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Concept Aircraft - Contenido educativo

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Subido el 28 de mayo de 2007 por EducaMadrid

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NASA Connect Segment explaining the new concept aircraft in development known as the blended wing body. The video explains how engineers and scientists uses geometry to help with development.

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Okay, let's review. 00:00:00
So far we've learned how NASA engineers use geometry and algebra, flow visualization and 00:00:02
glowing paints to help them create more aerodynamic vehicles. 00:00:08
And how shape and surface area affect drag. 00:00:12
We've also learned how computer technology can help you solve problems that are out of 00:00:14
this world. 00:00:18
Now, let's learn how NASA engineers are using geometry to create a concept airplane that 00:00:19
looks a lot like a flying wing. 00:00:25
Describe the differences between the blended wing body and today's commercial airplanes. 00:00:31
How do NASA engineers use geometry to estimate frontal surface area? 00:00:36
What design features would increase the drag on a low speed vehicle? 00:00:41
How could engineers compensate for that drag? 00:00:45
The blended wing body, or BWB as we call it for short, is an advanced concept passenger 00:00:48
That means that we're still in the process of deciding and testing what will be the best 00:00:55
design. 00:00:59
So far, early studies estimate the blended wing body will hold up to 500 passengers, 00:01:00
have a wingspan of 247 feet, a length of 160 feet and be more than 40 feet or four stories 00:01:05
high. 00:01:12
It kind of resembles a flying wing. 00:01:13
Engineers believe the BWB has potential to perform better than traditional tube with 00:01:16
wings airplane, like the Boeing 747. 00:01:20
Some estimates predict that this new airplane will reduce operating costs and the amount 00:01:24
of fuel the airplane uses. 00:01:28
This means your airline tickets may cost less. 00:01:30
So Wendy, what makes the blended wing body so special? 00:01:34
It's shape. 00:01:38
Since we've been discussing shape and geometry in today's program, let me show you what makes 00:01:39
the BWB different from other airplanes today. 00:01:44
If you look down on the top of the plane, you can see that it's fuselage, that's the 00:01:47
part that people ride in, and the wing are blended together. 00:01:51
That's how it got its name, the blended wing body. 00:01:55
Now, from the front of the BWB or the frontal view, we can see that there's a smooth transition 00:01:58
from the fuselage to the wings. 00:02:04
This shape allows more people to sit in the fuselage and even out into the wings. 00:02:06
Remember the picture of the streamlined car Luther showed you? 00:02:11
Just like a car, when an airplane has a smooth shape, it can help reduce drag. 00:02:15
Do you see anything else that makes the BWB different from other airplanes? 00:02:20
Hmm. 00:02:25
You know, it doesn't have a tail like other airplanes. 00:02:26
Right. 00:02:29
Just like blending the wing and fuselage together helps to reduce drag, taking off both the 00:02:30
horizontal and vertical tails also helps reduce drag. 00:02:35
Drag, which you learned about earlier, resists thrust. 00:02:38
Thrust, the force that propels the airplane, is usually provided by jet engine. 00:02:42
If an airplane has too much drag, it will need more thrust or engine power. 00:02:46
However, when the airplane is designed for less drag, like the BWB, less thrust is needed. 00:02:51
So, what does this all mean? 00:02:57
Less thrust means less fuel is needed. 00:02:59
And less fuel means less money to buy a ticket. 00:03:02
You got it. 00:03:05
Now, Wendy, you said earlier that the BWB is just a concept airplane, so I guess that 00:03:06
means it hasn't been built yet. 00:03:10
Right. 00:03:11
It would be too expensive to build the full-size BWB. 00:03:12
NASA and Boeing engineers come together and design some scale models. 00:03:15
That way, they can test it before they build the full-size blended wing body. 00:03:19
Now, you said some scale models. 00:03:22
Does that mean there's going to be more than one model of the BWB? 00:03:25
Absolutely. 00:03:28
If we only built one model, we couldn't collect enough information. 00:03:29
So, we've built a model that's approximately 1% the size of the BWB. 00:03:32
Hey, let's do the math. 00:03:37
What would a 1% model of the BWB look like? 00:03:40
Would it fit in your classroom or in a shoebox? 00:03:44
I know. 00:03:48
Let's figure it out. 00:03:49
Wendy told us earlier that the BWB will be 247 feet wide, 160 feet long, and 40 feet 00:03:50
tall. 00:03:58
Using middle math, let's take 1% of each of those measurements. 00:03:59
Okay. 00:04:03
1% of 247 is 2.47 or about two and a half feet wide. 00:04:04
1% of 160 is 1.6 or about one and a half feet long. 00:04:10
1% of 40 is .4 or about a half foot tall. 00:04:17
So, yeah, 1% model of the BWB should definitely fit in your classroom, right, Wendy? 00:04:23
That's right. 00:04:30
And here it is. 00:04:31
As I said earlier, building just one scale model like this didn't give us all the information 00:04:32
we needed. 00:04:36
So, we built a 2%, 3%, and a 4% model. 00:04:37
They'll all be tested here at NASA Langley in the wind tunnels to determine performance 00:04:40
and stability. 00:04:45
While wind tunnel tests can help us predict how the BWB will perform, it can't tell us 00:04:47
how a real pilot will be able to control it in the air. 00:04:51
So, NASA Langley is building another subscale model called the Low-Speed Vehicle, or LSV, 00:04:54
and it will actually fly. 00:05:00
We will take our LSV wind tunnel predictions and compare them to actual flight test data. 00:05:02
The flight test will take place at NASA Dryden Flight Research Center in California. 00:05:07
Engineers want to learn how to control and stabilize this new concept airplane so it 00:05:11
will fly safely. 00:05:15
In a wind tunnel, you just can't simulate that. 00:05:16
The LSV is about 14% the size of a full-size BWB. 00:05:20
The 14% model of the BWB is about 35 feet wide, 22 feet long, and 6 feet high. 00:05:25
Remember in the classroom activity when you determined that a greater frontal surface 00:05:32
area produced greater drag? 00:05:36
Let's look at the frontal view of the 14% BWB model. 00:05:38
To estimate the frontal surface area, all we need is the width, the height, and a little 00:05:42
geometry. 00:05:46
First, we take the frontal view and divide it into parts using geometric shapes like 00:05:47
this. 00:05:52
Then, we estimate the area of each geometric shape and add them together to get the total 00:05:53
frontal surface area. 00:05:58
Next, we combine the total frontal surface area with all the flight test data we've collected 00:06:00
and calculate the drag force for this particular model. 00:06:05
We know that to fly, we need a certain amount of thrust to overcome the drag force. 00:06:09
Okay, so figuring out the frontal surface area of the 14% model helps you calculate 00:06:13
drag, which then determines how much thrust is needed, right? 00:06:17
But this is just a concept airplane, right? 00:06:21
I mean, what if you wanted to add something, maybe like an observation deck on top? 00:06:23
An observation deck would definitely increase the frontal surface area, Van, which would 00:06:29
then increase drag. 00:06:33
In order to overcome that amount of drag, we need to increase thrust by adding more 00:06:35
powerful engines. 00:06:39
You know what? 00:06:40
That applies to the go-kart race I had with Van. 00:06:42
My frontal surface area was greater than his because I didn't crouch down into an aerodynamic 00:06:45
shape. 00:06:50
This greater frontal surface area created more drag, and I lost. 00:06:51
However, if I had more thrust, I could have easily overcome the drag and left Van in the 00:06:55
dust. 00:07:01
Well, you know what? 00:07:02
That's all we have time for today. 00:07:03
Yep. 00:07:04
We hope you've all made the connection between the aeronautical research conducted here at 00:07:05
NASA and the math, science, and technology that you do in your classrooms every day. 00:07:10
Jennifer and I would love to hear from you with your questions, comments, or suggestions, 00:07:14
so write us at nasaconnect, NASA Langley Research Center, Mailstop 400, Hampton, Virginia 23681, 00:07:18
or send us an email at connect at edu.larc.nasa.gov. 00:07:26
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Idioma/s:
en
Materias:
Matemáticas
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
NASA LaRC Office of Education
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
483
Fecha:
28 de mayo de 2007 - 16:51
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
07′ 32″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
480x360 píxeles
Tamaño:
45.30 MBytes

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