Universidad Autónoma de Baja California

Engineering school

Aerospace Engineering

Aircraft Stability and Control

Practice #2: Aircraft stability
Profesor: Dr. Ortiz Pérez Sebastián
Alejandro
Team: California
 UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA

AEROSPACE ENGINEER

CONTROL & STABILITY COURSE

Practice 2:

AIRCRAFT STABILITY
MEMBERS:

Canizales Salvador Brandon Álvarez Flores Erwin Pamela de

Chávez Carlos Hernan Salomón Murillo Alejandro Jesús
Jesús Rubén Oscar Gutierrez Jesús Andrés Octavio Medina Nieto Lizárraga
Oreste Escarrega Jesús Lizárraga
⎯

Mexicali, Baja California, Mexico.

November 24th of 2019.
 UNIVERSIDAD AUTONÓMA DE BAJA CALIFORNIA
FACULTY OF ENGINEERING
MEXICALI CAMPUS

Laboratory Practices Format

EDUCATIONAL
CURRICULUM COURSE CODE COURSE
PROGRAM
AEROSPACE
2009 - 2 11365 AIRCRAFT STABILITY AND CONTROL
ENGINEERING

PRACTICE
LABORATORY PRACTICE NAME LENGTH
NUMBER
AIRCRAFT STABILITY AND
aircraft stability 2 2 HOURS
CONTROL

1. INTRODUCTION

Within the learning that tries to leave us this practice it is about the stability and all the
disturbances that influence, while the airplane is in the flight, several of the aircraft
models are controlled under several manufacturing processes, all this It takes us to
return to the design conditions more focused on our airline which is the one that some
tests tested, with this we can know the difference of commercial aircraft this handles
slightly more ambitious specifications, because the aircraft is designed for high speeds.
This makes all the data for subsonic airplanes not at all useful for our activity, so we will
have to pay more attention to the behavior of our aircraft inside the wind tunnel, as our
plane is planned to work on supersonic speeds we will have to consider several points
to develop the practice, this way it will help us to understand better the phenomenon,
the main points that we will have to take care and consider, when doing the practice is
that the trajectory of our simulation will be a straight flight, which means that the plane
will not have the same disturbances that occurs when the plane changes direction, in
our case we will use several tools to make the air flow much more uniform, the main
thing to consider is to observe when the plane reaches its state of equilibrium and air
flow affectation We observe if the state of equilibrium is interrupted or lasts for longer.
Flight dynamics deals principally with the response of aerospace vehicles to
perturbations in their flight environments and to control inputs. In order to understand
this response, it is necessary to characterize the aerodynamic and propulsive forces
and moments acting on the vehicle, and the dependence of these forces and moments
on the flight variables, including airspeed and vehicle orientation. This practice provides
an introduction to the engineering science of flight dynamics, focusing primarily of
aspects of stability and control. The notes achieved here contains a simplified summary
of important results from aerodynamics that can be used to characterize the forcing
functions, a description of static stability for the longitudinal problem, and an
introduction to the dynamics and control of both, longitudinal and lateral/directional
problems, including some aspects of feedback control, as we know in the field of
aerodynamics, stability is a pretty important fact that we can’t despise due to the
importance that implies having a controlled flight (flight with the desired stability).
Without stable system we can find some issues and lost in terms of: quality, controlled
flight, fuel, and other important facts. The stability of an aircraft begins with the design
of it, we must calculate all the components such as the wing, fuselage, tail, etc., and
we must have identified their aerodynamic center. Afterwards this, starts the
experimental phase; This implies some stability test made via software but in our case
we attacked this point through experimental test with the wind tunnel using an aircraft
(scaled version), it was fixed to a special fixture designed with the purpose of check the
stability phenomena on the aircraft . This fixture implies other fields of the physics such
as static structural analysis, is important to comment that we must have a static fixture
to assure that it wasn't influencing on the results of the test.
Finally we will relate concepts learned in class and we will know what they meant when
we looked at the behavior of the plane, for example in our classroom we look a lot about
positive and negative stability, as we move forward in our report we will notice the
conclusions that we arrived, being able to catalog the stability of our aircraft and know
how it is the easiest method to determine the type of stability that each type of aircraft
can have either military application or commercial use.
2. OBJECTIVE

Among the objectives first is to have the ability to prostrate the aircraft model within
the platform, the platform must be placed inside the wind tunnel which will help
support the aircraft, using the knowledge acquired in past subjects, we will use the
knowledge to modify the plane in such a way that when the wind tunnel turns on our
plane does not take off from the platform, we also look for our plane to have freedom
of angular movement when the wind tunnel is on, in this way we will see which is the
result of the whole experiment.

• Within our parameters we aim to learn to identify easily when an aircraft is stable or
unstable, all this knowledge can be observable thanks to the visual support in our
report.

• With regard to the design of our aircraft, we have the responsibility to have the ability
to understand the theory seen in class about the analysis of an aircraft, in the world
there are an infinite number of aircraft designs, some of which are riskier than others,
but the simple fact that an aircraft is capable of flying this makes it a candidate to do
the stability tests.

• We must understand that in the wind tunnel we want to demonstrate a simulation of

a plane in real life, many planes use a control system to achieve stability, so it is
important to know the relationship between stability and control, and know when It is
already achieving stability.

• Finally we have to know how to use the indicated programs to be able to relate the
behavior, managing to document the entire procedure.
3. THEORY
Flight dynamics characterizes the motion of a flight vehicle in the atmosphere. As such,
it can be considered a branch of systems dynamics in which the system studies is a
flight vehicle. The response of the vehicle to aerodynamic, propulsive, and gravitational
forces, and to control inputs from the pilot determine the attitude of the vehicle and its
resulting flight path. The field of flight dynamics can be further subdivided into aspects
concerned with:

 Performance: in which the short time scales of response are ignored, and the
forces are assumed to be in quasi-static equilibrium. Here the issues are
maximum and minimum flight speeds, rate of climb, maximum range, and time
aloft (endurance).

 Stability: Stability is a property of an equilibrium state. To discuss stability, we

must first define what is meant by equilibrium. If an airplane is to remain in
steady uniform flight, the resultant force as well as the resultant moment about
the center of gravity must both be equal to 0, An airplane satisfying this
requirement is said to be in a state of equilibrium or flying at a trim condition. On
the other hand, if the forces and moments do not sum to 0, the airplane will be
subjected to translational and rotational accelerations.

 Static stability: The subject of airplane stability is generally divided into static
and dynamic stability; static stability refers to the subject's ability to remain on a
stable basis while doing so with compensatory limitations. These types of
actions are aimed at focusing on the control of the aircraft on the flight.

 Dynamic stability: Dynamic stability usually is specified by the time it takes a

disturbance to be damped to half of its initial amplitude or, in the case of an
unstable motion, the time it takes for the initial amplitude of the disturbance to
double. In the case of an oscillatory motion, the frequency and period of the
motion are extremely important. So far, we have been discussing the response
of an airplane to external disturbances while the controls are held fixed. When
we add the pilot to the system, additional complications can arise. For example,
an airplane that is dynamically stable to external disturbances with the controls
fixed can become unstable by the pilot's control actions. If the pilot attempts to
correct for a disturbance and that control input is out of phase with the oscillatory
motion of the airplane, the control actions would increase the motion rather than
correct it.
  Stability and Control: in which the short- and intermediate-time response of the
attitude and velocity of the vehicle is considered. Stability considers the
response of the vehicle to perturbations in flight conditions from some dynamic
equilibrium, while control considers the response of the vehicle to control inputs.

 Navigation and Guidance: in which the control inputs required to achieve a

particular trajectory are considered.

DEFINITIONS

SPEED OF SOUND

Another important consequence of the

compressibility of fluids is that disturbances
introduced at some point in the fluid
propagate at a finite velocity, for example: a
loudspeaker diaphragm causes a localized
disturbance as it vibrates, and the small
change in pressure created by the motion of
the diaphragm is propagated through the air
with a finite velocity. The velocity at which
these small disturbances propagate is
called the acoustic velocity or the speed of
sound, c. It can be shown that the speed of
sound is related to changes in pressure and
density of the fluid medium through the
equation: 𝑐 = √𝑑𝑝
𝑑𝜌

MACH NUMBER

In fluid dynamics, the Mach number (Ma) is a

dimensionless quantity representing the ratio
of flow velocity past a boundary to the local
speed of sound If Ma < 1.0 the aircraft is flying
at subsonic speeds, whereas for Ma > 1.0 it is
flying at supersonic speeds. The Mach
number is an important dimensionless
parameter used in the study of the flow of
gases at high speeds.
VELOCITY PROFILE

It is the graphic representation of the velocity of a fluid, depending on the distance

perpendicular to the direction of the flow. The following experiment is developed with a
constant velocity.
BOUDARY LAYER

To understand the speed limit layer, we consider the flow of a fluid through a tube with
solid surface impervious to the fluid. As the fluid flows, the part that is in direct contact
with the surface adheres to this area due to the effects of viscosity and does not slip,
causing zero velocity in this area. This is known as a non-slip condition. That layer
adhered to the surface transmits the deceleration of the adjacent layer and is the one
that follows and so on due to the interaction of the existing viscous forces, developing
a velocity profile. The region of luxury adjacent to the surface in which the viscous
effects are significant is called the speed limit layer.

FORCE AND MOMENT COEFICIENTS

Modern computer-based flight dynamics simulation is usually done in dimensional form,

but the basic aerodynamic inputs are best defined in terms of the classical non-
dimensional aerodynamic forms. These are defined using the dynamic pressure.

Where ρ is the ambient density at the flight altitude and Veq is the equivalent airspeed,
which is defined by the above equation in which ρSL is the standard sea-level value of
the density. In addition, the vehicle reference area S, usually the wing area, wing mean
aerodynamic chord ¯ c, and wing span b are used to non-dimensionalize forces and
moments. The force coefficients are defined as:

while the aerodynamic moment coefficients are defined as:

Note that the wing span is used as the reference moment arm for the rolling and yawing
moments, while the mean aerodynamic chord is used for the pitching moment.
Finally, we often express the longitudinal forces in terms of the lift L and drag D, and
define the corresponding lift and drag coefficients as:

Note that in this set of equations, L represents the lift force, not the rolling moment. It
generally will be clear from the context here, and in later sections, whether the variable
L refers to the lift force or the rolling moment.

At this point we have enough theory just to introduce important terms in a theoretically,
but what does that words (all forces) mean in a colloquial way.

AERODYNAMICS

Aerodynamics is the way air moves around things. The rules of aerodynamics explain
how an airplane is able to fly. Anything that moves through air reacts to aerodynamics.
A rocket blasting off the launch pad and a kite in the sky react to aerodynamics.
Aerodynamics even acts on cars, since air flows around cars.

HOW DO AN AIRPLANE'S WINGS PROVIDE LIFT?

The shape of an airplane's wings is what

makes it able to fly. Airplanes' wings are
curved on top and flatter on the bottom. That
shape makes air flow over the top faster than
under the bottom. So, less air pressure is on
top of the wing. This condition makes the
wing, and the airplane it's attached to, move
up. Using curves to change air pressure is a
trick used on many aircraft. Helicopter rotor
blades use this trick. Lift for kites also comes
from a curved shape. Even sailboats use this
concept. A boat's sail is like a wing. That's
what makes the sailboat move.
WHAT ARE THE FOUR FORCES OF FLIGHT?

The four forces of flight are lift, weight, thrust

and drag. These forces make an object move
up and down, and faster or slower. How much
of each force there is changes how the object
moves through the air.

WHAT IS WEIGHT?

Everything on Earth has weight. This force comes from gravity pulling down on objects.
To fly, an aircraft needs something to push it in the opposite direction from gravity. The
weight of an object controls how strong the push has to be. A kite needs a lot less
upward push than a jumbo jet does.

WHAT IS LIFT?

Lift is the force that directly opposes the weight of an airplane and holds the airplane in
the air. Lift is generated by every part of the airplane, but most of the lift on a normal
airliner is generated by the wings. Lift is a mechanical aerodynamic force produced by
the motion of the airplane through the air. Because lift is a force, it is a vector quantity,
having both a magnitude and a direction associated with it. Lift acts through the center
of pressure of the object and is directed perpendicular to the flow direction. There are
several factors which affect the magnitude of lift.

HOW IS LIFT GENERATED?

There are many explanations for the generation of lift found in encyclopedias, in basic
physics textbooks, and on Web sites. Unfortunately, many of the explanations are
misleading and incorrect. Theories on the generation of lift have become a source of
great controversy and a topic for heated arguments. To help you understand lift and its
origins, a series of pages will describe the various theories and how some of the popular
theories fail. Lift occurs when a moving flow of gas is turned by a solid object. The flow
is turned in one direction, and the lift is generated in the opposite direction, according
to Newton's Third Law of action and reaction. Because air is a gas and the molecules
are free to move about, any solid surface can deflect a flow. For an aircraft wing, both
the upper and lower surfaces contribute to the flow turning. Neglecting the upper
surface's part in turning the flow leads to an incorrect theory of lift.
NO FLUID, NO LIFT

Lift is a mechanical force. It is generated by the interaction and contact of a solid body
with a fluid (liquid or gas). It is not generated by a force field, in the sense of a
gravitational field, or an electromagnetic field, where one object can affect another
object without being in physical contact. For lift to be generated, the solid body must be
in contact with the fluid: no fluid, no lift. The Space Shuttle does not stay in space
because of lift from its wings but because of orbital mechanics related to its speed.
Space is nearly a vacuum. Without air, there is no lift generated by the wings.

NO MOTION, NO LIFT

Lift is generated by the difference in velocity between the solid object and the fluid.
There must be motion between the object and the fluid: no motion, no lift. It makes no
difference whether the object moves through a static fluid, or the fluid moves past a
static solid object. Lift acts perpendicular to the motion. Drag acts in the direction
opposed to the motion.

WHAT IS THRUST?

Thrust is the force that is the opposite of drag.

Thrust is the push that moves something forward.
For an aircraft to keep moving forward, it must
have more thrust than drag. A small airplane might
get its thrust from a propeller. A larger airplane
might get its thrust from jet engines. A glider does
not have thrust. It can only fly until the drag
causes it to slow down and land.

WHAT IS DRAG?

The drag coefficient is a number that

aerodynamicists use to model all of the complex
dependencies of shape, inclination, and flow
conditions on aircraft drag. This equation is
simply a rearrangement of the drag equation
where we solve for the drag coefficient in terms
of the other variables. The drag coefficient Cd is
equal to the drag D divided by the quantity:
density r times half the velocity V squared times
the reference area A.
𝐷
𝐶𝑑 = 1
(𝐴∗𝑟∗𝑉 2 )
2
The quantity one half the density times the velocity squared is called the dynamic
pressure q. So

𝐷
𝐶𝑑 =
(𝑞 ∗ 𝐴)

The drag coefficient then expresses the ratio of the drag force to the force produced by
the dynamic pressure times the area.

This equation gives us a way to determine a value for the drag coefficient. In a
controlled environment (wind tunnel) we can set the velocity, density, and area and
measure the drag produced. Through division we arrive at a value for the drag
coefficient. As pointed out on the drag equation slide, the choice of reference area (wing
area, frontal area, surface area ...) will affect the actual numerical value of the drag
coefficient that is calculated. When reporting drag coefficient values, it is important to
specify the reference area that is used to determine the coefficient. We can predict the
drag that will be produced under a different set of velocity, density (altitude), and area
conditions using the drag equation.

The drag coefficient contains not only the complex dependencies of object shape and
inclination, but also the effects of air viscosity and compressibility. To correctly use the
drag coefficient, we must be sure that the viscosity and compressibility effects are the
same between our measured case and the predicted case. Otherwise, the prediction
will be inaccurate. For very low speeds (< 200 mph) the compressibility effects are
negligible. At higher speeds, it becomes important to match Mach numbers between
the two cases. Mach number is the ratio of the velocity to the speed of sound. At
supersonic speeds, shock waves will be present in the flow field and we must be sure
to account for the wave drag in the drag coefficient. So it is completely incorrect to
measure a drag coefficient at some low speed (say 200 mph) and apply that drag
coefficient at twice the speed of sound (approximately 1,400 mph, Mach = 2.0). It is
even more important to match air viscosity effects. The important matching parameter
for viscosity is the Reynolds number that expresses the ratio of inertial forces to viscous
forces. In our discussions on the sources of drag, recall that skin friction drag depends
directly on the viscous interaction of the object and the flow. If the Reynolds number of
the experiment and flight are close, then we properly model the effects of the viscous
forces relative to the inertial forces. If they are very different, we do not correctly model
the physics of the real problem and will predict an incorrect drag

The drag coefficient equation will apply to any object if we properly match flow
conditions. If we are considering an aircraft, we can think of the drag coefficient as
being composed of two main components; a basic drag coefficient which includes the
effects of skin friction and shape (form), and an additional drag coefficient related to the
lift of the aircraft. This additional source of drag is called the induced drag or drag due
to lift. Induced drag occurs because of the distribution of lift across the span of the wing.
Because of pressure differences above and below the wing, the air on the bottom of
the wing is drawn onto the top near the wing tips. This creates a swirling flow which
changes the effective angle of attack along the wing and "induces" a drag on the wing.
The induced drag coefficient Cdi is equal to the square of the lift coefficient Cl divided
by the quantity: pi (3.14159) times the aspect ratio AR times an efficiency factor e.

𝐶𝑙 2
𝐶𝑑𝑖 =
𝜋𝐴𝑅𝑒

The aspect ratio is the square of the span “S” divided by the wing area A.

𝑆2
𝐴𝑅 =
𝐴

For a rectangular wing this reduces to the ratio of the span to the chord. Long, slender,
high aspect ratio wings have lower induced drag than short, thick, low aspect ratio
wings. Lifting line theory shows that the optimum (lowest) induced drag occurs for an
elliptical distribution of lift from tip to tip. The efficiency factor e is equal to 1.0 for an
elliptical distribution and is some value less than 1.0 for any other lift distribution. A
typical value for e for a rectangular wing is .70. The outstanding aerodynamic
performance of the British Spitfire of World War II is partially attributable to its elliptic
shaped wing which gave the aircraft a very low amount of induced drag. The total drag
coefficient Cd is equal to the drag coefficient at zero lift Cd0 plus the induced drag
coefficient Cdi.
𝐶𝑑 = 𝐶𝑑0 + 𝐶𝑑𝑖
The drag coefficient in this equation uses the wing area for the reference area.
Otherwise, we could not add it to the square of the lift coefficient, which is also based
on the wing area.

CENTER OF MASS (CENTER OF GRAVITY).

The center of mass is a position defined relative to an object or system of objects. It is

the average position of all the parts of the system, weighted according to their masses.
For simple rigid objects with uniform density, the center of mass is located at
the centroid. For example, the center of mass of a uniform disc shape would be at its
center. Sometimes the
center of mass doesn't fall
anywhere on the object. The
center of mass of a ring for
example is located at its
center, where there isn't any
material.
ATMOSPHERIC PROPERTIES
Aerodynamic forces and moments are strongly dependent upon the ambient density of
the air at the altitude of flight. In order to standardize performance calculations,
standard values of atmospheric properties have been developed, under the
assumptions that the atmosphere is static (i.e., no winds), that atmospheric properties
are a function only of altitude h, that the temperature is given by a specified piecewise
linear function of altitude, and that the acceleration of gravity is constant (technically
requiring that properties be defined as functions of geopotential altitude. Tables for the
properties of the Standard Atmosphere, in both SI and British Gravitational units, are
given on the following pages.

Table 1.1 Properties of the International Standard Table 1.2 Properties of the International Standard
Atmosphere; SI units Atmosphere; British Gravitational units.
WIND TUNNEL MECHANICS

SOLID MECHANICS

The conservation of mass is a fundamental concept of physics along with the

conservation of energy and the conservation of momentum. Within some problem
domain, the amount of mass remains constant--mass is neither created nor destroyed.
This seems quite obvious, as long as we are not talking about black holes or very exotic
physics problems. The mass of any object can be determined by multiplying the volume
of the object by the density of the object. When we move a solid object, as shown at
the top of the slide, the object retains its shape, density, and volume. The mass of the
object, therefore, remains a constant between state "a" and state "b."

FLUID STATICS

In the center of the figure, we consider an amount of a static fluid, liquid or gas. If we
change the fluid from some state "a" to another state "b" and allow it to come to rest,
we find that, unlike a solid, a fluid may change its shape. The amount of fluid, however,
remains the same. We can calculate the amount of fluid by multiplying the density times
the volume. Since the mass remains constant, the product of the density and volume
also remains constant. (If the density remains constant, the volume also remains
constant.) The shape can change, but the mass remains the same.

FLUID DYNAMICS

Finally, at the bottom of the slide, we consider the changes for a fluid that is moving
through our domain. There is no accumulation or depletion of mass, so mass is
conserved within the domain. Since the fluid is moving, defining the amount of mass
gets a little tricky. Let's consider an amount of fluid that passes through point "a" of our
domain in some amount of time t. If the fluid passes through an area A at velocity V,
we can define the volume Vol to be:

𝑉𝑜𝑙 = 𝐴 ∗ 𝑉 ∗ 𝑡

A units check gives area x length/time x time = area x length = volume. Thus the mass
at point "a" ma is simply density r times the volume at "a".

𝑚𝑎 = (𝑟 ∗ 𝐴 ∗ 𝑉 ∗ 𝑡)𝑎

If we compare the flow through another point in the domain, point "b," for the same
amount of time t, we find the mass at "b" mb to be the density times the velocity times
the area times the time at "b":

𝑚𝑏 = (𝑟 ∗ 𝐴 ∗ 𝑉 ∗ 𝑡)𝑏
From the conservation of mass, these two masses are the same and since the times
are the same, we can eliminate the time dependence.

(𝑟 ∗ 𝐴 ∗ 𝑉)𝑎 = (𝑟 ∗ 𝐴 ∗ 𝑉)

or

𝑟 ∗ 𝐴 ∗ 𝑉 = 𝐶𝑜𝑛𝑠𝑡𝑎𝑛𝑡
The conservation of mass gives us an easy way to determine the velocity of flow in a
tube if the density is constant. If we can determine (or set) the velocity at some known
area, the equation tells us the value of velocity for any other area. In our animation, the
area of "b" is one half the area of "a." Therefore, the velocity at "b" must be twice the
velocity at "a." If we desire a certain velocity in a tube, we can determine the area
necessary to obtain that velocity. This information is used in the design of wind tunnels.
The quantity density time’s area time’s velocity has the dimensions of mass/time and is
called the mass flow rate. This quantity is an important parameter in determining the
thrust produced by a propulsion system. As the speed of the flow approaches the speed
of sound the density of the flow is no longer a constant and we must then use a
compressible form of the mass flow rate equation. The conservation of mass equation
also occurs in a differential form as part of the Navier-Stokes equations of fluid flow.

SUBSONIC WIND TUNNEL

The AF100 subsonic wind tunnel offers
an open, compact and practical open-
loop wind tunnel, in which the low-speed
aerodynamic effects can be studied.
The test area is square section with roof
and acrylic floor. The sides are
removable acrylic panels. The entire unit
is supported by an aluminum frame.
Each side panel has a special support
bracket for optional wind tunnel models.
On the roof of the test area there are holes for the two Pitot devices and the t wo
pressure taps to measure the static pressure before and after the work area.
Two different units of Pitot tubes are provided with the wind tunnel. These two are
mounted at the top of the test area (one or both must be removed for some
experiments). Both units contain a transverse mechanism, so that they can measure
the air pressure through the test area from the top to the bottom. One of these devices
is a standard Pitot device with one connection, while the other is a static Pitot device
with two connections.
Calibration of the measurement system in a wind tunnel can further increase speed
accuracy and flow measurements. (TECQUIPMENT), It should be mentioned that
according to the specifications of the wind tunnel technical data sheet, the maximum
speed allowed by the tunnel is 36 m / s.

FLOW OR PANAL IRON (HONEYCOMBS).

It is a device used to straighten the air flow in a wind tunnel. It is a passage of

conductors, placed along the axis of the main air stream to limit the lateral velocity
components caused by the rotational movement in the air flow during the inlet. The
cross-sectional shapes of these "honeycombs" can be square, circular and regular
hexagonal cells. So, if you remember, the purpose of the campaign's mouth entry is to
reduce all the turbulence that enters the test section. The reduction of this turbulence
increases the accuracy and consistency of the reduction and drag measurements. A
honeycomb consists of many small tubes. These tubes eliminate turbulence because
there cannot be large swirls in a small tube; In the case of practice 2, we chose to use
the honeycomb (square shape) made by our partners in the field of experimental
techniques. Here is a highly technical drawing that exposes the details of how the new
honeycomb works.

Among the curiosities of honeycomb used for this practice was that the material that
composes it is mostly made of wood, showing that the result of a honeycomb bought
from an elaborate one is similar, however the honeycomb purchased eliminated more
efficiently the turbulence.
 PLACEMENT INTERACTIONS OF THE AIRPLANE IN THE SUPPORT
To accommodate our plane we followed a complicated process where we had to make
estimations of what the center of gravity and the aerodynamic center were, we had to
calibrate some characteristics to achieve horizontal stability in the wind tunnel, the main
complications is that when it was placed in the tunnel only became inclined after many
interactions the indicated result was achieved.

We had to remove several components to our plane, so that it could be ready for the
placement of the platform, the main modifications was to remove the tarugo that was
put into practice 1 leaving the plane.

Now having the plane alone, what we devised was

a way to adapt to the new structure, so we thought
of putting a nut so that it could fit in the rod of our
platform, the nut had to leave our plane completely
stable, with the help of our teacher provided us with
a platform (figure) gave us a lot of help for the
development of the practice, after trying to find the
aerodynamic center, the complexity was being able
to find and be able to fully focus, every time when
we tested the plane inside the tunnel we observe
unacceptable angles, so through brainstorming we
conclude in finding the center of gravity
independently and once found place it where it was
closest to the point before seen.
In the photo it is shown where the plane
is planned to be placed, the plane had to
be glued with a high quality adhesive
together with the nut so that it was rigid
and the nut fastening was not to take off
due to the air velocity, When gluing the
plane to the stubborn we take care of
many details, such as that the glue had
the sufficient capacity to adhere two
objects, that it did not detach easily, that
it was completely straight and that the
nose of the plane was parallel to the
dimensions of the exterior walls of our nut with
respect to the length of the plane.

When we found the place where our plane would be stable we gave ourselves the task
of being able to glue it properly, but when we only applied glue, what happened was
that it tended to take off, it was a very recurring problem we tried to adhere it with other
substances, we used several products for commercial use and unconventional use, and
the process we were doing was that we cleaned the area where we will put 800 metal
sandpaper like the plane like the screw, then we removed all the chips and tried to glue
them quickly we realized that we needed For a more powerful mixture to achieve this,
we deal with a special bonding paste, the recipe provided by our colleagues, when we
learned about the elaboration we realized that the materials are easily accessible the
glue was only a mixture between baking soda and glue for commercial use, the glue is
applied first and instantly the bicarbonate and the fastener will be very durable.

DEVELOPMENT AND PREPARATION METHOD OF THE PRACTICE

For the beginning we had to perform the safety methods established by the wind
tunnel, wearing a lab coat, protective glasses and ear covers to start safely, the wind
tunnel still has the requirements to start working on our practice of safe way.

For the pilot test it was decided to change the position of the wind tunnel to verify if
some of the errors and variations of the measurements on the first occasion could be
counteracted or present more precise results in this test.
In this pilot test the tunnel was placed with the final part of the tunnel pointing towards
the back door which was open to eliminate the phenomenon of back Pressure.
Because the wind tunnel does not have a system to control the speed with exact
quantities, it was decided to create in a simple way a panel where the maximum
speed fraction at which the tunnel is being used is marked (¼, ½, ¾ and 1), taking
into account that the knob reaches up to the speed of 27 m / s. Likewise, the degrees
were included to know the number of laps needed for the desired speed.
 It is necessary to add that, to obtain the
desired speed, the knob must be observed
right from the middle and then rotated, so
that the parallax error is avoided.
The steps to be followed that confirm reliable
measurements were obtained after
experimentation and pilot tests.
The procedure for the measurements was as
follows:
1. Following the safety steps, first we take
care that the entire machine setup, for that
we accommodate the wind tunnel so that it
does not hinder most of the machines that
share location with the wind tunnel inside the
laboratory Aerospace
In this practice the position of the wind tunnel
inside the laboratory did not have to be
modified much, this is due to the fact that the
external disturbances were not so critical
unlike practice 1 where any change of position
towards which all the results changed dramatically, Although in practice 2, it is not
exempt from changes due to what happens in our exterior if the door of our laboratory
was opened or centered, the stability of our plane was slightly affected but then
stabilized again.
1. Once everything is arranged in the wind tunnel, ensure that all doors are closed,
this is done so that the outside air does not generate any turbulence to our plane,
before lighting the tunnel we will place the wooden honeycomb, this will It will
ensure the path of the air flow in the wind tunnel.

2. Then we will open the wind tunnel side cover and place the scale model of the
plane correctly (ensuring that the structure is in the center and that it meets the
inner rear wall of the tunnel, so that it does not get airborne).

3. Once everything physical is in place, we proceed to turn on the wind tunnel, the
wind tunnel has 3 switches to turn them on, these three are located, one is
attached to the wall is an on and off switch and the two others are where the
wind tunnel computer is to be placed in such a way until the wind tunnel is
already energized.

4. Once all inside and on the wind tunnel we will place our camera with a support
so that the quality of our image does not fall and you can see clearly every minute
of our recording.

5. Once having all of the above in order you have to wait for the tunnel to be stable,
you have to wait a little while for the wind tunnel to work properly.

6. We will take into account that the duration of each video will have a duration of
5 minutes, in our case we first made one with honeycomb and then with the
wooden honeycomb.

7. Once these steps are respected, we proceed to turn the knob at a speed of
26m/s or two turns from its point of origin, this is the maximum established by
practice.

8. Take the recording of the behavior of the plane by our cameras each of our
videos will last 5 minutes we will have to be sure that the time is completed and
that the files are saved correctly.
 9. Every time the 5 minutes pass, we will observe the behavior of the stability of the
plane, in the first tests we carried out without the honeycomb it was noted that
the plane was very unstable, this is because the plane is of supersonic design,
but after Honeycomb stability was much better.

10. After each video we analyze the video and check it carefully to see the stability
of the plane and be able to classify it between positive and negative.

11. Repeat the steps with the two types of honeycomb, then check the differences
within the tracker program that will explain in more detail how the program was
used.

6. REFERENCES.

References:
 What is MATLAB? (2019). Retrieved from https://la.mathworks.com/discovery/what-is-
matlab.html
 MATLAB GUI (2019). Retrieved from https://la.mathworks.com/discovery/matlab-gui.html
 Park, J. MATLAB GUI (Graphical User Interface). University of Incheon.
 Pamadi, B. (2004). Performance, stability, dynamics, and control of airplanes, second edition. Reston, Va.:
American Institute of Aeronautics and Astronautics.
 Nelson, R. (2000). Flight Stability & Automatic Control. Blacklick, USA: McGraw-Hill Professional
Publishing.
 What is Lift? Retrieved from https://www.grc.nasa.gov/www/k-12/airplane/lift1.html
 Drag Coefficient. Retrieved from https://www.grc.nasa.gov/www/k-12/airplane/dragco.html
 Weight. Retrieved from https://www.grc.nasa.gov/www/k-12/airplane/weight1.html
 John Anderson, Introduction to Flight, McGraw-Hill, New York, Fourth Edition, 2000.
 Young, D., Munson, B., Okiishi, T. and Huebsch, W. (2012). Introduction to fluid mechanics.
[Singapour]: Wiley.
 https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-aerodynamics-
k4.html
 https://www.grc.nasa.gov/www/k-12/airplane/mach.html
 https://www.grc.nasa.gov › Talks › FlightControl
7. RESULTS AND CONCLUSIONS
RESULTS AND EXPLANATION OF THE GRAPHICS

Once we understood how the tracker program was used, it quickly showed us the
graphs, for greater reliability we passed the data from the tables in Excel where the
graphs were looked at with a different behavior, in our case, we managed to collect
more results by managing to experience the behavior With the honeycomb and without
it, there are many things that we have to take into account before looking at these
graphics, first our plane is designed for high speeds, the plane is for military use,
another important thing is that most of the weight this plane has It is for the components
of the plane and the fuel, these aircraft are usually manned by one or maximum two
pilots, and the goal of our plane is to have greater stability at supersonic speeds.

Table 1.3 Aircraft behavior without Honeycomb

40
ϴr (in degrees)

30
20
10 Aircraft behavior without
Honeycomb
0
0 10 20 30 40 50
t (seconds)

As shown in the image (figure and

figure) the two would represent the
same graphs, the graph supplied by
cracker (figure) is more noticeable as
the plane inside the wind tunnel was
quite unstable, this can be known why
the critical points the original angle
where it was placed as the initial
position at the time of starting our
video is too far apart, justifying the
unstable behavior of our plane, this
was due to its design, the wind tunnel
reaches subsonic speeds, and the
plane is supersonic.

However, leaving aside the design of

the plane, we tried several times to test
to see i f any of the graphics could be a bit more stable, although the video quality
affected us a bit in the past recordings, this does not stopped to compare the preliminary
graphs before showing what would be left in our report, the past graphs the critical
points were shown much higher than the graphs present in this practice, all this
uncertainty made us notice that the practice could be improved of all the possible ways,
in the recording we use a three-leg
camera support, supplied by the
class teacher and a camera with
higher resolution, and the plane
moved its center of gravity a bit
achieving a bit more stability.
Already clarified points of
accommodation of the whole plane
in the structure we proceeded to
test the entire system, but now
putting the honeycomb, the
graphics had a good change as
shown in (figure and figure).

Tabla 1.4 Aircraft behavior with Honeycomb

30
25
ϴr (in degrees)

20
15
10 Aircraft behavior with
Honeycomb
5
0
0 10 20 30 40 50 60

t (seconds)
In these graphs I must highlight something very interesting, first here the honeycomb
was already applied inside the tunnel, second the behavior of the plane over time was
a little changing in its angle, as more time passed the ship presented symptoms of
being able to stabilize This was because once the honeycomb inside the imaginary
lines of the air flow, it was much less turbulent which made the flow go according to
one direction, this is a great help on flights, it is much easier to have lift in a real flight,
even though our model is a scale and does not have the ability to fly, in theory the
design where we grab is a design that is capable of having a lot of lift in cases of
extreme speeds, although in the course of time recording the ship had little stability
outside the video we tried to increase the speed of the wind tunnel reaching a little
beyond the third lap The wind tunnel grille was here when we noticed that our plane
had fewer movements compared to the speed we were using for our tests, concluding
that the plane at speeds set for practice is unstable, but experimenting with speeds
much but much Higher the plane is stable.
TEAM CONCLUSION
In the report, as in practice, we got a lot of feedback with the first practice, even though
we used the same plane and the realization at the beginning was slightly similar, the
goals are very different, we as a team had already been able to successfully test the
test a few weeks ago , but we had several inconveniences that made us fall behind a
little in the delivery of our report, the first of these disturbances was that we struggled
a lot to find the center of gravity of our plane, it had to do a trial and error process to
that the test came out correctly, after seeing the first test successfully, but we realized
that the graphics shown by the program said that our plane had too high instability, this
had a bit of logic but we were not satisfied with the result of the program, observing all
the factors that made our graphics come out too unstable We have the possibility that
the video quality was not the most optimal, the video quality was not the right one for
the program to work as efficiently as possible, we had to repeat the whole process but
this time with a support for our video camera, now after all these complications we
managed to get the right result, even though the plane is clearly not designed for
subsonic speeds, I manage to have some stability with honeycomb, I think that if it had
not been for honeycomb we would have to do the tests again to keep looking at more
results.
Another improvement that was taken into account is that it was possible to notice more
the union of the team, unlike the previous practice that each one was on their own,
although we feel sorry for delivering the practice after the limit established by the
teacher, We hope that the wait was worth it, as a team we try to make a report with
easy to understand information and that it attracts attention with our visual help, finally
we want to conclude that we learned and managed to observe that stability is something
totally necessary for a plane can have a correct flight, on the other hand leaving aside
all that man-made stability can be appreciated in nature it is surprising to see what a
bird needs to be able to stay in the air, as aerospace engineers we admire all those
aerodynamic bodies that occur in all types of areas and ecosystems, I think stability is
indispensable, it can be applied cable in everything, we as biped living beings need
stability to be able to walk on our two legs, I believe that any living being, form or thing
is not exempt from stability, finally and a little apart from practice, since practice 2 I have
the curiosity of putting a body of primitive characteristics inside the wind tunnel, with
primitives we mean those living beings that could fly like the pterodactyls that would be
interesting to investigate everything we do in these practices, such as knowing their
stability, their aerodynamic efficiency among others stuff.
8. ANNEXES

Practice 2: Pitching motion of an airplane

LINK OF THE VIDEO:
https://www.youtube.com/watch?v=GWxKJ2_QUnE&feature=youtu.be&fbclid=IwAR23aPPGVu2AdF7
7UUe_qkGTaQkn6kyqT9VTIJWEbRnGQiZuS7tfHHE4r2I

EVIDENCE: