Principles of Aerodynamics;

A Proposal to Improve High School Education of Basic Aerodynamics

To:

National Science Foundation

FROM:

Austin Perdue

PROGRAM OF STUDY:

General Studies Major, Psychology Minor

DEPARTMENT:

University of Idaho
Department of Letters, Arts & Social Sciences

DATE:

18 November 2014

AbstractProblem
In FY 2013 Idaho ranked number four in the nation for the highest budget cut per-student. Throughout
the state educational programs in public schools have been cut and some schools resorted to reducing
the work week to four days. Teachers are buying course materials with their own limited funds and
hands on opportunities for students are limited due to budget cuts in education.
Project
(Amount requested) to travel to five of the prominent high schools in Boise, ID to give presentations on
basic aerodynamics to physics students. Coordinate with high school physics teachers to develop a
curriculum including Bernoullis Principle, Newtons 3rd law of motion and hands on activities including
learning how to use a wind tunnel to demonstrate the effects of an airfoil and a live demonstration of a
model remote control airplane.
Outcome/Objectives

Introduce physics students to basic aerodynamics.

Assist public schools by providing hands on learning opportunities for students.
Promote students interest in aerodynamics and engineering.

Overview of Project Topic and Objective

Problem- Budget Cuts in Education
In September 2012, Idaho RSS released an article outlining Idahos education budget cuts over
the prior five years in comparison to the rest of the United States. Idaho has been ranked
number four in the nation for the largest cut per-student since the 2008 recession. As a result
of these cuts, educational programs are being cut from schools and in some cases school work
days have been reduced to four.
Project
From Dec 2014 through May 2015 I would like to visit five of the most prominent local high
schools in Boise, Idaho to give presentations on basic aerodynamics illustrating Bernoullis
Principal and Isaac Newtons 3rd law of motion. I plan to coordinate with each high schools
physics teachers to develop a curriculum that best suits their needs. I will provide a hands on
learning experience using a wind tunnel and a remote controlled model airplane. The schools to
be visited are;
1.
2.
3.
4.
5.

Timberline High School

Centennial High School
Capital Senior High School
Borah Senior High School
Boise Senior High School

To complete this project I request $500.00 for instructing materials including a wind tunnel and
parts to construct a model airplane. At the conclusion of the project all equipment will be given
to the University of Idaho Mechanical Engineering Department.
Objectives
With this project I hope to accomplish the following;

Introduce physics students to basic aerodynamics.

Assist public schools by providing hands on learning opportunities for students.
Promote students interest in aerodynamics and engineering.

Literature Review
In this project I will use Bernoullis Principle and Newtons 3rd Law of Motion to describe to
students how an airfoil works.

When an airfoil passes through air, the longer surface area and downward curve of the upper
portion of the airfoil accelerates the air traveling above the airfoil and creates a lower presser
air pocket. The high pressure and deflection of the air passing below the airfoil creates a force
upward giving lift to the airfoil. The pressure differences in the air between the upper and
lower portions of the airfoil demonstrate Bernoullis principle.
Isaac Newtons 3rd Law of Motion states that when a body exerts a force on a second body, the
second body simultaneously exerts a force equal and opposite in direction on the first body. In
aerodynamics, force is applied by deflecting air below an airplane wing. The wing deflects air in
a downward motion and in an equal and opposite reaction air is pushing upward on the airfoil
giving lift in proportion to the size and speed of the airfoil.
A misconception on the application of the Bernoullis Principle suggests that air passing through
over and under the airfoil must reconnect at the same point. The forced speed of the air
passing above the airfoil causes the pressure differences and results in lift. The airspace after
the airfoil has passed through remains in line with its path prior to the airfoils interaction. This
theory is incorrect, but has been illustrated in several textbooks used in K-12 schooling.
By completing this project I will be assisting local public schools physics program by providing
hands on learning opportunities. I will be introducing the correct basic physics of aerodynamics
and promoting students interest in aerodynamics.
Design and Methodology
Curriculum
To begin this project I will contact physics instructors from each school to develop a curriculum
that builds on and supports their own. This will take place during the months of December 2014
and January 2015. By the end of January 2015 my curriculum will be completed and
presentations will be scheduled. An example curriculum includes a demonstration of a
chamfered airfoil in a wind tunnel to visually identify the effect that the airfoil has on the
surrounding air. Students will see that air not only moves faster above the airfoil but the air
below the airfoil is deflected downward. I will explain that the force that is put on the air
deflecting downward is also creating a force upward on the airfoil.
I will explain that when jetliners take off, pilots lower the back end of their wings (flaps) and
angle it downward to create more lift. This isnt the most efficient way to fly once the plane
takes off, but as the plane gains altitude the flaps are raised to allow the plane to accelerate
without dipping the nose of the plane downward. What keeps the plane in the air is a perfect
balance between the weight of the plane and lift. If the plane was too heavy, the plane would
be unable to gain altitude and would result in a stall (the loss of lift).

After a demonstration with a wind tunnel, I will describe different airfoil shapes and the
different aircraft that they are used for. For example, aerobatic aircraft has a symmetrical airfoil
to allow stable flight upside down.
At the conclusion of my presentation I will move outside to fly a model airplane. This
demonstration will be useful in showing practical uses for the learned in the classroom. I will
demonstrate what a stall looks like and the techniques pilots use to safely maneuver aircraft in
a landing,
Timeline
During the months of December 2014 and January 2015 I will maintain contact with the high
school physics teachers to identify a curriculum that fits their needs the best. During this time I
will also be gathering the resources needed to construct the model aircraft, the wind tunnel,
and all other teaching aids.
By the beginning of February 2015 my curriculum will be finalized and my presentations will be
scheduled. Presentations should take place between March and May because the best weather
of the semester takes place between those months.
Presentations will conclude before the end of the Spring 2015 semester.
Preparation
Relevant Coursework
Intro to Mechanical Engineering, Engineering Statics, and basic physics courses. I have
experience designing and constructing basic airplanes out of balsa wood in drafting classes. I
also have experience building and flying remote control model airplanes as a hobby.
Curriculum of Presentation
The final curriculum of the presentation will be created in cooperation with local high school
physics teachers in order to mold to each schools needs.
Field Contacts
Timberline High School
(208)854-6230
Centennial High School
(208)855-4250
Capital High School
(208)854-4490

Borah Senior High School

(208)854-4370
Boise Senior High School
(208)854-4270
Line-item Budget
1
2
3
4
5
6
7
8
9
10
Total

Item
American Education Wind
Tunnel
FliteTest Bloody Wonder
Model Kit
Lazertoys.com FT electronics
package
FlySky FT-T6 Transmitter
Xacto Knife Set
Surebonder High Temp Glue
Gun
Surebonder High Temp Glue
Sticks
Dollar Tree Foam Board (box
of 25)
Shipping Charges

UPC or Model # (if provided)

UPC 795721130289

Price
216.91

BWonder-sbk

28.00

NOT PROVIDED- website

64.99

FS-T6
X5282
GM-160 Mini

46.78
16.29
6.08

BS-12 High Temp

4.16

NOT PROVIDED- Purchased from

local Dollar Tree

26.50
15.00
424.71

To complete this project I will require $424.71. Item 1- wind tunnel is all that I will need for a
basic functional wind tunnel that will serve as a teaching aid. Items 2, 3, 4, and 5 are the items
needed to complete a basic model airplane. Items 7, 8 and 9 are the tools needed to build the
airplane. Item 9- Dollar Tree Foam Board will be used to repair the model airplane in the event
of a crash and to construct different shaped airfoils to be placed in the wind tunnel.
After the project is completed all materials used will be donated to the University of Idaho
Mechanical Engineering Department.
Bibliography
Peter Freymuth, Wolfgang Bank and Mark Palmer. Vortices around Airfoils: The flow around an airfoil
in unsteady wind provides insight into a difficult realm of aerodynamics American Scientist
Vol. 72, No. 3 (May-June 1984) , pp. 242-248. Published by: Sigma Xi, The Scientific Research Society
Stable URL: http://www.jstor.org/stable/27852644
V. F. Lenzen. Newton's Third Law of Motion Isis Vol. 27, No. 2 (Aug., 1937) , pp. 258-260
Published by: The University of Chicago Press on behalf of The History of Science Society

Stable URL: http://www.jstor.org/stable/225414

Saunders, Emilie R. "Idaho Education Cuts Among Deepest In The Nation." Idaho RSS. N.p., 6 Sept. 2014.
Web. 19 Nov. 2014. http://stateimpact.npr.org/idaho/2012/09/06/idaho-education-cuts-amongdeepest-in-the-nation/
Dillon, Sam. "Saving Money Means Less Time for School." New York Times 06 July 2011: 14. Academic
Search Premier. Web. 19 Nov. 2014.
Glenn Research Center (2006-03-15). Incorrect Lift Thoery. NASA. 19 Nov. 2014.
http://www.grc.nasa.gov/WWW/K-12/airplane/wrong1.html