Mysterious Flight
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Lighter-Than-Air Vehicles for Civilian and Military Applications
Lighter-than-Air Vehicles for Civilian and Military Applications From the world leaders in the manufacture of aerostats, airships, air cell structures, gas balloons & tethered balloons Aerostats Parachute Training Balloons Airships Nose Docking and PARACHUTE TRAINING BALLOONS Mooring Mast System The airborne Parachute Training Balloon system (PTB) is used to give preliminary training in static line parachute jumping. For this purpose, an Instructor and a number of trainees are carried to the operational height in a balloon car, the winch is stopped, and when certain conditions are satisfied, the trainees are dispatched and make their parachute descent from the balloon car. GA-22 Airship Fully Autonomous AIRSHIPS An airship or dirigible is a type of aerostat or “lighter-than-air aircraft” that can be steered and propelled through the air using rudders and propellers or other thrust mechanisms. Unlike aerodynamic aircraft such as fixed-wing aircraft and helicopters, which produce lift by moving a wing through the air, aerostatic aircraft, and unlike hot air balloons, stay aloft by filling a large cavity with a AEROSTATS lifting gas. The main types of airship are non rigid (blimps), semi-rigid and rigid. Non rigid Aerostats are a cost effective and efficient way to raise a payload to a required altitude. airships use a pressure level in excess of the surrounding air pressure to retain Also known as a blimp or kite aerostat, aerostats have been in use since the early 19th century their shape during flight. Unlike the rigid design, the non-rigid airship’s gas for a variety of observation purposes. -
Poster Presentation
AN OVERVIEW OF AERIAL APPROACHES TO EXPLORING SCIENTIFIC REGIONS AT TITAN M.Pauken1, J. L. Hall1, L. Matthies1, M. Malaska1, J. A. Cutts1, P. Tokumaru2, B. Goldman3 and M. De Jong4 1Jet Propulsion Laboratory, California Institute of Technology, Pasadena, CA; 2AeroVironment Inc., Monrovia, CA 3Global Aerospace, Monrovia CA, 4Thin Red Line Aerospace, Chilliwack, BC Scientific Motivations Aerial Platforms for Scientific Exploration • Titan has a rich and abundant supply of organic molecules and a hydrology cycle based on cryogenic hydrocarbons. Titan • Aerial platforms are ideal for performing initial environments include organic, dunes, plains, and hydrocarbon lakes and seas. reconnaissance of such locations by remote sensing • Titan may have had near-surface liquid water from impact melt pools and possible cryovolcanic outflows that may have mixed with and following it up with in situ analysis. surface organics to create biologically interesting molecules such as amino acids. • The concept of exploring at Titan with aerial vehicles • These environments present unique and important locations for investigating prebiotic chemistry, and potentially, the first steps dates back to the 1970s [2]. towards life. • NASA initiated studies of Titan balloon missions in • When the Huygens Probe descended through Titan’s atmosphere it determined the atmosphere was clear enough to permit imaging the early 1980s [3]. of the surface from 40-km altitude and had a rich variety of geological features. Winds were light and diurnal changes were minimal • JPL -
In This Unit Theme This Unit Is About the Evolution of Flight
Unit 5 In This Unit Theme This unit is about the evolution of flight. Content Objectives Students will • examine the world of animal and human flight. • read about the development of the first powered aeroplane. • consider how childhood interests can influence career choices. Language Objectives Students will • talk about the evolution of flying animals and machines. • use phrases to argue, counterargue and concede. • use the past perfect to distinguish the first of two actions in the past. • use the past perfect continuous to describe the first of two actions in the past. • write a classification essay describing two types of animal flight. Vocabulary pages 78–79 adaptation, capability, early, evolve, feature, flap, flight, TO START glide, hollow, limited, soar, weight, wingspan 1. We all know that birds fly. What page 80 allow, powered, skilled, other living things fly? Make a list of as many as you can. support page 83 ascend, descend, force, 2. Why do you think humans have parachute, prove, stable always wanted to fly? Jetmen flying over the city of Dubai, United Arab Emirates page 84 engine, fuel, to land, pilot, 3. Would you like to be able to fly? to take off Why or why not? Vocabulary Strategies Root words 76 (port); Using a dictionary Speaking Strategy Arguing and conceding OWI_3_SE_81089_076-091_U05_CP2.indd 76 6/20/16 11:23 AM Grammar Grammar 1 Use the past perfect to Introduce the Unit distinguish the first of two actions • Build background Say The next unit is about flying. Many of us in the past have flown in an aeroplane, but has anyone ever flown in a glider? Grammar 2 Use the past perfect continuous to describe the first of What’s the difference between an aeroplane and a glider? Explain two actions in the past that, unlike aeroplanes, gliders don’t need engines to fly; they are Reading Reaching for the Sky carried along ‘rivers’ of air, called air currents, in the atmosphere. -
Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883
Journal of Aviation/Aerospace Education & Research Volume 13 Number 1 JAAER Fall 2003 Article 1 Fall 2003 Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883 Thomas Forenz Follow this and additional works at: https://commons.erau.edu/jaaer Scholarly Commons Citation Forenz, T. (2003). Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883. Journal of Aviation/Aerospace Education & Research, 13(1). https://doi.org/10.15394/ jaaer.2003.1559 This Article is brought to you for free and open access by the Journals at Scholarly Commons. It has been accepted for inclusion in Journal of Aviation/Aerospace Education & Research by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Forenz: Assessing the Evolution of the Airborne Generation of Thermal Lif Thermal Lift ASSESSING THE EVOLUTION OF THE AIRBORNE GENERATION OF THERMAL LIFT IN AEROSTATS 1783 TO 1883 Thomas Forenz ABSTRACT Lift has been generated thermally in aerostats for 219 years making this the most enduring form of lift generation in lighter-than-air aviation. In the United States over 3000 thermally lifted aerostats, commonly referred to as hot air balloons, were built and flown by an estimated 12,000 licensed balloon pilots in the last decade. The evolution of controlling fire in hot air balloons during the first century of ballooning is the subject of this article. The purpose of this assessment is to separate the development of thermally lifted aerostats from the general history of aerostatics which includes all gas balloons such as hydrogen and helium lifted balloons as well as thermally lifted balloons. -
How to Inflate a Hot Air Balloon
How to Inflate a Hot Air Balloon By Douglas Crook On June 4th, 1783, the Montgolfier brothers made history when they flew a massive balloon capable of carrying multiple people over the French Countryside. Today, this tradition continues to leave those both in the balloon and on the ground in amazement. Although riding or flying a hot air balloon is extremely intriguing, there are many precautions that must be followed in order to ensure a safe and satisfying trip into the atmosphere. The process for preparing a hot air balloon for flight tends to be extensive, so it is of the upmost importance to carefully follow all instructions during preflight procedures. This instruction set will feature specific steps for crew members and pilots to safely and effectively inflate a hot air balloon for takeoff. DANGER: Improper set up procedures relating to the balloon, basket, burner, or crew may lead to serious injury or even death. All Federal Aviation Administration rules and regulations must be followed in order to ensure a safe flight. WARNING: The pilot utilized during flight must have an up to date license issued by the Federal Aviation Administration and have a certain number of previous flying hours in a Hot Air Balloon. Failure to do so could result in fines and time in jail. CAUTION: This instruction set has been created to provide the user with a basic understanding of the procedures involved in the hot air balloon inflation process. The pilot and crew members should have extensive training and experience with the balloon that they are working with. -
FAA Regulations of Ultralight Vehicles Sudie Thompson
Journal of Air Law and Commerce Volume 49 | Issue 3 Article 4 1984 FAA Regulations of Ultralight Vehicles Sudie Thompson Follow this and additional works at: https://scholar.smu.edu/jalc Recommended Citation Sudie Thompson, FAA Regulations of Ultralight Vehicles, 49 J. Air L. & Com. 591 (1984) https://scholar.smu.edu/jalc/vol49/iss3/4 This Comment is brought to you for free and open access by the Law Journals at SMU Scholar. It has been accepted for inclusion in Journal of Air Law and Commerce by an authorized administrator of SMU Scholar. For more information, please visit http://digitalrepository.smu.edu. Comments FAA REGULATION OF ULTRALIGHT VEHICLES SUDIE THOMPSON A RELATIVELY NEW form of sport and recreational avi- ation has swept the aviation industry - ultralights. Ul- tralights are the first airplanes to have been developed and marketed as "air recreational vehicle[s]." ' Powered ul- tralights are featherweight planes which cost between $2,800 and $7,000.2 Unpowered ultralights are most frequently called hang gliders.' It is estimated that the worldwide total of powered and unpowered ultralights of all types is 25,000,' and one source predicts that the world total of 20,000, pow- ered ultralights will soon double.5 An October, 1981, article places the Federal Aviation Administration's (FAA) estimate of the number of powered ultralights flying in the United States alone at about 2,500.6 Less than one year later the Experimental Aircraft Association (EAA) and the FAA in- creased their estimates of the number of operational powered and unpowered ultralights (excluding true hang gliders) to 7 10,000. -
LASSI: Unit 2 Middle School Informational Text
LASSI: Unit 2 Middle School Informational Text Article #1 - Early Ideas about Flying By Melissa Hudson Vocabulary: feathers, movement, flap, aircraft, hot air balloon 1 The ancient Greeks believed only the Gods could fly. One Greek legend tells the story of Daedalus and his son, Icarus. King Minos imprisoned them on an island. To escape, they made wings of wax and feathers and flew away. Daedalus made it back safely. But, Icarus was so excited about flying, he did not hear his father's warning. He flew too close to the sun. The sun's heat melted the wax on his wings. The boy crashed to his death in the sea below. People had many ideas about flying. 2 In our culture, people wrote stories about strange ways to fly. For example, stories have been written about magic carpets, witches on broomsticks, and other forms of movement through the air. One early story is The Man in the Moon . In the story, the hero trains a flock of geese to fly him to the moon. People had many ideas about flying. 3 Birds inspired people to explore new ideas about flying. Leonardo da Vinci was one of the people inspired by birds. He made one of the first flying machines called the ornithopter (ôr n - th p t r). The machine had wings like a bird. To fly, a person had to flap the wings up and down. It was not very successful. 4 After trying many things, people were finally able to fly. The first way people flew was in a hot air balloon. -
DYNAMIC MODELING of AUTOROTATION for SIMULTANEOUS LIFT and WIND ENERGY EXTRACTION by SADAF MACKERTICH B.S. Rochester Institute O
DYNAMIC MODELING OF AUTOROTATION FOR SIMULTANEOUS LIFT AND WIND ENERGY EXTRACTION by SADAF MACKERTICH B.S. Rochester Institute of Technology, 2012 A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in the Department of Mechanical and Aerospace Engineering in the College of Engineering and Computer Science at the University of Central Florida Orlando, Florida Spring Term 2016 Major Professor: Tuhin Das c 2016 Sadaf Mackertich ii ABSTRACT The goal of this thesis is to develop a multi-body dynamics model of autorotation with the objective of studying its application in energy harvesting. A rotor undergoing autorotation is termed an Autogyro. In the autorotation mode, the rotor is unpowered and its interaction with the wind causes an upward thrust force. The theory of an autorotating rotorcraft was originally studied for achieving safe flight at low speeds and later used for safe descent of helicopters under engine failure. The concept can potentially be used as a means to collect high-altitude wind energy. Autorotation is inherently a dynamic process and requires detailed models for characterization. Existing models of autorotation assume steady operating conditions with constant angu- lar velocity of the rotor. The models provide spatially averaged aerodynamic forces and torques. While these steady-autorotation models are used to create a basis for the dynamic model developed in this thesis, the latter uses a Lagrangian formulation to determine the equations of motion. The aerodynamic effects on the blades that produce thrust forces, in- plane torques, and out-of-plane torques, are modeled as non-conservative forces within the Lagrangian framework. -
The History of Balloon Flight
Science Passage #3 The History of Balloon Flight About 130,000 spectators, including King Louis XVI, looked up into the sky above France and saw a large balloon soaring overhead. The balloon was filled with hot air. It had a basket attached to the bottom of it. The basket held the first passengers ever to fly in a hot-air balloon. The day was September 19, 1783. After eight minutes and two miles of flight, the balloon landed. All of the passengers got off safely. Who were the passengers? They were a sheep, a duck, and a rooster. Only a year before, two men filled a silk and paper bag with hot air and watched as it rose up to the ceiling of a house. Since the hot air was less dense than the air around it, it could rise. These men, who were brothers, started experimenting with bigger and bigger bags. It was they who, under advice from the king, launched the farm animals into the sky on that September day in 1783. The early balloon looked a little different than the hot-air balloons do of today. For one thing, it was highly decorated to impress the French royalty in the crowd. Only two months later, the first humans flew in a hot-air balloon. It took a lot of bravery because it was still a very young science. The first man to fly in a balloon was a chemistry and physics teacher. He just went straight up and then straight back down. Why? His balloon was tethered to the ground with a rope. -
The Invention of the Hot Air Balloon Claudette Balpe
The Invention of the Hot Air Balloon Claudette Balpe When we think of the hot air balloon, we think of adventure and power—but also of simplicity. After all, the hot air balloon—which does not have an engine—is virtually noiseless. The hot air balloon is also mysterious—how can a heavy basket attached to a gas-filled balloon rise into the air ‘all by itself’? Students will be will be motivated by the desire to understand ‘how it works’ as much as by the desire to discover how the inventors of the hot air balloon came up with the idea and managed to build their invention. From mythology to play: how can man achieve flight? From the fables of antiquity and the myth of Icarus to the machines imagined or designed by Bacon and da Vinci (the best-known of the early flying machines), man has always been fascinated by flight. Children also share the dream of flight, as demonstrated by their interest in playing with paper airplanes, party balloons and other such objects. One way to begin the unit is by taking a survey of non-motorised flying objects with which students are familiar or with which they play. These might include paper rockets or airplanes, kites, balloons, para-gliders and gliders, for instance. This will familiarise the class with the topic and will allow the students to begin to identify certain characteristics. The ‘how’ of flight is a question that will emerge early on in the activity. Students will quickly identify causes, such as the muscles of the hand that throws a paper airplane; the wind and tension on the string or rope for a kite or para-glider; the pull of another airplane for the glider, etc. -
Easy Access Rules for Balloons
Easy Access Rules for Balloons EASA eRules: aviation rules for the 21st century Rules and regulations are the core of the European Union civil aviation system. The aim of the EASA eRules project is to make them accessible in an efficient and reliable way to stakeholders. EASA eRules will be a comprehensive, single system for the drafting, sharing and storing of rules. It will be the single source for all aviation safety rules applicable to European airspace users. It will offer easy (online) access to all rules and regulations as well as new and innovative applications such as rulemaking process automation, stakeholder consultation, cross-referencing, and comparison with ICAO and third countries’ standards. To achieve these ambitious objectives, the EASA eRules project is structured in ten modules to cover all aviation rules and innovative functionalities. The EASA eRules system is developed and implemented in close cooperation with Member States and aviation industry to ensure that all its capabilities are relevant and effective. Published September 20201 Copyright notice © European Union, 1998-2020 Except where otherwise stated, reuse of the EUR-Lex data for commercial or non-commercial purposes is authorised provided the source is acknowledged ('© European Union, http://eur-lex.europa.eu/, 1998-2020') 2. Cover page picture: © kadawittfeldarchitektur 1 The published date represents the date when the consolidated version of the document was generated. 2 Euro-Lex, Important Legal Notice: http://eur-lex.europa.eu/content/legal-notice/legal-notice.html. Powered by EASA eRules Page 2 of 345| Sep 2020 Easy Access Rules for Balloons Disclaimer DISCLAIMER This version is issued by the European Union Aviation Safety Agency (EASA) in order to provide its stakeholders with an updated and easy-to-read publication related to balloons. -
Cameron O-120 Hot Air Balloon, G-BVXF Year of Manufacture
AAIB Bulletin: 10/2011 G-BVXF EW/C2011/0101 ACCIDENT Aircraft Type and Registration: Cameron O-120 hot air balloon, G-BVXF Year of Manufacture: 1994 Date & Time (UTC): 1 January 2011 at 0947 hrs Location: Midsomer Norton, Somerset Type of Flight: Private Persons on Board: Crew - 1 Passengers - 1 Injuries: Crew - 1 (Fatal) Passengers - 1 (Fatal) Nature of Damage: Balloon destroyed Commander’s Licence: Private Pilot’s Licence (Balloons and Airships) Commander’s Age: 42 years Commander’s Flying Experience: 194 hours on balloons Last 90 days - 2 hours Last 28 days - 0 hours Information Source: AAIB Field Investigation Synopsis Background information The pilot was attempting to climb to an altitude of 6,000 m One of the elements for award of the BBAC Gold Badge (approximately 19,700 ft). Having reached an altitude is to achieve a flight to an altitude of over 6,000 m amsl. of 21,500 ft the balloon descended for about 80 seconds The pilot was attempting this element. There have been at approximately 1,500 ft/min. It then entered a rapid 23 successful Gold Badge flights over 6,000 m altitude descent of approximately 5,500 ft/min from which it in the UK, and additionally there have been numerous did not recover. In the latter stages of the descent the flights over 4,000 m made by British balloon pilots in envelope was seen in a collapsed, ‘streamered’ state. the Alps. There was a post‑impact fire, which damaged much of the balloon basket and envelope. Members of the ground crew recalled that the pilot started planning for the attempt in October 2010.