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World War 1 began with the airplane as a frail, unarmed means of observing enemy troop movements and ended with the airplane as a powerful, much more evolved weapon of war. There were specialized roles for fighter, bomber and ground attack aircraft as well as newly developed aerial strategies and tactics for operational effectiveness. Many aircraft design technologies greatly matured during the war. Four will be the subject of this paper: Drag reduction, aircraft handling qualities, stability and control, airfoil design technology, and structures design technology. Propulsion and armament also matured greatly but are not discussed in the paper. The discussion of drag reduction will illustrate the innovations of the British on external wire bracing drag, the French on cowl design and the Germans on cantilevered wings and induced drag. Control surfaces and handling will show the invention of balanced controls, and the use of the equations of motion to design specific handling properties, as illustrated in several aircraft. Wind tunnel data of the Fokker Eindecker will be shown. Airfoil technology will discuss the innovations utilized by the Germans, which resulted in thick airfoils, allowing for internal, cantilevered structures. Finally, the welding techniques of Fokker's technicians to the all-metal aircraft of Hugo Junkers, will be used to illustrate the advancement of metal construction.

World War 1 began with the airplane as a frail, unarmed means of observing enemy troop movements and ended with the airplane as a powerful, much more evolved weapon of war. There were specialized roles for fighter, bomber and ground attack aircraft as well as newly developed aerial strategies and tactics for operational effectiveness.

The original paper published mistakenly did not include Paul Dees, Boeing in the author listing.

The Department of Aeronautics and Astronautics, at the University of Washington, has introduced a new course to non‐engineering students. This course is distinguished by the fact that it is specifically designed for non‐engineering/science students. The course, called AA101: Air and Space Vehicles, fulfills a “natural world” graduation requirement for University undergraduates. This course has proven so popular that after the first offering it has filled the auditorium and all lab sections every quarter. It is now being offered three quarters a year. AA101 includes hands‐on learning, multi‐media presentations, and classroom demonstrations. Lab sections each week demonstrate principles learned in class and are usually centered about a fun activity. Examples include learning to fly with Microsoft Flight Simulator, building a rubber powered balsa airplane, and launching water rockets. In several of these activities, teamwork is stressed. A conscious decision in the creation of the course was to eliminate analysis in order to attract the broadest audience. Graduates of AA101 are thus familiar with the concepts but cannot apply analytical tools to aerospace engineering.

Linguists have sporadically noted peculiarities of pronunciation, lexis and morphosyntax in the speech of European Americans in the Pittsburgh area, and Pittsburgh speech, locally known as \"Pittsburghese\", has been a topic of discussion in the Pittsburgh area for decades. This variety has never before been systematically documented, however. The first and only scholarly book to describe Pittsburgh-area varieties of English, Pittsburgh Speech and Pittsburghese is an essential reference tool for anyone studying the dialect of the Pittsburgh area and the only textbook choice for anyone teaching about it.

The Guggenheim Schools of Aeronautics: Where are they today? Narayanan Komerath Georgia Institute of Technology, 270 Ferst Drive Atlanta GA 30332-0150 Scott Eberhardt The Boeing Company, P.O. Box 3707, MC 0R-MM, Seattle, WA 98124-2207

WEB-based tools have been introduced into a general education engineering class. This paper outlines some of the tools used and shows how they impact student learning. Students were surveyed about specific tools and over 92% made use of the tools and 70% claimed that the tools helped them learn. Comments are included from both student and faculty perspectives, and include a discussion of barriers in using WEB resources. Introduction Air and Space Vehicles, AA101, was introduced by the Department of Aeronautics and Astronautics, at the University of Washington, in the fall of 1997. The course is designed for non-engineering/science students and can be used to fulfill a University graduation requirement. The course is extremely popular, filling all 160 seats in the auditorium all three offerings each year. This paper will discuss the development of web-based tools used to facilitate teaching to this large group of students. The basic structure of AA101: Air and Space Vehicles was described in the ASEE Journal of Engineering Education, Jan. 20001. In summary, the course is a 5-credit course consisting of four lecture hours a week and a two-hour lab section. Hands-on labs are designed to re-enforce concepts and expose students to a cooperative laboratory environment. Student groups participate in two conceptual design projects, one a flight vehicle, the other a space mission. Multi-media presentations provide the framework for the concepts. To attract the widest range of students possible, analysis has been eliminated in favor of conceptual understanding. AA101 has always made use of the web for providing information. In the past, the web page was static. The AA101 web page has now transitioned to a dynamic resource where students can interactively determine such things as how range or speed affects aircraft weight. They can interact with a visualization tool to understand simple controls. Students can participate in discussion groups. And, students take weekly on-line tests used for feedback. Motivation for enhancing the web page comes from recognition of different learning styles. In her book, “They’ not Dumb, They’ Different,” Sheila Tobias2 describes re re how a variety of students, who are turned off by science, can do well in science courses, given the right learning environment. An interactive web page is only one element in Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education Main Menu

From Biplanes to Spaceplanes: The History of the University of Washington Department of Aeronautics and Astronautics J. Lee,* D.S. Eberhardt,† The Boeing Company, P.O. Box 3707, MC 0R-MM, Seattle, WA 98124-2207 A.P. Bruckner§ Department of Aeronautics & Astronautics University of Washington, Box 352400, Seattle, WA 98195-2400

The Boeing - A.D. Welliver Faculty Summer Fellowship program brings university faculty to Boeing to expose faculty to the changing environment that today’ engineers s have to work in, in the era of global competition. Boeing hoped that this exposure will motivate engineering faculty to introduce innovative changes to the engineering curriculum and teaching methodologies so as to better prepare tomorrow's engineers. The co-authors participated in the program in 1997 (Kumar) and 1998 (Eberhardt). Upon leaving the program each participant had to present what was learned and what new goals will be set after leaving the program. There is no long-term follow-up of these goals. In this paper the co-authors will provide their long-term achievements resulting from the Welliver program. Introduction The Boeing Company initiated a program in 1995 called the Boeing - A.D. Welliver Faculty Summer Fellowship program (WFSF), in honor of the former chief engineer, Bert Welliver. This program is a product of a series of joint workshops organized by industry and academia to identify effective measures that promote improvements in engineering education. The goal of the WFSF Program is to keep mid-career engineering faculty abreast of the rapidly changing industrial environment for the purpose of improving engineering education. As such, it is the only program of its kind in the nation. Boeing expects participants to disseminate what they learned to the academic community (through papers such as this) and to increase the awareness of institutions of higher learning about modern trends in engineering practice in corporations striving to remain globally competitive. The WFSF participants typically spent the first week together in Seattle, where they were introduced to a broad array of issues related to the key elements of global competitiveness and the practices of engineering at Boeing. The following six weeks consisted of individually-tailored \"shadowing assignments,\" centering around each fellow’ respective area of technical interest. During this time, the fellows were s individually exposed to different management and technical programs and lived among Boeing engineers and staff engaged in the day-to-day dynamics of engineering practice. These activities included participation in Integrated Product Teams, customer and partner visits, planned tours of Boeing facilities, demonstrations of rapid prototyping, advanced Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education Main Menu