From: Geoffery R <geofferyr@h...>
Date: Wed, 01 Dec 1999 02:54:26 PST
Subject: Re: Rotor/Wing lift
I know It's picky but the high pressure under a wing dosen't push it into the air, the low pressure on top pulls it up. Buck
From: Geoffery R <geofferyr@h...>
Date: Wed, 01 Dec 1999 02:54:26 PST
Subject: Re: Rotor/Wing lift
I know It's picky but the high pressure under a wing dosen't push it into the air, the low pressure on top pulls it up. Buck
From: Phillip Atcliffe <Phillip.Atcliffe@u...>
Date: Wed, 1 Dec 1999 15:07:00 -0500 (EST)
Subject: Re: Rotor/Wing lift
On Wed, 01 Dec 1999 02:54:26 PST Geoffery R <geofferyr@hotmail.com> wrote: > I know it's picky, but the high pressure under a wing dosen't push it Wrong! The pressure on the upper surface of a wing is low, but still positive, so it actually pushes _downwards_. The pressure on the lower surface is greater, so there is an imbalance between the low pressure on the upper surface and the higher pressure on the underside, and this is what produces the lift. Or, alternatively, you can consider that lift is an equal and opposite reaction to the force produced by the wing which deflects the flow downwards as it passes over the wing (downwash). Getting back to the pressure explanation, confusion sometimes arises because areas of a wing surface on which the local static pressure is less than the ambient free-stream value (most of the surface) are sometimes referred to as "suction regions". This is misleading, because true suction (negative pressure -- a pull on a surface rather than a push) cannot occur on a wing surface. However, the aerofoil _acts_ as though there is a suction on those areas due to the imbalance of pressure between the surface and the corresponding points on the other side of the section -- but, in that case, we have to realise that there is a "suction" on both the upper _and_ lower surfaces of a wing; it's just that the "suction" on the upper surface is more powerful that that on the lower surface, and again there is this imbalance that produces lift. Sorry to go on about this, but I spend a lot of time trying to get my students to understand what's really going on in this case. I won't even mention the joys of explaining separation and transition.... <g> Phil