Outline

Overview

This unit of study should prepare students to be able to undertake aerodynamic performance calculations for industry design situations. The unit aims to develop a knowledge and appreciation of the complex behaviour of airflow in the case of two dimensional aerofoil sections and three dimensional wings; To encourage hands-on experimentation with wind-tunnel tests to allow an understanding of these concepts and their range of applicability. To understand the limitations of linearised theory and the effects of unsteady flow. At the end of this unit students will be able to: predict flow properties for general aircraft wing sections to obtain lift, drag and pitching moment; extrapolate section results to predict full three dimensional wing behaviour; undertake experiments and analyse data to verify theoretical predictions; construct simple computer algorithms that will allow more complex geometries to be solved; understand the limitations of theory and the effect of second order parameters (Reynolds number, Mach Number) to the primary flow properties. Course content will include: construction and designation of two dimensional aerofoil sections; point vortex model of aerofoil; Joukowski transformation theory; thin aerofoil theory; linear lift properties for sections; limiting effects such as stall; calcualtion of pitching moment coefficient; methods for estimation of boundary flow and friction drag calculations; viscous-inviscid panel method numerical solutions; modelling of three dimension wing flows; lifting line theory and vortex lattice method; effects of downwash, aspect ratio, sweep angle and asymmetry.

Unit details and rules

Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	AERO9260
Assumed knowledge ?	Mathematics and Physics to the level of Bachelor of Science or equivalent. Linear Mathematics and Vector Calculus, Partial Differential Equations (Intro).
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Michael Groom, michael.groom@sydney.edu.au
Lecturer(s)	Michael Groom, michael.groom@sydney.edu.au
Tutor(s)	Jack Geoghegan, jack.geoghegan@sydney.edu.au
Tutor(s)	Daniel Linton, daniel.linton@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Open book)	Final Exam Open book Canvas quiz (multiple choice, short & long answer questions)	30%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Design, Build and Test Final report with mid-semester short reports to provide update status.	10%	Multiple weeks Due date: 14 Nov 2021 at 23:59	Maximum length of eight pages.
Outcomes assessed:
Tutorial quiz	Weekly Question Weekly Canvas quiz (multiple attempts). Students have 5 days to complete.	10%	Multiple weeks	One question per week
Outcomes assessed:
Assignment	Lab Report: Flow Around a Cylinder and Aerofoil Report. The assignment should take an average student 10 hours to complete.	10%	Week 04 Due date: 05 Sep 2021 at 23:59	Maximum length of six pages.
Outcomes assessed:
Assignment	Assignment 1: 2D Potential Flow Report. The assignment should take an average student 30 hours to complete.	20%	Week 06 Due date: 19 Sep 2021 at 23:59	Maximum length of ten pages.
Outcomes assessed:
Assignment	Assignment 2: 3D Potential Flow Report. The assignment should take an average student 30 hours to complete.	20%	Week 11 Due date: 31 Oct 2021 at 23:59	Maximum length of ten pages.
Outcomes assessed:
= hurdle task ? = group assignment ? = Type C final exam ?

Assessment summary

Assignment 1: Application of potential flow to the analysis of 2D aerofoils.
Lab Report: Pressure measurement around an object. Understanding of Reynolds number effects. Analysis of aerofoil section. Stall and separation effects.
Assignment 2: Application of potential flow to the analysis of 3D wings.
Design, Build & Test: Design an aerofoil, build, pressure tap and test. Peer assessment will be used to determine each student’s final mark.
Weekly Question: Online question to complete each week based on the content of that week’s lectures and tutorial.
Final Exam: Open-book exam on content from lectures and tutorials.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The penalty for lateness is 5% per day. The penalty would apply from the next calendar day after the deadline. The penalty is a percentage of the available mark and is applied to the mark gained after the submitted work is marked (e.g., an assignment worth 100 marks is 1 day late. The content is given a mark of 75. With the 5% penalty, the final mark is 70).

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Independent study outside of contact hours to prepare for classes and to work on assignments	Independent study (90 hr)
Week 01	1. Introduction; 2. Review of prior concepts; 3. Lift, drag, pitching moment, wing and section geometry; 4. Nondimensional coefficients and numbers	Lecture (3 hr)
Week 02	1. Ideal potential flow; 2. Complex velocity, circulation and lift; 3. Two and three dimensional flows	Lecture and tutorial (5 hr)
Week 03	1. Lifting flat-plate solutions; 2. Thin aerofoil theory	Lecture and tutorial (5 hr)
Week 04	1. Boundary layer theory; 2. Pressure and friction drag	Lecture and tutorial (5 hr)
Week 05	1. Panel method solutions for aerofoil sections; 2. Viscous/Inviscid interaction techniques	Lecture and tutorial (5 hr)
Week 06	1. Aerofoil classes, laminar flow, supercritical; 2. Typical properties; 3. High lift devices	Lecture and tutorial (5 hr)
Week 07	1. Wind tunnel; 2. Measurement correction techniques	Lecture and tutorial (5 hr)
Week 08	1. Three-dimensional ideal flow; 2. Lifting line theory	Lecture and tutorial (5 hr)
Week 09	Vortex lattice methods	Lecture and tutorial (5 hr)
Week 10	Low aspect ratio wing solutions	Lecture and tutorial (5 hr)
Week 11	1. Effects of compressibility; 2. Critical mach number	Lecture and tutorial (5 hr)
Week 12	1. Wing properties; 2. Wing Fuselage interactions; 3. Downwash effects	Lecture and tutorial (5 hr)
Week 13	Revision	Lecture and tutorial (5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Houghton, E.L. and Carpenter P.W. – Aerodynamics for Engineering Students. Elsevier, 2003. 978-0-7506-5111-0
Bertin J.J – Aerodynamics for Engineers. Prentice-Hall, 2002. 0-13-064633-4
Kuethe A.M. and Chow C-Y – Foundations of Aerodynamics. Wiley (New York), 1998. 0-471-12919-4
Anderson, J.D. Jr – Fundamentals of Aerodynamics. McGraw-Hill (Boston), 2001.
Abbott I.H. and Von Doenhoff A.E. – Theory of Wing Sections. Dpver (New York), 1959. 0-486-60586-8

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. construct simple computer algorithms that will allow more complex geometries to be solved
LO2. write an engineering report on an experimental test
LO3. work effectively in a team to complete an experimental project
LO4. apply solutions to problems under standard aerospace legislation requirements
LO5. understand the limitations of theory and the effect of second-order parameters (Reynolds number, Mach Number) on the primary fluid flow properties
LO6. predict flow properties for general aircraft wing sections to obtain lift, drag and pitching moment
LO7. extrapolate two-dimensional section results to predict full three-dimensional wing behaviour
LO8. undertake experiments and analyse data to verify theoretical predictions
LO9. demonstrate an improved understanding of the use of software packages to solve fluid flow problems

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
	Engineers Australia Curriculum Performance Indicators - 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
	Engineers Australia Curriculum Performance Indicators - 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
	Engineers Australia Curriculum Performance Indicators - 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2		Tackling technically challenging problems from first principles.
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2		Application of enabling skills and knowledge to problem solution in these technical domains.
3.1		An ability to communicate with the engineering team and the community at large.
3.2		Information literacy and the ability to manage information and documentation.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
4.1		Advanced level skills in the structured solution of complex and often ill defined problems.
4.4		Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements.
4.5		An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.4		Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
5.5		Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
5.6		Skills in the design and conduct of experiments and measurements.
5.7		Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
5.8		Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.
5.9		Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

DBT was well received. Other assessments were found to be well balanced. Weekly questions found to be useful.

Additional information

There may be statistically defensible moderation when combining the marks from each component to ensure consistency of marking between markers, and alignment of final grades with unit outcomes.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

AERO8260: Aerodynamics 1

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect