothesis...

Words: 1136 - Pages: 5

Free Essay

Deposition Technique

...California Institute of Technology Physics 77 Vacuum Techniques and Thin Film Deposition Experiment 3 (October 2001) 1 Introduction Much of modern experimental physics is done under vacuum. Design and construction of vacuum apparatus is one of the most useful ”bread and butter” skills an experimentalist in condensed matter, atomic, or optical physics can have, and the subject of vacuum engineering is a vast one. This lab serves as an introduction to basic vacuum techniques and thin film growth, another often essential skill for condensed matter physicists. This lab is an optional prerequisite for Experiment 10, Condensed Matter Physics at Cryogenic Temperatures, for which you can grow your own samples for Weak Localization measurements if you choose. 2 Pressure and gas flow In vacuum work, pressures are almost always measured in millimeters of mercury, or torr. One torr is just the pressure necessary to support a column of mercury with a height of one millimeter. The conversion to units more familiar to readers of physics textbooks is 1atmosphere = 101kPa = 760torr There are two pressure regimes of interest to the scientist working with vacuum systems, and gases behave differently in each regime. The first, the viscous flow regime, describes the case where gas flows as a fluid, where the mean free path of the gas molecules is much smaller than the dimensions of the apparatus. The second, the molecular flow regime, describes the high-vacuum case, where the mean...

Words: 3525 - Pages: 15

Premium Essay

Water Contamination Lab

...Lab Report: Water Quality and Contamination Edward Minter Ashford University SCI 207: Dependence of Man on the Environment Lynn Carpenter Aug 10, 2015 Lab Report: Water Quality and Contamination Abstract The theory of common pollutants effects on groundwater was investigated and observed through the method of mirroring the wastewater treatment facilities filtration process. Groundwater quality was examined by testing contaminated elements surged into the water. The experiment study the effects of groundwater by evaluating water quality, water contamination, and quality of drinking water. Water quality is tarnished by pollutants resulting in contamination. Unfiltered ground water displayed the highest level of contamination. When groundwater is treated its quality improves. Dasani and Fiji bottled water preference was used. The data indicates groundwater quality is contaminated by common pollutants. Introduction This lab report explore vinegar, oil, and laundry detergent effects on groundwater. Considering most water contamination doesn’t just happen by itself. Water quality is a human problem because people willing or unwilling participate in the spread of pollution....

Words: 1599 - Pages: 7

Premium Essay

Task 3 Guidance Booklet: Chemical Store Management

...on how important the accuracy is on the measurements you are making and the degree of wear and tear the instrument is getting. These calibrations are generally made annually. It is hard to judge the performance of an instrument without a set of calibration results. Use of a centrifuge A centrifuge is a piece of equipment that puts an object in rotation around a fixed axis. The centrifuge works using the sedimentation principle, where the centripetal acceleration causes denser substances and particles to move outward in the radial direction. At the same time, objects that are less dense are displaced and move to the centre. Lab staff will need to be trained how to use this and will also need to know what to do in the event of a...

Words: 1661 - Pages: 7

Premium Essay

Environmental Sciences

...Extension Rd, Santa Cruz, Trinidad | 4 | Site 4:Mt Hololo Rd Santa Cruz, Trinidad | 5 | Lab Reports | | Lab 1:Dissolved Oxygen and Biological Oxygen Demand | 7 | Lab 2:Total Suspended Solids | 10 | Lab 3:Total Dissolved Solids | 12 | Lab 4:Macro Invertebrate Fauna | 14 | Final Report | | Problem Statement, Objectives | 17 | Methods of Data Collection | 18 | Literature Review | 19 | Presentation and Analysis of Data | 20 | Discussion of Findings | 22 | Conclusions | 23 | Recommendations | 23 | Bibliography | 24 | Site Number: 1 Date: 28/11/13 Site: Reservoir Road, Santa Cruz, Trinidad (Control site – Furthest Upstream) Objective(s): To investigate a section of the river with little or no human impact to use as a control site. Activities: The class arrived at site 1 around 9:15am. Observations of the riverbed, the water itself, human influences and both flora and fauna were made. Also the temperature, depth, width, turbidity and rate of flow of the water were measured. Water samples for later analysis of total suspended solids, total dissolved solids and biological oxygen demand were collected. Upstream of the site a sample of water was collected to perform a dissolved oxygen test which was done at the site as seen in the dissolved oxygen lab report. After all the...

Words: 7190 - Pages: 29

Premium Essay

Science Lab

...Environmental Science Table of Contents Lab 2 Water Quality and Contamination 21 Water Quality and Contamination Concepts to Explore • Usable water • Ground water contaminates • Ground water • Water treatment • Surface water • Drinking water quality Figure 1: At any given moment, 97% of the planet’s water is in the oceans. Only a small fraction of the remaining freshwater is usable by humans, underscoring the importance of treating our water supplies with care. Introduction It is no secret that water is one of the most valuable resources on planet Earth. Every plant and animal requires water to survive, not only for drinking, but also for food production, shelter creation and many other necessities. Water has also played a major role in transforming the earth’s surface into the varied topography we see today. While more than 70% of our planet is covered in water, only a small percent of this water is usable freshwater. The other 99% of the water is composed primarily of salt water, with a small percentage being composed of 23 Water Quality and Contamination glaciers. Due to the high costs involved in transforming salt water into freshwater, the Earth’s population survives off the less than 1% of freshwater available. Humans obtain freshwater from either surface water or groundwater. Surface water is the water that collects on the ground as a result of precipitation. The water that does not evaporate back...

Words: 4071 - Pages: 17

Premium Essay

Oxalate Lab

...Dr. Hjorth-Gustin Chemistry 201 Lab November 8th, 2010 Synthesis and Analysis of Iron(III) Oxalate Complex Discussion This experiment initially involved the synthesis of an iron (III) oxalate complex with the general formula Kw[Fex(C2O4)y] zH2O. The variables x, y, and z were determined through the duration of the entire experiment. Part 1 involves the synthesis of an iron (III) oxalate complex. The iron is first presented in its Fe2+ form, so it must first be oxidized to Fe3+ before the oxalate ion will readily bind to it. Hydrogen peroxide is the oxidant of choice: 2Fe2+ (aq) + H2O2 (l) + 2H+ (aq) ---> 2Fe3+ (aq) + 2H2O (l), in acidic solution. The oxalate ion is then free to coordinate to the Fe3+ ion, forming a complex of Fe(C2O4). The oxalate ion is the conjugate base of the weak oxalic acid, H2C2O4. In the synthesis of the iron (III) oxalate complex, 0.8668g of the final lime-green crystals were obtained. The average percent of C2O4 was 59.00% and the theoretical yield was 53.74%. With this, the percent error came out to 9.79%. The percentage of Fe(III) in the green crystal obtained was 14.5%. Theoretically, it should have been around 10%. This lack of accuracy was quite difficult to recognize considering the calculations were approved by the professor but may have been due to incorrectly preparing the buffer. Apart from the usual human-mediated errors in the measuring and distribution of chemicals and in the readings of instrumental...

Words: 607 - Pages: 3

Premium Essay

Vocabulary on Edgar Allan Poe the Raven

...|Lesson Synopsis: | This unit develops an understanding of electrostatics by the use of demonstrations, simulations, and modeling. The general theme is that the current model of matter consisting of electrically neutral atoms composed of charged particles is integral to the understanding of electrical forces. The lesson begins with traditional activities of charging objects by friction and comparing electrostatic forces to magnetostatic forces. The traditional experiments are explained in terms of the model of an atom, and the “attract and repel force rules” are explored and expanded. Devices to create, store, and measure charge are utilized in experiments. The formal theory of Coulomb’s law is introduced, and problems are assigned utilizing that theory. Elements of the historical development of electrostatics and planetary model of the atom are researched, and students have an assignment describing contributions of historically important scientists. Additional concepts of electric fields, potential difference, and properties of conductors and insulators are developed through experiment, demonstration, and discussion. TEKS: |P.5 |The student knows the nature of forces in the physical world. The student is expected to: | |P.5A |Research and describe the historical development of...

Words: 7361 - Pages: 30

Premium Essay

Ti Turning

...Minex Introducing itself as one of the pioneers, Minex organization is based in India. Minex is an ISO 9001-2008 certified company serving Aluminum, Iron & Steel Industries & Non-Ferrous Industries for 30 years. The company is in operation since 1984 and has 3 operating plants in Central India, in the vicinity of Nagpur. In the past decade, Minex has emerged as a benchmark in providing total alloying solutions making it a $100 million company. The following products are regularly being used by reputed foundry industries: IRON FOUNDRIES: Ferro Silicon Magnesium Alloys for S.G. Iron production. Barium, Strontium, Calcium and Zirconium based inoculants. Nickel Magnesium Alloys. Rare Earth and Mischmetal Cored wires for S.G.Iron production, inoculating wires of various specifications for S.G. Iron production.Minex Wire Injection system for injection of Ferro Silico Magnesium cored wires and Inoculants cored wires. STEEL FOUNDRIES: Ferro, Aluminum Ferro, Silico, Calcium Ferro, Titanium Ferro, & Zirconium Cored Wires. ALUMINUM FOUNDRIES: Titanium, Boron, Aluminum, Aluminum-Boron, Iron Tablets. Aluminum-Chromium, Aluminum-Strontium, Aluminum-Iron Cored Wire Injection System. In the field of Cored Wire Feeder and Cored Wire, Minex is pioneer in this part of the world, having introduced this technology during the Eighties, initially with Wire Feeder and Metallurgical Cored Wires. Minex has installed, provided technological support and evolved Wire Injection...

Words: 6411 - Pages: 26

Free Essay

Science Experiment

...Abstract There is strong interest in "going green," including using products that cause less environmental damage when they are disposed of. In this environmental sciences project, you will compare the toxicity of "green" and conventional liquid detergents using worms as test organisms. Objective The objective of this environmental sciences project is to determine if green detergents are safer for the environment than conventional detergents. Introduction Reduce, reuse, recycle. These are typically known as the three R's of the environment. Every year, Americans throw away billions of containers and other packaging materials that end up in landfills. Reducing the amount of waste you produce is one way to help the environment. Another way to help the environment is to recycle. Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made out of materials that can be recycled. Recycled items are put through a process that makes it possible to create new products out of the materials that come from the old ones. Reusing is another way to help protect the environment. The idea is simple: instead of throwing things away, try to find ways to use them again. The use of grey water to irrigate plants is an example. Grey water is the water produced by showering, cleaning clothes, washing dishes, etc. It does not include human waste (that is called black water, and is not safe to use for irrigation). Clearly, if grey water is to be used for growing...

Words: 1886 - Pages: 8

Premium Essay

Photosynthesis Lab Report

...Laboratory Report: Photosynthesis Patrick McInerney Life Science Lab (sec. 801) 10:00-11:50 Mondays March 11, 2011 Contents Introduction Page 3 Procedure and Results Page 4 Data Results Page 6 Explanations and Conclusions Page 7 References Page 8 Photosynthesis Questions and Answers Page 9 I. Introduction Why do we care about photosynthesis? Photosynthesis is not only important to the survival of plants, but to the existence of most of life on Earth. Green plants are a vital part of the circle of life because they ultimately provide food for consumers (organisms that rely on eating other organisms, like plants) to survive. Photosynthesis is also important in the exchange of carbon dioxide to oxygen, 2 very important inorganic compounds needed for all life forms. Process of photosynthesis: Heterotrophs, like fungi and animals, must consume to survive, but autotrophs, like plants, algae, and cynobacteria, make their own food. In other words, plants do not grow from absorbing nutrients from the soil, but they also use the process of photosynthesis to make food. Plants “breath in” carbon dioxide (a raw material for photosynthesis) through small openings in their leaves, called stomata. Stomata are responsible delivering carbon dioxide to mesophyll cells. The roots of plants absorb water into a vascular tissue, which travels up to the plant’s leaves. Then the water and carbon...

Words: 2640 - Pages: 11

Free Essay

Alloy

...[pic] • What is an alloy? An alloy is a mixture or metallic solid solution composed of two or more elements. Complete solid solution alloys give single solid phase microstructure, while partial solutions give two or more phases that may or may not be homogeneous in distribution, depending on thermal (heat treatment) history. Alloys usually have different properties from those of the component elements. Alloy constituents are usually measured by mass. Alloys are usually classified as substitutional or interstitial alloys, depending on the atomic arrangement that forms the alloy. They can be further classified as homogeneous, consisting of a single phase, heterogeneous, consisting of two or more phases, or intermetallic, where there is no distinct boundary between phases Examples: • Bronze (tin, aluminium or other element) • Aluminium bronze (aluminium) • Arsenical bronze • Florentine bronze (aluminium or tin) • Gunmetal (tin, zinc) • Glucydur • Phosphor bronze (tin and phosphorus) • Ormolu (Gilt Bronze) (zinc) • Speculum metal (tin) [pic] 1. Steel Composition: (Iron and other metals such as carbon) Properties: Hard, Less Ductile & have high Tensile Strength. Applications: Steel is used widely in the construction of roads, railways, other infrastructure, appliances, and buildings. Most large modern structures, such as stadiums and skyscrapers, bridges, and airports, are supported by...

Words: 1286 - Pages: 6