Aerodynamic characteristics of a distinct wing-body configuration at Mach 6: Experiment, theory, and the hypersonic isolation principle

An experimental investigation has been conducted to determine the effect of wing leading edge sweep and wing translation on the aerodynamic characteristics of a wing body configuration at a free stream Mach number of about 6 and Reynolds number (based on body length) of 17.9 x 10 to the 6th power. Seven wings with leading edge sweep angles from -20 deg to 60 deg were tested on a common body over an angle of attack range from -12 deg to 10 deg. All wings had a common span, aspect ratio, taper ratio, planform area, and thickness ratio. Wings were translated longitudinally on the body to make tests possible with the total and exposed mean aerodynamic chords located at a fixed body station. Aerodynamic forces were found to be independent of wing sweep and translation, and pitching moments were constant when the exposed wing mean aerodynamic chord was located at a fixed body station. Thus, the Hypersonic Isolation Principle was verified. Theory applied with tangent wedge pressures on the wing and tangent cone pressures on the body provided excellent predictions of aerodynamic force coefficients but poor estimates of moment coefficients

Voices of Native Resiliency: Educational Experiences from the 1950s and 1960s

The purpose of this study was to examine the lived educational experiences of American Indians who grew up during the 1950s and 1960s, known as the termination period in American history. The research for this phenomenological study consisted of interviews with eight participants who were willing to share their personal experiences from this selected time. Ten reoccurring themes were uncovered: chaos brings balance, challenge to become bi-cultural, the importance of teachers, external support systems, spirituality, tribal influences, influences of economic resources, cultural awareness and value, relevant curriculum, and recruitment of Native teachers. By uncovering these stories, it is hopeful that educators would benefit by being able to further illuminate and contextualize an understanding for more culturally responsive pedagogy

Effect of Reynolds number variation on aerodynamics of a hydrogen-fueled transport concept at Mach 6

Two separate tests have been made on the same blended wing-body hydrogen-fueled transport model at a Mach number of about 6 and a range of Reynolds number (based on theoretical body length) of 1.577 to 55.36 X 10 to the 6th power. The results of these tests, made in a conventional hypersonic blowdown tunnel and a hypersonic shock tunnel, are presented through a range of angle of attack from -1 to 8 deg, with an extended study at a constant angle of attack of 3 deg. The model boundary layer flow appeared to be predominately turbulent except for the low Reynolds number shock tunnel tests. Model wall temperatures varied considerably; the blowdown tunnel varied from about 255 F to 340 F, whereas the shock tunnel had a constant 70 F model wall temperature. The experimental normal-force coefficients were essentially independent of Reynolds number. A current theoretical computer program was used to study the effect of Reynolds number. Theoretical predictions of normal-force coefficients were good, particularly at anticipated cruise angles of attack, that is 2 to 5 deg. Axial-force coefficients were generally underestimated for the turbulent skin friction conditions, and pitching-moment coefficients could not be predicted reliably

Voices of Native Resiliency: Educational Experiences from the 1950s and 1960s

The purpose of this study was to examine the lived educational experiences of American Indians who grew up during the 1950s and 1960s, known as the termination period in American history. The research for this phenomenological study consisted of interviews with eight participants who were willing to share their personal experiences from this selected time. Ten reoccurring themes were uncovered: chaos brings balance, challenge to become bi-cultural, the importance of teachers, external support systems, spirituality, tribal influences, influences of economic resources, cultural awareness and value, relevant curriculum, and recruitment of Native teachers. By uncovering these stories, it is hopeful that educators would benefit by being able to further illuminate and contextualize an understanding for more culturally responsive pedagogy