It's almost summer and we're not flying!
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Are we grumpy? 

  When we first started this project, with no real idea of the scope of the project, we blithely estimated that it would take 2 years to finish an airplane.  We were off by a lot as it took 4 years to create just the CH-701 airframe.  That was an airplane with no engine, fuel system, instruments, or control system.  We shelved the 701 for two years as we got going on the CH-601 and sought an engine for the 701.  As we began work again this year on the 701 we thought we could be finished and flying by this summer.  This kind of optimism is not uncommon within the experimental aircraft construction community.  
   Several things are driving the pace of our progress.  One is the fact that we really only build for 4 hours every week.  It seems as though we're doing a lot in that time as we have many people working on many different parts and projects but we don't have a lot of long, sustained building periods.  Our work is in 2 hour segments.  
    The next limiter is that we have inexperienced people doing the work.  This is by design as our whole project is designed to teach skills to kids that don't have them yet.  It's working, but speed isn't one of the goals, just a result.  
     Lastly, our limited budget has driven us to choose several methods of solving problems that require us to create our own solutions rather than purchasing an off-the-shelf system.  The bubble doors are a case in point.  Available for $455 plus shipping they seemed desirable but pricey.  The mentors and students engineered a fixture and created our own doors for less total cost which also gave us the satisfaction of solving a problem and learning several new skills.  
     The engine mount is another example.  Our reliance on a donated engine required a specific engine mount.  We were given the choice of looking for a manufactured mount or making our own.  We chose to design and construct our own, saving money and teaching ourselves and the students quite a bit in the process.  
     While our ultimate goal remains to take to the skies in aircraft that students have created, we are sending students out into the world with skills that they will have for a lifetime.  We feel pretty good about that. 

 


     
     Patrick is drilling holes that will hold rivets.  He's connecting the tubular doorframe to the hinge.  The hinge will connect to the upper doorsill and the door will eventually swing up and open.  
 
     Fitting the hinge to the upper sill.  The two little yellow tabs at the ends of the gray panel are the wing attachment fittings.   This is where the wing is bolted to the fuselage.  These seem too small to hold the wings on but consider:  when the wing produces lift it does not pull up very much on the fuselage attachment fittings.  Most of the lifting force is pulling up on the struts that connect from the center of the wing to the bottom of the fuselage near the landing gear.  
          Here the tubular frame is clecoed to the hinge.  It pivots up easily.  
          That frame was trickier than it looks.  The plans call out bent aluminum tubing connected at the corners with gussets, or reinforced triangles.  We felt that mitered, welded corners would be stronger, cleaner, and offer more visibility.  As Mr. Steed had taken two classes in TIG welding at Olympic College in Bremerton, he felt this was within our capabilities.  
          He tack welded, checked the fit, cut and re-tack welded, checked, did the final welds, checked, and then bent to fit.  It seems that after welding, the tubing near the welds is annealed, or softer, and easier to bend.  
     Here's the bubble door clecoed in place.  We trimmed this plastic piece a little too closely to provide a good seal.  That's OK as this piece is a little thick (therefore a little heavier than it has to be) and will be replaced .  We used .125 inch material.  We now have access to a supply of .118 material.  This is switching from 1/8 inch to 1/9 inch.  And should save us a little weight while not sacrificing much, if any stiffness.  The mantra is always' "Pounds are made out of ounces."  This means that while it is tempting to make pieces bigger, stronger, reinforced, and stouter than called out in the plans, to do so adds unnecessary weight and compromises performance.    
 
   
    
   

       If you would like to contact us please email Mr. Smith or  Mr. Steed   We would really like to hear from you.


If you would like information on how to start a program like this at your school, visit our  how to page.

Webmaster: George Steed 

Last Updated: 01/17/06 
 

      

Disclaimer: This page is the product of the Central Kitsap Junior High School Project SchoolFlight. 

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