The Right Flyer is a rubber powered flying model airplane. The Right Flyer airplane is a kit designed for students third grade to twelfth grade. The kit included materials and instructions to produce a Right Flyer airplane model. In EDCT 2604, we used this kit to construct the Right Flyer and then fly our models.
The design process began with 1 motor stick, 7 strip wood, 1 wing saddle center, 2 balsa ribs, 2 wheels, 1 motor hook, 1 propeller, 2 wing saddle uprights, 2 wing hold-down rubber bands, 1 plan/covering, 1 landing gear, and 1 rubber motor. Additionally, we were given glue, utility knives, wax paper, styrofoam working plane, and push pins. We carefully cut and glued balsa strips according to the plan. We pined the balsa leading and trailing edges of the wing into place. Using the dihedral gauge, we cut wing ribs in place using the correct angles on the edges. Next, we glued three pieces of balsa wood together to make the Wing Saddle. Then, we glued the motor hook to the fuselage at the position shown on the plan. Next, we glued the fin to the horizontal stabilizer, using the gauge to make sure the fin was perpendicular. Furthermore, we glued the coverings to the wing panels and then glued the tail assembly to the rear fuselage. Placing wings centers ribs joining, we glued them together at an angle. Then, we glued the wing saddle to the center of the wing and using the double wrapped rubber bands, connected it to the fuselage. We attached the rubber motor. Thus, we were ready to fly.
After designing and constructing, we then took our flyers to be tested. To make our planes fly, we rotated the propeller a number of times to wind the rubber band. We launched the planes from ground level at least three times, and then from shoulder level at least three times.

Contruction Phase of Right Flyer

While testing, I discovered the number of turns had a big effect how long the plan was in the air. The higher the number of turns, the longer the flight time. Thus, each flight, I gradually increased the number of turns, which in return made my flight time increase. Additionally, by observation, I discovered the dihedral angle effected the flight time as well. The people whose angle was closer to zero had more trouble getting flight time. Furthermore, because my plane climbed at a great angle once releasing it from shoulder level, I added weight to the front end to balance the weight. This resulted in an increase of time as well. Moreover, I noticed the rubber band loosing elasticity the more we turned it. Additionally, I wish that we had more time to troubleshoot and adjust our planes so we could achieve the maximum out of out planes.

Right Flyer and Myself

The total area of the lifting surfaces of my model airplane is the surface area of the wings. Each wing had a surface area of 35in2 (10.0in * 3.5in). Thus, the total surface area is 70in2. The surface lifting area is very important to the flight time of the airplane; moreover, the ratio of wingspan to average chord is an important characteristic of wings. Long wings are better for gliding flight, and short wings are better for the launching phase. Also, to reduce wing drag increase the wingspan and decrease the wing chord. However, because we had no part in the design process of our airplane, we could not design our planes accordingly. We used a pre-designed Right Flyer. The average flight time for Take off from ground level is flight #1 plus flight #2 plus flight #3, all divided by three, which comes out to be 4.92s ({0s+3.47s+11.28s}/3=4.92s). The average flight time for Take off from shoulder level is flight#1 plus flight #2 plus flight#3, all divided by three, which is 20.99s ({17.62s+17.74s+27.63s}/3 = 21.99s). The total flight time is the average of take off from ground plus take off from shoulder, divided by 2, which equals 12.96s ({14.75s = 20.99s}/2 = 12.96s). To improve my flight times, each trial I increased the number of turns to give the plane more power. Additionally, after two trials from should level that were almost identical, I added weight to front head of the airplane because my plane was taking off at too high of an angle and going straight up to the ceiling. Also, because my plane was restricted the gym perimeters, I flew my plane outside so there would be no restrictions of the height of flight. However, by doing this I must keep in consideration the wind factor, although there was little to no wind at the time of flight. However, without restriction on height or distance, my plane gained another ten seconds.

I believe this exercise would be successful in middle school and high school; however, not in elementary school. Elementary students do not have the coordination, skills, or patience to work with this activity. Yet for middle to high school students, this activity would definitely be a success. However, the teacher must have more than a week to work on the project due to the drying periods and construction processes. I would suggest in a middle school environment that the teacher step by step work with the students and demonstrate the activity along side the students. Thus, there would be less confusion and mistakes by the students. Additionally, the instructions are not always clear and in order.