The Wright Brothers Played with As Small Boys
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PC-6/B2-H4 Airplane Flight Manual Doc. No. 1820 at Revision 8
PILOT’S INFORMATION MANUAL PC-6/B2-H4 applicable from AC S/N 825 PILOT’S INFORMATION MANUAL PC-6/B2-H4 applicable from AC S/N 825 WARNING •This PC-6 Pilot’s Information Manual is published for general and familiarization purposes only. •This Pilot’s Information Manual does NOT meet FAA, FOCA or any other civil aviation authority regulations for operation of ANY Aircraft. •This Pilot’s Information Manual is a reproduction of a PC-6 Airplane Flight Manual, however, it is NOT revised or updated. •This Pilot’s Information Manual does NOT reflect the configuration or operating parameters of any actual aircraft. •Only the Approved Airplane Flight Manual issued for a specific serial number aircraft may be used for actual operation of that serial number aircraft. Pilatus Aircraft Ltd P.O. Box 992 6371 Stans, Switzerland Phone +41 41 619 67 00 Fax +41 41 619 92 00 [email protected] www.pilatus-aircraft.com AIRPLANE FLIGHT MANUAL PC-6/B2-H4 ONLY REPORT NO. 1820 PURPOSES REGISTRATION ._____ __. SERIAL NO . APPLICABLE FROM A/C SIN 825 FAMILIARIZATION THIS AIRPLANDANE IS TO BE OPERAT ED IN COMPLIANCE WITH INFORMATION AND LIMI TATIONS CONTAINED HEREIN THIS FLIGHT MANUAL IS TO BE KEPT GENERAL IN THE AIRCRAFT AT ALL TIMES FOR Approved by: SWISS FEDERAL OFF FOR CIVIL AVIATION · �L Nov 20, JS�S" Date of Approval : ____·- ______ PILATUS AIRCRAFT LTD STANS/SWITZERLAND ONLY PURPOSES FAMILIARIZATION AND GENERAL FOR © Pilatus Aircraft Ltd. This document contains proprietary information that is protected by copyright. All rights are reserved, No part of this document may be copied, reproduced or translated to other languages without the prior written consent of Pilatus Aircraft Ltd. -
AMA FPG-9 Glider OBJECTIVES – Students Will Learn About the Basics of How Flight Works by Creating a Simple Foam Glider
AEX MARC_Layout 1 1/10/13 3:03 PM Page 18 activity two AMA FPG-9 Glider OBJECTIVES – Students will learn about the basics of how flight works by creating a simple foam glider. – Students will be introduced to concepts about air pressure, drag and how aircraft use control surfaces to climb, turn, and maintain stable flight. Activity Credit: Credit and permission to reprint – The Academy of Model Aeronautics (AMA) and Mr. Jack Reynolds, a volunteer at the National Model Aviation Museum, has graciously given the Civil Air Patrol permission to reprint the FPG-9 model plan and instructions here. More activities and suggestions for classroom use of model aircraft can be found by contacting the Academy of Model Aeronautics Education Committee at their website, buildandfly.com. MATERIALS • FPG-9 pattern • 9” foam plate • Scissors • Clear tape • Ink pen • Penny 18 AEX MARC_Layout 1 1/10/13 3:03 PM Page 19 BACKGROUND Control surfaces on an airplane help determine the movement of the airplane. The FPG-9 glider demonstrates how the elevons and the rudder work. Elevons are aircraft control surfaces that combine the functions of the elevator (used for pitch control) and the aileron (used for roll control). Thus, elevons at the wing trailing edge are used for pitch and roll control. They are frequently used on tailless aircraft such as flying wings. The rudder is the small moving section at the rear of the vertical stabilizer that is attached to the fixed sections by hinges. Because the rudder moves, it varies the amount of force generated by the tail surface and is used to generate and control the yawing (left and right) motion of the aircraft. -
Federal Aviation Administration, DOT § 61.45
Federal Aviation Administration, DOT Pt. 61 Vmcl Minimum Control Speed—Landing. 61.35 Knowledge test: Prerequisites and Vmu The speed at which the last main passing grades. landing gear leaves the ground. 61.37 Knowledge tests: Cheating or other VR Rotate Speed. unauthorized conduct. VS Stall Speed or minimum speed in the 61.39 Prerequisites for practical tests. stall. 61.41 Flight training received from flight WAT Weight, Altitude, Temperature. instructors not certificated by the FAA. 61.43 Practical tests: General procedures. END QPS REQUIREMENTS 61.45 Practical tests: Required aircraft and equipment. [Doc. No. FAA–2002–12461, 73 FR 26490, May 9, 61.47 Status of an examiner who is author- 2008] ized by the Administrator to conduct practical tests. PART 61—CERTIFICATION: PILOTS, 61.49 Retesting after failure. FLIGHT INSTRUCTORS, AND 61.51 Pilot logbooks. 61.52 Use of aeronautical experience ob- GROUND INSTRUCTORS tained in ultralight vehicles. 61.53 Prohibition on operations during med- SPECIAL FEDERAL AVIATION REGULATION NO. ical deficiency. 73 61.55 Second-in-command qualifications. SPECIAL FEDERAL AVIATION REGULATION NO. 61.56 Flight review. 100–2 61.57 Recent flight experience: Pilot in com- SPECIAL FEDERAL AVIATION REGULATION NO. mand. 118–2 61.58 Pilot-in-command proficiency check: Operation of an aircraft that requires Subpart A—General more than one pilot flight crewmember or is turbojet-powered. Sec. 61.59 Falsification, reproduction, or alter- 61.1 Applicability and definitions. ation of applications, certificates, 61.2 Exercise of Privilege. logbooks, reports, or records. 61.3 Requirement for certificates, ratings, 61.60 Change of address. -
Glider Handbook, Chapter 2: Components and Systems
Chapter 2 Components and Systems Introduction Although gliders come in an array of shapes and sizes, the basic design features of most gliders are fundamentally the same. All gliders conform to the aerodynamic principles that make flight possible. When air flows over the wings of a glider, the wings produce a force called lift that allows the aircraft to stay aloft. Glider wings are designed to produce maximum lift with minimum drag. 2-1 Glider Design With each generation of new materials and development and improvements in aerodynamics, the performance of gliders The earlier gliders were made mainly of wood with metal has increased. One measure of performance is glide ratio. A fastenings, stays, and control cables. Subsequent designs glide ratio of 30:1 means that in smooth air a glider can travel led to a fuselage made of fabric-covered steel tubing forward 30 feet while only losing 1 foot of altitude. Glide glued to wood and fabric wings for lightness and strength. ratio is discussed further in Chapter 5, Glider Performance. New materials, such as carbon fiber, fiberglass, glass reinforced plastic (GRP), and Kevlar® are now being used Due to the critical role that aerodynamic efficiency plays in to developed stronger and lighter gliders. Modern gliders the performance of a glider, gliders often have aerodynamic are usually designed by computer-aided software to increase features seldom found in other aircraft. The wings of a modern performance. The first glider to use fiberglass extensively racing glider have a specially designed low-drag laminar flow was the Akaflieg Stuttgart FS-24 Phönix, which first flew airfoil. -
Efficient Light Aircraft Design – Options from Gliding
Efficient Light Aircraft Design – Options from Gliding Howard Torode Member of General Aviation Group and Chairman BGA Technical Committee Presentation Aims • Recognise the convergence of interest between ultra-lights and sailplanes • Draw on experiences of sailplane designers in pursuit of higher aerodynamic performance. • Review several feature of current sailplanes that might be of wider use. • Review the future for the recreational aeroplane. Lift occurs in localised areas A glider needs efficiency and manoeuvrability Drag contributions for a glider Drag at low speed dominated by Induced drag (due to lift) Drag at high ASW-27 speeds Glider (total) drag polar dominated by profile drag & skin friction So what are the configuration parameters? - Low profile drag: Wing section design is key - Low skin friction: maximise laminar areas - Low induced drag – higher efficiencies demand greater spans, span efficiency and Aspect Ratio - Low parasitic drag – reduce excrescences such as: undercarriage, discontinuities of line and no leaks/gaps. - Low trim drag – small tails with efficient surface coupled with low stability for frequent speed changing. - Wide load carrying capacity in terms of pilot weight and water ballast Progress in aerodynamic efficiency 1933 - 2010 1957: Phoenix (16m) 1971: Nimbus 2 (20.3m) 2003: Eta (30.8m) 2010: Concordia (28m) 1937: Wiehe (18m) Wooden gliders Metal gliders Composite gliders In praise of Aspect Ratio • Basic drag equation in in non-dimensional, coefficient terms: • For an aircraft of a given scale, aspect ratio is the single overall configuration parameter that has direct leverage on performance. Induced drag - the primary contribution to drag at low speed, is inversely proportional to aspect ratio • An efficient wing is a key driver in optimising favourable design trades in other aspects of performance such as wing loading and cruise performance. -
Keck Study Airships; a New Horizon for Science”
Keck Study Airships; A New Horizon for Science” Scott Hoffman Northrop Grumman Aerospace Systems May 1, 2013 Military Aircraft Systems (MAS) Melbourne FL 321-951-5930 Does not Contrail ITAR Controlled Data Airship “Lighter than Air” Definition Airplanes are heavier than air and fly because of the aerodynamic force generated by the flow of air over the lifting surfaces. Balloons and airships are lighter-than-air (LTA), and fly because they are buoyant, which is to say that the total weight of the aircraft is less than the weight of the air it displaces.1 The Greek philosopher Archimedes (287 BC – 212 B.C.) first established the basic principle of buoyancy. While the principles of aerodynamics do have some application to balloons and airships, LTA craft operate principally as a result of aerostatic principles relating to the pressure, temperature and volume of gases. A balloon is an unpowered aerostat, or LTA craft. An airship is a powered LTA craft able to maneuver against the wind. 1 NASA Web site U.S. Centennial of Flight Commission http://www.centennialofflight.gov/index2.cfm Does not Contain ITAR Controlled Data Atmospheric Airship Terminology • Dirigible – Lighter-than-air, Engine Driven, Steerable Craft • Airship –Typically any Type of Dirigible – Rigid –Hindenburg, USS Macon, USS Akron USS Macon 700 ft X 250 ft – Semi-Rigid – Has a Keel for Carriage and Engines • NT-07 Zeppelin Rigid – Non-Rigid – Undercarriage and Engines Support by the Hull • Cylindrical Class-C – “Blimp” – Goodyear, Navy AZ-3, Met Life Blimp, Blue Devil Simi-Rigid -
Wright Family to Petree Family Correspondence
MS-585 Wright Family to Petree Family Correspondence Collection Number: MS-585 Title: Wright Family to Petree Family Correspondence Dates: 1900-1939 (bulk 1900-1917) Creator: Wright, Milton, 1823-1917. Haskell, Katharine Wright, 1874-1929. Wright, Orville, 1871-1948. Wright, Reuchlin, 1861-1920. Summary/Abstract: The Wright Family to Petree Family Correspondence primarily contains letters written by Milton Wright to his niece Estella Harris Petree. The letters describe Wright family news and activities, but more importantly include specific references to Wilbur and Orville Wright’s bicycle business, flying experiments and success, Orville Wright’s accident at Ft. Myer in September 1908, the 1913 Dayton flood, and Milton’s flight with Orville in May 1910. There is also a very poignant letter written by Reuchlin Wright describing the death of his father, Milton, in 1917. Additional items include correspondence from Orville Wright and two photographs that appear to be clipped from publications. Quantity: .5 linear feet Language(s): English Repository: Special Collections and Archives, Paul Laurence Dunbar Library, Wright State University, Dayton, OH 45435-0001, (937) 775-2092 Restrictions on Access: There are no restrictions on accessing material in this collection. Restrictions on Use: Copyright restrictions may apply. Unpublished manuscripts are protected by copyright. Permission to publish, quote or reproduce must be secured from the repository and the copyright holder. Preferred Citation: (Box Number, Item Number), MS-585, Wright Family to Petree Family Correspondence, Special Collections and Archives, University Libraries, Wright State University, Dayton, Ohio. Acquisition: The Wright Family to Petree Family Correspondence was donated by Mary Carlton in October 2010. -
Wilbur & Orville Wright
Wright Company The Wright Company was incorporated on November 22, 1909. The Wright Company factory was completed in November 1910 and a duplicate factory building was erected in 1911. The buildings continued in use until the Wright Company was sold, October 15, 1915. Series of nine interior views of the factory of the French firm of Astra, Societé de Constructions Aeronautiques, Paris, which was building Wright airplanes in 1909 under license from the Wright brothers. L’Aviation illustrée, v. 1, May 29, 1909: 1 Exterior view of Wright Company factory, Dayton, 1910. World’s Work, v. 20, Aug. 1910: 13311 Exterior end views of Wright Company factory, Dayton, 1911. LC-W86-98; LC-W86-121; SMIN 38,530-C; SMIN 38,531-B Exterior side views of Wright Company factory, Dayton, 1911. LC-W86-95; LC-W86-96; Aircraft, v. 2, Sept. 1911: 246; HAWBHP 94; SMIN 3830-O Interior views of Wright Company factory, Dayton, including views of the assembly of wing frames, biplane strut construction, elevator and rudder frame construction, and runner construction. Allg Auto Zeit, v. 10, Mar. 26, 1909: 41; LOUVA fac ing 164, 170,402,404; SBNA 83 (two views) Series of interior views of Wright Company factory, Dayton. WADC 252372-252383 Series of interior views of Wright Company factory, Dayton. SMIN 32,120-E; SMIN 32,122-Q; SMIN 36-323-A; SMIN 38,524-E; SMIN 38,530-B; SMIN 38,530-J; SMIN 38,531-A Interior view of Wright Company factory, Dayton, 1911, show ing three airplanes in process of assembly. -
The Wright Stuff
1203cent.qxd 11/13/03 2:19 PM Page 1 n a chilly North Carolina edge. It is likely that this informa- Omorning 100 years ago, two tion became the basis for the design brothers from Dayton, Ohio, at- of their early gliders. It also led them tempted a feat others considered im- to contact Octave Chanute, an possible, and their success changed American engineer who was the world. leading the way for experiments in Today we take air travel for aeronautics. granted, and rarely give a second thought to our capability to fly liter- Three problems ally anywhere in the world. But one The Wrights realized from the be- hundred years ago, the endeavors ginning that they had to solve three of the Wrights and other aeronau- problems: tical pioneers were widely viewed • Balance and control. as foolhardy. Although some of the THE WRIGHT • Wing shape and resulting lift. world’s most creative minds were • Application of power to the converging on a solution to the flight structure. problem, well-respected scientists STUFF: Of the three, they correctly recog- such as Lord Kelvin thought flight Materials in the Wright Flyer nized that balance and control were impossible. the least understood and probably In fact, Simon Newcomb, pro- The flight of the Wright Flyer was the most critical. To solve that fessor of mathematics and as- the “first in the history of the world problem, they turned to gliding ex- tronomy at Johns Hopkins Univer- periments. sity and vice-president of the in which a machine carrying a man National Academy of Sciences, had had raised itself by its own power The 1900 glider declared only 18 months before the into the air in full flight, had sailed After a few preliminary experi- successful flight at Kitty Hawk, forward without reduction of speed, ments with small kites, they built “Flight by machines heavier than air and had finally landed at a point as their first glider in 1900. -
Restoration, Preservation, and Conservation of the 1905 Wright Flyer III
Jeanne Palermo Restoration, Preservation, and Conservation of the 1905 Wright Flyer III he 1905 Wright Flyer III at museum village which he proceeded to build and Carillon Historical Park in endow. A major theme of the museum would be Dayton, Ohio, is one of the most transportation: how it changed Dayton, and how significant aircraft in the history Dayton changed transportation. Deeds’ desire to of aviation.T This relatively unknown airplane is include a Wright airplane in his museum led to called the world’s first practical airplane because, the restoration of the 1905 Wright Flyer III. with this aircraft, the Wright brothers solved all Initially, Deeds expected to construct a the remaining problems of sustained and con- replica of the 1903 “Kitty Hawk” Flyer. It was trolled flight. The 1905 Wright Flyer III is also the Orville Wright who felt that enough parts of the first plane ever to carry a passenger. 1905 machine existed to do a restoration. Wright History himself was in possession of the engine, propellers, Following their first flights at Kitty Hawk, and metal chain guides that the Wrights had North Carolina, in December 1903, Wilbur and brought back to their shop in Dayton. The frame Orville Wright returned home to Dayton for had been left in a shed at Kitty Hawk following Christmas knowing that, while they had suc- the plane’s final flights in 1908. That May, the ceeded in their dream of flying, much work plane had been refitted from its original configu- remained to make flying practical. The 1903 ration with a pilot prone on the lower wing, to Wright Flyer flew four relatively short, straight- two upright seats for a pilot and passenger. -
Americans on the Move: Grade 5 American History Lesson Plan
Wright State University CORE Scholar Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention Local and Regional Organizations 2003 Americans On the Move: Grade 5 American History Lesson Plan Timothy Binkley Follow this and additional works at: https://corescholar.libraries.wright.edu/dtah Part of the Education Commons, and the United States History Commons Repository Citation Binkley, T. (2003). Americans On the Move: Grade 5 American History Lesson Plan. https://corescholar.libraries.wright.edu/dtah/1 This is brought to you for free and open access by the Local and Regional Organizations at CORE Scholar. It has been accepted for inclusion in Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention by an authorized administrator of CORE Scholar. For more information, please contact library- [email protected]. DAYT f N 'PUB L I C SCHOOLS A /Vew })Ay .Is ))AWAJIN<!!r! Name: Timothy Binkley School: Wright State University Grade 5 Level: ------ Lesson Plan Title: Americans On the Move Content Area(s) American History Learning With the development of their first practical powered aircraft, the Wright Brothers introduced a Objectives) new mode of transportation. By touring Carillon Historical Park, students willieam about different forms of transportation including the Wright Flyer. They will be asked to evaluate the merits and limitations of each, and how different forms of transportation aided in the expansion and development of the United States. [Note: this lesson plan is very similar to "Moving Along", a lesson plan for use at the Huffman Prairie Flying Field Interpretive Center / Wright Memorial. Because ofduplication, only one trip (1.5 hours = HPFFIWM, lfull day = Carillon Park) should be chosen.] Benchmarks for History Benchmark C: "Explain how new developments led to the growth of the United States." the Ohio (p.28) Academic Content Standards for Social Studies Indicators for Grade-Level indicator for Grade Five, Growth: "6. -
Increasing Technology at the Turn of the 20Th Century
Name:______________________________________________ Date:_______________ Class:____________ Short Quiz / Exit Slip: Increasing Technology at the Turn of the 20th Century Part A: Multiple Choice: Instructions: Choose the option that answers the question or completes the sentence. 1. Who helped pioneer the efforts to use electricity in cities with Thomas Edison? a. Samuel Morse b. Andrew Carnegie c. George Westinghouse d. Alexander Graham Bell 2. Who invented the telegraph? a. Thomas Edison b. Albert Einstein c. George Westinghouse d. Samuel Morse 3. What was the significance of the Bessemer Process? a. It led to the creation of the light bulb. b. It allowed voices to be carried over wires, not just beeping signals. c. It led to the ability to record sound on records. d. It led to the building of skyscrapers. 4. In what state did the Wright Brothers conduct the first flight? a. North Carolina b. Maine c. Maryland d. Ohio 5. Who invented the telephone? a. Alexander Graham Bell b. Samuel Morse c. Orville Wright d. None of the above Part B: Short Answer: Instructions: Answer the question below. 1. Which invention do you think had the most impact on American society, the light bulb, the telephone, or the airplane? Explain. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________