Acoustic and Aerodynamic Evaluation of DLR Small-scale Rotor Configurations Within GARTEUR AG2

Abstract not available

ACOUSTIC AND AERODYNAMIC EVALUATION OF DLR SMALL-SCALE ROTOR CONFIGURATIONS WITHIN GARTEUR AG26

This paper presents the activities performed in the GARTEUR Action Group HC/AG-26 to study the acoustic and aerodynamic characteristics of small rotor configurations, including the influence of the rotor-rotor interactions. This paper will focus on comparisons between numerical activities and wind tunnel results on a small rotor provided by DLR. The wind tunnel models included a Rotor/Rotor/Pylon in isolated, tandem and coaxial configuration. The wind tunnel experiments for acoustics were performed in DLR’s Acoustic Wind Tunnel Braunschweig (AWB) and PIV test were performed in CIRA within a joint CIRA/DLR test program. For simulations, the numerical approaches from each partner are applied. The aerodynamic simulations necessary for the aeroacoustic predictions are conducted with various fidelity numerical methods, varying from lifting line to CFD. The acoustic values on the microphone positions are evaluated using Ffowcs Williams-Hawking (FW-H) formulation by all partners. The acoustic and aerodynamic predictions are compared to test data, including performance, PIV and acoustic directivity

Mapping the Terrain

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning continues to expand. Field experiences are beginning to be available for virtual school teachers; however, little information is available on field experiences for pre-service administrators in virtual K-12 settings. This study provides a status report on the state of school administrator preparation for K-12 online and blended learning programs in the United States. This research was conducted by surveying initial certification Educational Leadership programs regarding the extent that pre-service administrators are exposed to K-12 online learning environments. Results indicate that very few Educational Leadership programs provide any administrator preparation for leading a K-12 virtual school or teachers of online courses. Important ramifications exist for Educational Leadership programs preparing educators to lead fully online and blended learning programs