Wing Design K-12

7/27/2019 Wing Design K-12

http://slidepdf.com/reader/full/wing-design-k-12 1/56

Museumin a

BO X

Museumin a

BO X Series

Aeronautics

Research

Mission

Directorate

K-12GRADES

Wing Design

National Aeronautics and Space Administration

Museumin a

BO X

Museumin a

BO X SeriesSeries

www.nasa.gov

http://slidepdf.com/reader/full/www.nasa.gov

http://slidepdf.com/reader/full/www.nasa.gov



(Photo courtesy o NASA - www.nasaimages.org)

Wing Design

Lesson Overview

In this lesson, students will learn about orces, motion, and properties o objects and materials through the concepts o

basic wing design. They will begin by exploring birds’ wings and discovering the properties required or successul light.

Next they will move to basic aircrat wing shapes and inally, calculate some basic wing parameters.

Objectives

Students will:

1. Discover how the eathers on dierent varieties o birds relate to their ability to y.

2. Learn how airplane wings are designed or specictasks and situations.

3. Learn the basic math behind wing design.

GRADES K-12

Materials:

In the Box

Ostrich Feather

Turkey Feather

Provided by User

Ruler

Time Requirements: 1 hour 10 minutes

parts o an airplane2



Background

Wing Design

Wing design is constantly evolving. I you were to compare

the wing o the Wright Flyer (Img. 1) with that o a modern

aircrat, such as the Boeing 787 (Img. 2), the dierence is

remarkable. The number o liting suraces, shape, size and

materials used all contribute to an aircrat’s perormance.

(Photo courtesy o Wikipedia, GNU Free Documentation License)

Since the 1930’s, NASA and its predecessor NACA have been

on the oreront o wing design, developing the basic airoil

shapes airplane manuacturers have used ever since to

provide the lit component that is vital to air travel.

Beore a wing is designed, its mission has to be determined.

What type o aircrat will this wing be attached to? Will it need

to operate at high altitudes with thin atmospheres? Will it

have to carry heavy loads? Will it need space to mount the

engines? How much uel will we want to store inside? How(Photo courtesy o Boeing)

ast or agile will the aircrat need to be? The list o potential

specications is long and highly complex.

The same type o design challenges can be seen in nature with our eathered riends, the birds. While all birds have

wings, not every bird can y. Take the ostrich (Img. 3) or example. It is a large bird, weighing on average nearly 200

pounds, but its wings are short and its eathers are uy and

undened. No matter how hard it tries, the wing will never be

able to produce enough lit or the ostrich to y.

(Photo courtesy o Lost Tribe Media, Inc.)

Img. 1 The 1903 Wright Flyer

Img. 2 Boeing 787

Img. 3 An ostrich with olded wings

parts o an airplane



The seagull (Img. 4) on the other hand is a small bird, weighing

barely 2 pounds, but has long, thin wings which are perect or

gliding on the coastal breezes. It needs airow over the wing to

work though, so in order to y the bird has to rst run orwards

to increase the airow over its wings, just as a plane would on

the runway.

The robin (Img. 5) uses a very dierent style o wing. To avoidpredators such as cats, it needs to be able to jump quickly into

the air and does so using short, ast moving wings that provide

lots o lit, but at the sacrice o orward speed.

Lastly, some predatory birds, such as hawks, need the ability

to y quickly in order to catch their prey, but also need to carry

the meal home to their ospring. To achieve this, they are

able to old their wings back while diving, giving them a ast,

sleek appearance or the attack, but a wide, large wingspan or

carrying heavy loads on the journey home.

((Photo courtesy o Arnold Paul, CC BY-SA 2.5 License)

Img. 4 A seagull in ight

(Photo courtesy o Fauxpasgrapher, CC BY-NC-ND 3.0 License)

Img. 5 A robin in ight




Compromises

well, they all have limitations or restrictions making them suitable only or certain tasks.

Rectangular Wing: The rectangular wing, sometimes reerred to as

the “Hershey Bar” wing in reerence to the candy bar it resembles, is

a good general purpose wing. It can carry a reasonable load and y

at a reasonable speed, but does nothing superbly well. It is ideal or

personal aircrat as it is easy to control in the air as well as inexpensive

to build and maintain.

Elliptical Wing: The elliptical wing is similar to the rectangular wing and

was common on tail-wheel aircrat produced in the 1930s and 40s. It

excels however in use on gliders, where its long wingspan can capture

the wind currents easily, providing lit without the need or a lot o

orward momentum, or airspeed.

As with everything in lie there are compromises and this is no dierent with wing design. While each design works

Swept Wing: The swept wing is the “go to” wing or jet powered aircrat.

It needs more orward speed to produce lit than the rectangular wing,

but produces much less drag in the process, meaning that the aircrat

can y aster. It also works well at the higher altitudes, which is where

most jet aircrat y.

Delta Wing: The delta wing advances the swept wing concept, pulling

the wings even urther back and creating even less drag. The downside

to this however is that the aircrat has to y extremely ast or this wing

to be eective. This is why it’s only ound on supersonic aircrat (aircrat

that y aster than the speed o sound) such as ghter jets and the Space

Shuttle orbiter. There were also two commercial passenger jets that

used this wing design, the Russian TU-144 (Img. 6) and BOAC’s Concorde

(Img. 7), both o which could cruise at supersonic speeds.

parts o an airplane



Img. 6 A Russian TU-144 Supersonic Passenger Jet

(Photo courtesy o NASA)

(Photo courtesy o Henrysalome & Wikipedia (GNU Free Documentation License))

Img. 7 The BOAC Concorde Supersonic Passenger Jet




Wing Construction & Mathematics

The earliest wings were designed mostly through trial and error, using drawings and small scale models to test

theories. Today though, we can precisely calculate a wing’s perormance beore it ever leaves the ground. Below are

some terms related to wings and the mathematics behind wing design.

Skin: The outer surace o the wing. Originally made o abric, modern aircrat use aluminum or composite materials

due to their lightweight and rust-resistant properties.

Ribs & Stringers: These make up the inner skeleton o the wing, providing rigidity and strength. While strength is

necessary, it is also important that the wing can ex slightly while it ies. This exibility allows it to absorb the stress

caused by turbulence and hard landings.

Spar: The main center beam o the wing, designed to carry the structural loads and transer them by attachment to

the uselage, or body, o

the aircrat.

Fuel Tank: Commonly

located in the wing, uel

can either be housed in

its own tank or allowed to

ll the cavities between

the ribs. In addition to

powering the engines, the

uel adds rigidity to the

wing.

Flaps: Are a “high lit /

high drag” device. Not

only do they improve the

liting ability o the wing

at slower speeds by changing the camber, or curvature o the wing, they also create more drag, meaning an aircrat can

descend, or lose altitude aster, without gaining airspeed in the process.

Fig. 1 The components o a wing

Flap

Spar

Aileron

Stringers

Ribs

Slats

Fuel tank

Wing tip

Root

Root: The wing root is the portion o the wing that attaches to the uselage, or body o the aircrat.

Wing Tip: The wing tip is urthest rom the uselage and is typically where the navigation lights are mounted (a red

light on the let, a green light on the right).

Slats: Another “high lit” device typically ound on swept or delta wing aircrat. Slats are similar to the aps except

they are mounted on the leading edge o the wing. They also assist in changing the camber to improve liting ability at

slower speeds.

parts o an airplane



Wing Construction & Mathematics (cont.)

Aspect Ratio: The ratio o the wing’s length to its chord line. A wing with a high aspect ratio will perorm well at

slow speeds and produce large quantities o lit, but at the expense o maneuverability and airspeed. A wing with

a low aspect ratio on the other hand will have a sleek appearance and allow an aircrat to y aster, or be more

maneuverable.

Camber: The name given to the curvature o the upper or lower suraces o the wing. A higher camber, or more

curved surace, results in an aircrat that can y at slower speeds while still generating sufcient lit or ight.

Chord Line: The theoretical line running rom the leading edge o the wing to the trailing edge.

Leading Edge: The ront edge o an aircrat’s wing.

Trailing Edge: The rear edge o an aircrat’s wing.

Chord Line

Leading Edge

Trailing Edge

Fig. 2 Wing cross-section

For additional inormation on wing design and aerodynamics, please reer to the Museum In A Box lessons

“Four Forces” and “Bernoulli Principle”.




Activity 1

GRADES K-12

Materials:

In the Box

Ostrich Feather

Turkey Feather

Provided by User

None

Worksheets

Avian Feather

Comparison

(Worksheet 1)

Reerence Materials

Img. 8 Turkey

Img. 9 Ostrich

Key Terms:

None

Avian Wing Comparison

Time Requirement: 20 minutes

Objective:

In this activity, students will discover how the eathers on dierent species o birds relate

to their ability to ly.

Activity Overview:

Students will compare the eather characteristics o both lying and non-lying birds and

determine how the design o the eather correlates to the ability o the bird to ly.

Activity:

1. Begin by discussing with the students the

Background inormation provided.

2. Pass around each o the eathers and

their associated images while asking the

students to determine which eather

came rom which bird.

3. Have the students list the characteristics

o both the bird and the eather on their

worksheets.

Note: Your students’ answers may

vary depending on the eathers included in

the kit.

4. Finally, have the students “ap” the

eather in the air, using the same motion

that a bird does apping its wings. Ask

them to describe its reaction to the wind

and record it on their worksheets.

(Photo courtesy o the United StatesDepartment o Agriculture)

Img. 8 Turkey

(Photo courtesy o Kwolana & Wikipedia –GNU Free Documentation License)

Img. 9 Ostrich

parts o an airplane



Discussion Points:

1. Based upon your observations, why do you think the ostrich cannot y, yet

the turkey can?

It should be noticed that the ostrich eather isn’t very good at catching the air. It

has very little resistance, which means it cannot produce much lit. This is because

o the large gaps between each hair on the wing. Also, the ostrich’s wings are

much shorter than the turkey’s in comparison to the weight o the bird, meaning

that the wing would have to work much harder in order to produce lit.

2. What makes the turkey wing more efcient at ight?

The turkey wing has the appearance o a solid surace, just like an airplane’s wing.

This makes it much more ecient at producing lit. Also, the bone at the center o

each eather is hollow, making it lighter and thereore requiring less energy or the

bird to become airborne.

3. Using what we have learned about bird wings, what can we iner about the

wings o an airplane?

Generically speaking, long, thin wings that are light in weight will produce the

most lit. It is important to note though that there is no single “best wing” solution.

Each wing is designed specically or the aircrat intended or use. While both

turkeys and sparrows can y, a turkey couldn’t use a sparrow’s wings to become

airborne; they are simply too short to support the turkey’s weight. The same is true

or the wings o diferent aircrat. Activity Two discusses this in more detail.

parts o an airplane1 0



NATIONAL SCIENCE STANDARDS K-4

SCIENCE AS INQUIRY

• Abilities necessary to do scientic inquiry

• Understanding about scientic inquiry

PHYSICAL SCIENCE• Property of objects and materials

SCIENCE AND TECHNOLOGY

• Abilities of technological design

• Understanding about science and technology

NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY


• Understandings about scientic inquiry

PHYSICAL SCIENCE

• Properties and changes of properties in matter




NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY



PHYSICAL SCIENCE• Structure and properties of matter

• Interactions of energy and matter




parts o an airplane



Activity 2

GRADES K-12

Materials:

In the Box

None

Provided by User

None

WorksheetsWing Designs

(Worksheet 2)

Reerence Materials

Img. 10 Lockheed Martin

F-22 “Raptor”

Img. 11 Cessna

T-37 “Tweet”

Img. 12 McDonald

Douglas KC-10 “Extender”

Img. 13 Lockheed Martin/NASA ER-2

4 Planorm Silhouettes

Fig. 3 Lockheed Martin

F-22 “Raptor”

Fig. 4 Cessna T-37 “Tweet”

Fig. 5 McDonald Douglas

KC-10 “Extender”

Fig. 6 Lockheed Martin/

NASA ER-2

Key Terms:

None

Airplane Wing Design


Objective:

In this activity, students will learn how airplane wings are designed or speciic

tasks and situations.

Activity Overview:

Students will compare the outline o a variety o airplane wings and determine

how each can be used to perorm speciic tasks.

Activity:

1. I you have not perormed Activity 1 - Avian Wing Comparison, review

the background inormation with the students prior to completing this

activity.

2. Show the students each o the our images below and ask them to

describe the type o plane and what purpose it serves.

• Lockheed Martin F-22 “Raptor”: A ghter aircrat, designed to be ast and highly maneuverable.

• Cessna T-37 “ Tweet”: A training aircrat or new military pilots.• McDonald Douglas KC-10 “ Extender”: A transport category aircrat, designed to carry heavy

loads long distances.

• Lockheed Martin/NASA ER-2: A very high-altitude surveillance plane.

(Photo courtesy o the United States Air Force)

Img. 10 Lockheed Martin F-22 “Raptor”





Img. 11 Cessna T-37 “Tweet”


Img. 12 McDonald Douglas KC-10 “Extender”

(Photo courtesy o NASA)

Img. 13 Lockheed Martin/NASA ER-2

parts o an airplane



3. Show the students each o the planorm silhouettes and ask them to

describe the type o plane it would likely be attached to and what purpose

it might serve.

The silhouettes are in the same order as above. The purpose o this step is to

highlight the specic diferences in each wing so the students can correlate how

a shape o wing is directly related to the type o aircrat it serves.

4. Give each student a copy o the Wing Designs worksheet and discuss the

dierences between each design.

Rectangular Wing: A rectangular wing is used on slower aircrat, typically training

aircrat. It is somewhat maneuverable but allows or a high margin o pilot error. It

also produces a large amount o lit so that the wing can be smaller in comparison to

the body o the aircrat.

Elliptical Wing: An elliptical wing is similar to the rectangular wing but is usually

lighter and generates much more lit. It is oten ound on gliders and ultra-light

aircrat.

Swept Wing: Swept wings are usually ound on jet aircrat. The thinner proile

produces less drag, meaning it can ly at aster speeds. It is also much more

maneuverable. These aircrat are less capable o lying at slow speeds however, so

most swept wings are itted with additional devices such as laps or slats to assist in

producing lit at low speeds.

Delta Wing: The delta wing is used on very high speed (supersonic) aircrat, which

are extremely maneuverable but much harder to control at slower speeds. As with the

swept wing, they are also itted with additional components to assist at slower speeds.

Discussion Points:

1. I you had to design a wing or an airplane, what are some o the questions you

might ask?

While this question is very vague, it is designed to elicit urther discussion on the actors

behind wing design. For example, is the aircrat required to be ast and maneuverable,

or does it have to carry a lot o weight? Is it being operated by skilled pilots or by newer,

less experienced ones? Reer to the Background inormation or additional insight.

2. Why is there not one “standard” wing that will work in all cases?

An unortunate part o wing design is that what makes one wing great in certain areas

makes it terrible in others. For example, the delta wing is extremely maneuverable,

allowing the plane to perorm quick, tight turns, but because it is so short, it requires

a much higher airspeed to work. This prohibits it rom being used on slower, propeller

powered aircrat. The rectangular wing could work on all aircrat, but because o its

size and shape, would restrict the speed at which an aircrat could travel. This makes it

a poor choice or jet aircrat, which are designed to operate at much higher speeds.




Fig. 3 Lockheed Martin F-22 “Raptor” Planorm Silhouette

Fig. 4 Cessna T-37 “Tweet” Planorm Silhouette

Fig. 5 McDonald Douglas KC-10 “Extender” Planorm Silhouette

Fig. 6 Lockheed Martin/NASA ER-2 Planorm Silhouette

parts o an airplane





Activity 3

GRADES 9-12

Materials:

In the Box

None

Provided by User

Metric ruler

Worksheets

Wing Math

(Worksheet 3)

Reerence Materials

None

Key Terms:

None

Wing Math


Objective:

In this activity, students will be exposed to and practice some o the math skills

used in wing design.

Activity Overview:

Students will calculate the surace area, chord and aspect ratio o dierent wings

to determine how they relate to the speed, maneuverability and perormance o

a wing.

Activity:

1. I necessary, complete Activity 2 – Wing Design with the students prior to

completing this activity. This will provide a better understanding o how

wings are designed.

parts o an airplane



Surace Area o a Rectangle = Length x Height

X = 7.2cm

Y = 2.5cm

a. Calculate the surace area o one wing.

Multiply the length by the height.

b. Calculate the length o the mean chord.

The mean chord is equal to the height o the wing.

Surface Area = 7.2cm • 2.5cm = 18cm

2. Using the Wing Math worksheet, work through the irst problem with

your students. Students should use a ruler to measure lines as needed.

Plane #1

Aspect Ratio =Mean Chord

Length

Mean Chord = 2.5cm

c. Calculate the wing’s aspect ratio.

Divide the mean chord by the length.

2.5cm Aspect Ratio = = 0.35

7.2cm




3. Have the students complete the remaining problems on the worksheet

individually or in groups.

Surace Area o a Right Triangle =1

(Length x Height)2

X = 8cm

Y = 4.1cm


Length

Plane #2


Multiply the length by the height, then divide by 2.

Surface Area = (8cm • 4.1cm) = 16.4cm2

1


The mean chord is equal to one hal o the height o the wing.

Mean Chord = 2.05cm


Divide the mean chord by the length.2.05cm

8cm Aspect Ratio = = 0.26

parts o an airplane



Y = 3.3cm

Z = 0.7cm

X = 7cm



(Length x Height)2


Length

Plane #3


Seperate the wing into a right triangle and a rectangle. Calculate the area o each

shape, then add them together.

Surface Area = (7cm • 0.7cm) + (7cm • 3.3cm) = 4.9cm + 11.55cm = 16.45cm2

1


Find the average between the length o the wing’s root (y+z) and the length o the wing’s tip (z).

Mean Chord =(3.3cm + 0.7cm) + 0.7cm

= 2.35cm2



Aspect Ratio = = 0.342.5cm

7cm




Z

Y

Q

b

P

R

X = 5.9cm

Y = 4.9cm

Z = 1.5cm

a = 0.7cm

b = 3.4 cm



(Length x Height)2


Length

a

X

Plane #4


(Surace Area o Triangle P) + (Surace Area o Triangle Q) + (Surace Area o Rectangle R)

Surface Area = ( (5.9cm • 4.9cm)) + ( (0.7cm • 3.4cm)) + (5.9cm • 1.5cm) = 24.45cm2

1

2

1

b.

Aspect Ratio = = = 0.56Surace Area

Length 2

24.45cm

(0.7cm + 5.9cm) 2

Calculate the wing’s aspect ratio.

When the mean chord’s length is unknown, divide the wing’s surace area by the square o the

wingspan (the longest part o the wing’s length; in this case, a + x).

c. Determine the length o the mean chord.

Use the ormula to calculate the length o the mean chord.

Multiply the length o the longest part o the wing by the aspect ratio.


Length

Mean Chord = Length • Aspect Ratio = (0.7cm + 5.9cm) • 0.56 = 3.7cm

parts o an airplane



X = 8.8cm

Y = 3.8cm

A

B4.4cm

4.4cm

K = 2.4cm

J = 1.3cm

L e n g t h = 9 . 2 c m

Area o Triangle A = Area o Triangle B

J = 1.

2Surace Area o a Right Triangle =

1(Length x Height)


Because Triangle A = Triangle B, the surace area o this wing is the area o the

triangle with base X and height Y. Multiply the length by the height, then divide by 2.


The mean chord is equal to one hal o the height o the wing.

Surface Area = (8.8cm • 3.8cm) = 16.72cm

Mean Chord =2.4cm + 1.3cm

= 1.85cm2

Plane #5


Length

2

1



1.85cm Aspect Ratio = = 0.2

9.2cm




Discussion Points:

1. What beneit does calculating the aspect ratio provide when designing a wing?

The aspect ratio directly relates to the ability o the wing to provide lit. Wings with

higher aspect ratios will produce a lot o lit at airly slow speeds but in turn produce a

lot o drag, which equates to a slower overall aircrat.

2. I you had to design a rectangular wing with an aspect ratio o 8.5, but were

limited to a total wingspan o 40 meters, what distance would the chord line be?

40m= 4.71m

8.5

3. Ater building the wing rom #2 above, you discovered the aircrat couldn’t ly

ast enough to produce suicient lit to ly. What could be done to improve the

wing’s lit-producing qualities?

By increasing the camber, or curvature o the upper surace o the wing, you can

increase the amount o lit a wing can produce. This also causes additional drag

however, so the maximum speed o the aircrat (in light) is reduced proportionately.

parts o an airplane



NATIONAL SCIENCESTANDARDS K-4SCIENCE AS INQUIRY


• Understanding about scientic inquiry

PHYSICAL SCIENCE• Property of objects and materials




NATIONAL SCIENCESTANDARDS 5-8SCIENCE AS INQUIRY



PHYSICAL SCIENCE

• Properties and changes of properties in matter




NATIONAL SCIENCESTANDARDS 9-12SCIENCE AS INQUIRY



PHYSICAL SCIENCE• Structure and properties of matter

• Interactions of energy and matter




NATIONAL MATH STANDARDS K-12NUMBER AND OPERATIONS

• Understand numbers, ways of representing numbers,

relationships among numbers, and number systems

• Understand meanings of operations and how they relate to one

another

• Compute fluently and make reasonable estimates

ALGEBRA

• Represent and analyze mathematical situations and structures

using algebraic symbols

• Use mathematical models to represent and understand

quantitative relationships

MEASUREMENT

• Understand measurable attributes of objects and the units,

systems, and processes o measurement

• Apply appropriate techniques, tools, and formulas to determine

measurements.

DATA ANALYSIS AND PROBABILITY

• Formulate questions that can be addressed with data and

collect, organize, and display relevant data to answer them

PROCESS

• Problem Solving

• Communication

• Connections

• Representation




Reerence Materials



Fig. 1 The components o a wing

F l a p

S p a r

A i l er o

n

S t r i n g

er s

R i b s

S l a t s

F u el t a nk

Wi n g t i p

R o o t



Fig. 2 Wing cross-section

C h o r d

L i n e

L e a d i n g E

d g e

T r a i l i n g E d g e



Fig. 3 Lockheed Martin F-22 “Raptor” Planorm Silhouette



Fig. 4 Cessna T-37 “Tweet” Planorm Silhouette



Fig. 5 McDonald Douglas KC-10 “Extender” Planorm Silhouette



Fig. 6 Lockheed Martin/NASA ER-2 Planorm Silhouette





Student Worksheets



Worksheet 1 Avian Feather Comparison

Turkey Feather Ostrich Feather

3 4



Worksheet 2 Wing Designs

Notes: Notes:

Notes: Notes:

Rectangular Wing Elliptical Wing

Swept Wing Delta Wing



Worksheet 3 Wing Math


YAspect Ratio =Mean Chord

=Length X

X

Plane #1

Y

Surace Area =

Mean Chord =

Aspect Ratio =

3 6



Worksheet 3 (cont.) Wing Math


(Length x Height)2

YAspect Ratio =

Mean Chord=

Length X

X

Plane #2

Y

Surace Area =

Mean Chord =

Aspect Ratio =





24.45cm

(0.7cm + 5.9cm) 2

Worksheet 3 (cont.) Wing MathSurace Area o a Rectangle = Length x Height


(Length x Height)2

Sur ace AreaAspect Ratio =

Length 2

Plane #4Mean Chord = Length • Aspect Ratio

Y

Z

X

Surace Area =

Aspect Ratio =

Mean Chord =



Worksheet 3 (cont.) Wing Math

K

J


(Length x Height)2

L e n g t h

X

Plane #5


Length

Surace Area =

Mean Chord =

Aspect Ratio =

4 0



Images



I m g .1 T h e1 9 0 3 Wr i gh t F l y er

( P h o t o c o ur t e s y o Wi k i p e d i a , G N U F r e e D o c um en t a t i onL i c en s e )

4 2



I m g .

2 B o e i n g 7 8 7

( P h o t o c o u r t e s y o B o e i n g )



Img. 3 An ostrich with olded wings

(Photo courtesy o Lost Tribe Media, Inc.)

4 4



I m g .

4 A s e a g u l l i n f i g h t

( P h o t o c o u r t e s y o A r n o l d P a

u l , C C B Y - S A 2 . 5

L i c e n s e )



I m g . 5 A r o b i ni n

f i gh t

( P h o t o c o ur t e s y o A r n ol d P a ul , C C B Y - S A 2 . 5 L i c en s e )

4 6



I m g .

6 A R u s s i a n T U - 1 4 4 S u p e r s o n i c P a s s e n g e r J e t

( P h o t o c o u r t e s y o N A S A )



I m g .7 T h e B OA C

C on c or d e S u p er s oni c P a s s

en g er J e t

( P h o t o c o ur t e s y o H enr y s a l om e & Wi k i p e d i a ( G N U F r e e D o c um en t a t i onL i c en s e ) )

4 8



I m g .

8 T u r k e y

( P h o t o c o u r t e s y o t h e U n i t e d S t a t e s D e p a r t

m e n t o A g r i c u l t u r e )



I m g . 9 O s t r i c h

( P h o t o c o ur t e s y o K w ol a n a & Wi k i p e d

i a – G N U F r e e D o c um en t a t i onL i c en s e )

5 0



I m g .

1 0 L o c k h e e d M a r t i n F - 2 2 “ R a p t o r ”

( P h o t o c o u r t e s y

o t h e U n i t e d S t a t e s A i r F o r c e )



I m g .1 1 C e s

s n a T - 3 7 “ T w e e t ”

( P h o t o c o ur t e s y o t h e U ni t e d S t a t e s A i r F or c e )

5 2



Img. 12 McDonald Douglas KC-10 “Extender”




I m g .1 3 L o c k h e e d M a r t i n / N A S A E R -2

( P h o t o c o ur t e s y o t h eN A S A )

5 4





useu

M m

in a

BO X

Museum

in a

BO X Series

Aeronautics

Research

Mission

Directorate

Date post:	02-Apr-2018
Category:	Documents
Upload:	proxymo1
View:	214 times
Download:	0 times

Wing Design K-12

Documents