I had made some post earlier requesting some information about the Cessna 170B for a project I'm doing with my 7th grade math class. Some of you voiced an interest in this project so I figured I would post an update. Below are the different phases and student explanations on how the students derived their answers.The next phase will be constructing the model wing. Sorry for the large pictures, I couldn't seem to figure out how to make them smaller from the gallery.
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Very good work Titus. I see too from the lofting you've done of the airfoil that you've correctly understood that smoothing is needed in order to make the transition between coordinates correct. One would need an infinite number of data points from your equation in order to achieve the correct airfoil without some method of smoothing. Again, great job and good luck on your project.

Dan

Fantastic job Titus !

If you think it would be of value, I have a friend who probably has a set of model plans for a 170, from the ancient Berkeley model kit, or something like that.

THANK YOU for helping make American school kids into educated young minds.

We have a pretty active monthly Young Eagles program at Whiteman airport, if it is permissible or advisable to forward the information to your class. and their parents. Let me know.

EZFlap wrote:Fantastic job Titus !

If you think it would be of value, I have a friend who probably has a set of model plans for a 170, from the ancient Berkeley model kit, or something like that.

THANK YOU for helping make American school kids into educated young minds.

We have a pretty active monthly Young Eagles program at Whiteman airport, if it is permissible or advisable to forward the information to your class. and their parents. Let me know.

I would love to have a copy of the model plans for the 170. I could provide you with our school address to mail or set up something else to pick them up.

My principal was asking if I was planning on having them build the whole plane. I have the backing from my admin to go full out on incorporating aviation into my math class. We just purchased trial program called fly to learn that uses X-Plane to teach math and science concepts.

Thanks for offering info on the Young Eagles program. I live and work out in Hemet and we have a pretty active EAA chapter at French Valley. A couple years ago I gave some students in my aviation club a Young Eagles flight. If you think it would be beneficial to have some info about what you are doing out there feel free to send it over.

If anyone have ideas how to extend this type of project or expertise on how I can better do things please let me know. Key math standards for this group is graphing, rates, percents, ratios, proportions, fractions, etc.

Thanks all!

What a cool project for students to wrap their heads around.
I bet back country videos are sure to peak their interest too. Actually seeing what planes are capable of doing in the 'real world'.

Keeping students engaged is a heck of a chore too, I have been a substitute teacher in the past and it ain't easy!


Don't forget to subtract the fuselage width from the over all wingspan, so that each respective wing panel is less than 18'

I've created another project for my 7th grade math class that requires the students to plan out a cross country flight. Students have to calculate actual distance from a sectional chart, fuel required, costs, time ect. Ratios and proportions are a major 7th grade standard therefore that is the skill they will use to solve most of these problems. These are based on the new common core standards most states have adopted.

If your interested in reviewing what I created, I'm open to suggestions how to improve or add to this.

I'm planning on adding more math projects related to aviation.

here is the link to pdf in dropbox.

https://www.dropbox.com/s/83c4fifwz1lcx ... rtions.pdf

Thanks

Neat work.

I have taught high school physics classes to get students from F=ma and other fundamentals to determining basic cruise speed estimates, stall speeds, climb rates, and some other performance specifications for a C-152, and some limited calculations for a B-747 to show where the easy low speed approach quits working. The classes took between 2-3 50 minute classes to cover the material. Having the time to actually apply their interests to build something would have been a very neat thing, but that time was never available it seemed.

Aviation is an attention magnet at that age, even if all they gain is a sense of accomplishing something with basic algebra skills and some common sense for the first time.

Here is a link to dropbox with another activity I created having students work with the maximum glide distance and ratio for the C162, C170, C172, and C182.

https://www.dropbox.com/s/1x7qnv4a133f5 ... rtions.pdf

You are doing an awesome job!

I am sure Cessna 170B enthusiasts would love to see your work.

MAU MAU wrote:You are doing an awesome job!

I am sure Cessna 170B enthusiasts would love to see your work.

I tried to register and post over on the C170 site but never got confirmation/accepted.

I'll try and register again.

Thanks

Titus would you hit me with a PM with your email address? I can't seem to send a PM on Tapatalk.

gbflyer wrote:Titus would you hit me with a PM with your email address? I can't seem to send a PM on Tapatalk.

Sent.

Titus- Things were pretty loose at Tohatchi High on the Navajo Reservation in the 70s. I had an Aerospace Ed. class that prepped for the Private Written and covered the wings and tail feathers on a Tri Pacer. I think I would go to jail in modern times for child labor. Navajos are very good with fabric. The math teacher had a Comanche and used a yard stick to do wind vector angles.

My students just finished the maximum glide project I posted earlier. The dropbox link is a PDF with completed answers if your interested in checking out. Below are a couple examples of a max glide chart for the C170 that the students created based on the calculations they found.

https://www.dropbox.com/s/d8qjuywwgdmkk ... roduct.pdf

Good job.

I forwarded the lessons you sent to me to our math dept. thanks again.

Another little lesson my students did... the company Fly to Learn created 10 or so lessons to teach science and math through the X-Plane program.

This lesson my students took the RV-10 and changed the wingspan to 10ft, 20ft, 30ft, 40ft, and 50ft while keeping the mean chord the same. The student then calculated the new aspect ratio for each wing.

We then test flew each aircraft. We performed 3 takeoffs for each aircraft and then calculated the average takeoff distance for each one. The students then created a bar graph representing takeoff distance compared to each aircraft's aspect ratio.

They recognized the trend that as the aspect ratio increased the takeoff distances decreased.

Dropbox link to see some of the student work.

https://www.dropbox.com/s/pnyx8q6eb8m0g ... rtions.pdf

Titus 577, great work for both you AND your students . Thanks for sharing with this corner of the aviation community. I'm enjoying this thread as much as the ones from very experienced aviators and craftsmen. Another great resource is the soaring community; I believe there are a bunch around the Hemet area: www.ssa.org

For actual flight performance, check in on the "Online Contest" results, especially on weekends:

http://www.onlinecontest.org/olc-2.0/gl ... c&c=US&sc=

There are resources that integrate the design, performance, and achievement aspects of soaring flight. And don't forget, young people can SOLO gliders at age 14! Talk about a great motivator....

Thanks. cubscout

cubscout wrote:Titus 577, great work for both you AND your students . Thanks for sharing with this corner of the aviation community. I'm enjoying this thread as much as the ones from very experienced aviators and craftsmen. Another great resource is the soaring community; I believe there are a bunch around the Hemet area: http://www.ssa.org

For actual flight performance, check in on the "Online Contest" results, especially on weekends:

http://www.onlinecontest.org/olc-2.0/gl ... c&c=US&sc=

There are resources that integrate the design, performance, and achievement aspects of soaring flight. And don't forget, young people can SOLO gliders at age 14! Talk about a great motivator....

Thanks. cubscout

Thanks for the encouragement and ideas about gliders. Hemet use to have a popular glider operation until the county shut them down because the runway that they used was supposedly too close to the main strip..... a few years later the FAA ruled that the county's decision was unwarranted but by then the glider operation had moved on.... there are some still good soaring clubs around just a little farther away...

Thanks again! Never thought about the glider route at this age.