“fm” — 2003/3/10 — page v — #5xiii xvi xvii 2.3.1 Market and mission issues 2.3.2 Airworthiness and other standards 2.3.3 Environmental and social issues 2.3.4 Commercial and manufacturi
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Dedications
To Jessica, Maria, Edward, Robert and Jonothan – in their hands rests the future
To my father, J F Marchman, Jr, for passing on to me his love of airplanes and to my teacher, Dr Jim Williams, whose example inspired me to pursue a career in education
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for engineering students
Lloyd R Jenkinson
James F Marchman III
OXFORD AMSTERDAM BOSTON LONDON NEW YORK PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO
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Butterworth-Heinemann
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xiii xvi xvii
2.3.1 Market and mission issues
2.3.2 Airworthiness and other standards
2.3.3 Environmental and social issues
2.3.4 Commercial and manufacturing considerations
2.3.5 Systems and equipment requirements
2.4 Configuration options
2.5 Initial baseline sizing
2.5.1 Initial mass (weight) estimation
2.5.2 Initial layout drawing
2.7 Refining the initial layout
2.7.1 Constraint analysis
2.7.2 Trade-off studies
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vi Contents
2.8 Refined baseline design
2.9 Parametric and trade studies
2.9.1
parametric studies 2.10 Final baseline configuration
2.10.1 Additional technical considerations 2.10.2 Broader-based considerations 2.11 Type specification
2.11.1 Report format 2.11.2 Illustrations, drawings and diagrams References
3 Introduction to the project studies
4 Project study: scheduled long-range business jet
4.2 Project brief
4.2.1 Project requirements 4.3 Project analysis
4.3.1 Payload/range 4.3.2 Passenger comfort 4.3.3 Field requirements 4.3.4 Technology assessments 4.3.5 Marketing
4.3.6 Alternative roles 4.3.7 Aircraft developments 4.3.8 Commercial analysis 4.4 Information retrieval
4.5 Design concepts
4.5.1 Conventional layout(s) 4.5.2 Braced wing/canard layout 4.5.3 Three-surface layout 4.5.4 Blended body layout 4.5.5 Configuration selection 4.6 Initial sizing and layout
4.6.1 Mass estimation 4.6.2 Engine size and selection 4.6.3 Wing geometry
4.6.4 Fuselage geometry 4.6.5 Initial ‘baseline aircraft’ general arrangement drawing 4.7 Initial estimates
4.7.1 Mass and balance analysis 4.7.2 Aerodynamic estimations 4.7.3 Initial performance estimates 4.7.4 Constraint analysis
4.7.5 Revised performance estimates 4.7.6 Cost estimations
4.8 Trade-off studies
4.8.1 Alternative roles and layout 4.8.2 Payload/range studies
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Contents
4.8.3 Field performance studies
4.8.4 Wing geometry studies
4.8.5 Economic analysis
4.9 Initial ‘type specification’
4.9.1 General aircraft description
4.9.2 Aircraft geometry
4.9.3 Mass (weight) and performance statements
4.9.4 Economic and operational issues
5.9 Revised baseline layout
5.9.1 Wing fuel volume
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6.4.1 Existing aircraft 6.4.2 Configurational analysis 6.4.3 Electrical propulsion system 6.5 Design concepts
6.6 Initial sizing
6.6.1 Initial mass estimations 6.6.2 Initial aerodynamic considerations 6.6.3 Propeller analysis
6.7 Initial performance estimation
6.7.1 Maximum level speed 6.7.2 Climb performance 6.7.3 Turn performance 6.7.4 Field performance
References
7 Project study: a dual-mode (road/air) vehicle
7.2 Project brief (flying car or roadable aircraft?)
7.3 Initial design considerations
7.4 Design concepts and options
7.5 Initial layout
7.6 Initial estimates
7.6.1 Aerodynamic estimates 7.6.2 Powerplant selection 7.6.3 Weight and balance predictions 7.6.4 Flight performance estimates 7.6.5 Structural details
7.6.6 Stability, control and ‘roadability’ assessment 7.6.7 Systems
7.6.8 Vehicle cost assessment 7.7 Wind tunnel testing
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Contents
8.3 Problem definition
8.4 Design concepts and selection
8.5 Initial sizing and layout
8.6 Initial estimates
8.6.1 Initial mass estimations
8.6.2 Initial aerodynamic estimations
9.6.2 Joined wing layout
9.6.3 Flying wing layout
9.6.4 Braced wing layout
9.6.5 Configuration selection
9.7 Initial sizing and layout
9.7.1 Aircraft mass estimation
9.7.2 Fuel volume assessment
9.7.3 Wing loading analysis
9.7.4 Aircraft speed considerations
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10.5 Initial layout and sizing
10.5.1 Wing selection 10.5.2 Engine selection 10.5.3 Hull design 10.5.4 Sponson design 10.5.5 Other water operation considerations 10.5.6 Other design factors
10.6 Initial estimates
10.6.1 Aerodynamic estimates 10.6.2 Mass and balance 10.6.3 Performance estimations 10.6.4 Stability and control 10.6.5 Structural details 10.7 Baseline layout
10.8 Revised baseline layout
11.2.1 Team development
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Contents
11.2.2 Team member responsibilities
11.2.3 Team leadership requirements
11.2.4 Team operating principles
11.2.5 Brainstorming
11.3 Managing design meetings
11.3.1 Prior to the meeting
11.3.2 Minutes of the meeting
11.3.3 Dispersed meetings
11.4 Writing technical reports
11.4.1 Planning the report
11.4.2 Organising the report
11.4.3 Writing the report
11.4.4 Referencing
11.4.5 Use of figures, tables and appendices
11.4.6 Group reports
11.4.7 Review of the report
11.5 Making a technical presentation
11.5.1 Planning the presentation
11.5.2 Organising the presentation
11.5.3 Use of equipment
11.5.4 Management of the presentation
11.5.5 Review of the presentation
11.6 Design course structure and student assessment
Some useful constants (standard values)
Appendix B: Design data sources
Technical books (in alphabetical order)
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xiv Preface
Case studies provide both student and instructor with a valuable teaching/learning tool, allowing them to examine the way others have approached particular design chal-lenges In the 1970s, the American Institute of Aeronautics and Astronautics (AIAA) published an excellent series of design case studies2 taken from real aircraft project developments These provided valuable insights into the development of several, then current, aircraft Some other texts have employed case studies taken from industrial practice Unfortunately, these tend to include aspects of design that are beyond the conceptual phase, and which are not covered in academic design courses While these are useful in teaching design, they can be confusing to the student who may have diffi-culty discerning where the conceptual aspects of the design process ends and detailed design ensues The case studies offered in this text are set in the preliminary design phase They emphasize the thought processes and analyses appropriate at this stage of vehicle development
Many of the case studies presented in this text were drawn from student projects Hence, they offer an insight into the conceptual design process from a student per-spective The case studies include design projects that won top awards in national and international design competitions These were sponsored by the National Aeronautics and Space Administration (NASA), the US Federal Aviation Administration (FAA), and the American Institute of Aeronautics and Astronautics (AIAA)
The authors bring a unique combination of perspectives and experience to this text
It reflects both British and American academic practices in teaching aircraft design to undergraduate students in aeronautical and aerospace engineering Lloyd Jenkinson has taught aircraft design at both Loughborough University and Southampton University in the UK and Jim Marchman has taught both aircraft and spacecraft design
at Virginia Tech in the US They have worked together since 1997 in an experiment that combines students from Loughborough University and Virginia Tech in interna-tional aircraft design teams.3 In this venture, teams of students from both universities have worked jointly on a variety of aircraft design projects They have used exchange visits, the Internet and teleconference communications to work together progressively, throughout the academic year, on the conceptual design of a novel aircraft
In this book, the authors have attempted to build on their experience in international student teaming They present processes and techniques that reflect the best in British and American design education and which have been proven to work well in both academic systems Dr Jenkinson also brings to this text his prior experience in the aerospace industry of the UK, having worked on the design of several successful British aircraft Professor Marchman’s contribution to the text also reflects his experiences in working with students and faculty in Thailand and France in other international design team collaborative projects
The authors envision this text as supplementing the popular aircraft design textbooks, currently in use at universities around the world Books such as those reviewed by Mason1 could be employed to present the detailed aspects of the preliminary design process Working within established conceptual design methodology, this book will provide a clearer picture of the way those detailed analyses may be adapted to a wide range of aircraft types
It would have been impossible to write this book without the hard work and asm shown by many of our students over more years than we care to remember Their continued interest in aircraft design project work and the smoothing of the difficulties they sometimes experienced in progressing through the work was our inspiration We have also benefited from the many colleagues and friends who have been generous in sharing their encouragement and knowledge with us Aircraft design educators seem
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Preface xv
to be a special breed of engineers who selflessly give their effort and time to inspire
anyone who wants to participate in their common interest We are fortunate to count
them as our friends
References
craft design education’, Journal of Aircraft Design, Vol 3, No 4, pp 239–247, Elsevier,
December 2000
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xviii Introduction
to 10) The projects have been used as coursework at universities in the UK and the US
It should be noted that the project studies presented are not meant to provide a ‘fill in the blank’ template to be used by future students working on similar design problems but to provide insight into the process itself Each design problem, regardless of how similar it may appear to an earlier aircraft design, is unique and requires a thorough and systematic investigation The project studies presented in this book merely serve
as examples of how the design process has been followed in the past by other teams faced with the task of solving a unique problem in aircraft design
It is impossible to design aircraft without some knowledge of the fundamental ories that influence and control aircraft operations It is not possible to include such information in this text but there are many excellent books available which are written
the-to explain and present these theories A bibliography containing some of these books and other sources of information has been added to the end of the book To understand the detailed calculations that are described in the examples it will be necessary to use the data and theories in such books Some design textbooks do contain brief examples
on how the analytical methods are applied to specific aircraft But such studies are mainly used to support and illustrate the theories and do not take an overall view of the preliminary design process
The initial part of the book explains the preliminary design process Chapter 1 briefly describes the overall process by which an aircraft is designed It sets the preliminary design stages into the context of the total transformation from the initial request for proposal to the aircraft first flight and beyond Although this book only deals with the early stages of the design process, it is necessary for students to understand the subsequent stages so that decisions are taken wisely For example, aircraft design is
by its nature an iterative process This means that estimates and assumptions have sometimes to be made with inadequate data Such ‘guesstimates’ must be checked when more accurate data on the aircraft is available Without this improvement to the fidelity
of the analytical methods, subsequent design stages may be seriously jeopardized Chapter 2 describes, in detail, the work done in the early (conceptual) design process
It provides a ‘route map’ to guide a student from the initial project brief to the validated
‘baseline’ aircraft layout The early part of the chapter includes sections that deal with
‘defining and understanding the problem’, ‘collecting useful information’ and ‘setting the aircraft requirements’ This is followed by sections that show how the initial aircraft configuration is produced Finally, there are sections illustrating how the initial aircraft layout can be refined using constraint analysis and trade-off studies The chapter ends with a description of the ‘aircraft type specification’ This report is commonly used to collate all the available data about the aircraft This is important as the full geometrical description and data will be needed in the detailed design process that follows Chapter 3 introduces the seven project studies that follow (Chapters 4 to 10) It describes each of the studies and provides a format for the sequence of work to be followed in some of the studies The design studies are not sequential, although the earlier ones are shown in slightly more detail It is possible to read any of the studies separately, so a short description of each is presented
Chapters 4 to 10 inclusive contain each of the project studies The projects are selected from different aeronautical applications (general aviation, civil transports, military aircraft) and range from small to heavy aircraft For conciseness of presentation the detailed calculations done to support the final designs have not been included in these chapters but the essential input values are given so that students can perform their own analysis The projects are mainly based on work done by students on aeronautical engineering degree courses One of the studies is from industrial work and some have