Glide+

thingiverse

This project enables you to build your own airplane from a set of 3D printed parts. Different types of wings are included that you can attach to the hull in order to find the configuration that flies the best according to your wishes. A launcher was designed for lift off under different angles and launch speeds. This is a starter model that now includes a small wing, large wing, reverse angle wing, high aspect ratio wing, and a stabilizer. More wing types will be added over time. Print Settings Printer Brand: Ultimaker Printer: Ultimaker Original Rafts: No Supports: No Resolution: 0.1-0.2mm Infill: 5-20% How I Designed This The project was designed with Solidworks. The wings are created by lofting a flat-bottom airfoil profile suited for 3D printing over two guide lines. They are attached to the hull with friction fits and can be set at 3 different angles of attack (AOA): -15, 0, and 15 degrees. The connections are designed so the wings can also be tilted slightly upwards for a dihedral configuration. The hull is of a simple design to make it as lightweight as possible while easy to launch, and safe enough to prevent injuries. Project: Glide+ Project Name: Glide+ Overview & Background: In this project you will learn the basics of airplane aerodynamics. Using a 3D printer you will build your own version of an airplane model and perform several flight tests. Objectives: To gain an understanding of basic aerodynamics including wing lift and drag, angle of attack, aspect ratio, airfoil shape, and wing configurations. To gain basic experience with a 3D printer, slicer software, and knowledge about optimal settings for different parts. Teamwork: deciding on a common goal and making strategic decisions to reach it. Audiences: High School 11th and 12th grade, 16-18 year old. Subjects: Science, Physics Skills Learned (Standards): Basic scientific formulas, basic aerodynamics, and basics of Fused Filament Fabrication (FFF) 3D printing. Lesson/Activity: Introductory class (2 hours) a. Project outline b. Basics of aerodynamics i. Principles: Lift, drag, angle of attack ii. Airfoil design iii. Wing configurations iv. Wing lift calculations c. 3D printing instructions i. How a 3D printer works ii. Operating the machine iii. Slicer settings d. Division of students into groups of 4 e. Selection of one of the following goals per group: i. The farthest flight ii. The most beautiful flight (a target trajectory needs to be drawn in side view e.g. 1 looping, 2 loopings, corkscrew/heartline roll/barrel roll, boomerang effect, top hat, horizontal flight hovering just above the ground etc.) Independent course work (2 hours) a. Additional research into aerodynamics specific to the goal b. Selection of 3D printed parts from the inventory. Choice of slicer settings (only wall thickness with a minimum of 2x the nozzle size and infill with a minimum of 10%, layer height and flow will be set at a fixed number) and color/material settings, separate for the wings and hull. The parts may not be rescaled. Each group has to use at least 2 different sets of wings. c. Optional: custom designing a set of wings with Solidworks and 3D printing them. This will take 2-3 additional independent hours. 3D printing. The machine will be running for 2-3 hours per group. Wings and hull can be printed without supports. The hull should be printed with the flat side on the print bed, with the connector hook for the launch platform on top. Wings should be printed with the flat side down. The vertical stabilizer needs a support structure as well as a brim. At least one part or set of parts needs to be printed in a bright red or pink for better recognition on the camera. Important Note! This is a Work In Progress and the body part will need to be rescaled in your slicer software to a length of 119.5 mm. The included wing files are for the left side of the plane - to create the wing on the right side it needs to be mirrored over the X-axis within your slicer. Flight test (1 hour). The tests need to be performed on a sports field, preferably a soccer or football field. Each team will film the flight on a smartphone from the side, preferably with a plain background such as a wall or open sky. All planes need to be launched from the same height, only the launch angle and speed may differ. Presentation, 10 minutes per team: a. Team introduction, including roles and responsibilities b. Project approach c. Flight test videos d. Analysis and reflection Duration: 6 clock hours total including 3 class periods. A 3D printer will be used for approximately 2 hours per group. Preparation: In case a tutor is not available, students will need to have read about the principles of aerodynamics and airplane configurations as well as the basics of 3D printing. See references (1), (2) and (3). During the flight tests, one smartphone with a good camera and fully charged battery will be required per group. References Wing Configuration. https://en.wikipedia.org/wiki/Wing_configuration How Do I Understand Basic Aerodynamics. http://amaflightschool.org/getstarted/how-do-i-understand-basic-aerodynamics 3D Printing Basics. http://www.instructables.com/id/3D-Printing-Basics/ Rubric & Assessment: At the end of the project, per group one 3D printed glider airplane needs to have been 3D printed, tested in 3 different configurations and 3 times per configuration for a total of 9 tests, each recorded on video and documented in a report. Each test counts as a try, and the first tries are counted the highest, so the best judged configuration should be launched first. A proposed grading structure is as follows: Quality of research and documentation: 20% Design choices: 20% Quality of the 3D print: 10% Overall airplane performance: 30%. The first try will count 9x as high as the last try, the second try 8x as high, the third try 7x as high, etc. Teamwork and overall effort: 10%