Discuss at least one advantage and one disadvantage of using composite material for a specific aircraft component, connecting the properties of composite materials to the functional requirements of the component.

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Module 7 A&S Question

In this activity, you will take your learning to the next level by applying and synthesizing (A&S) concepts explored in this module.

Instructions

Choose one question option (1 or 2) to answer. Place your chosen question and the formulated answer* within a separate document.  Integrate information from the module lessons to develop and support your answers.

Your answer will be scored on completeness, correctness, clarity, and conciseness, and the degree of synthesis and application of the related concepts, not on how many words they contain. More is not necessarily better! This is NOT an essay assignment.
Save your assignment using a naming convention that includes your first and last name and the activity number (or description). Do not add punctuation or special characters.

This activity is due by the last day of the module.
Read through all sections before proceeding to the next page, and refer back whenever necessary.

Question Option 1
Discuss at least one advantage and one disadvantage of using composite material for a specific aircraft component, connecting the properties of composite materials to the functional requirements of the component.

Hint: Answering this requires a thorough review of “Polymers and Composites” in the Module 7 Lesson.

Question Option 2
Choose a specific metal alloy (aluminum or otherwise) used in the construction of aircraft components, and identify one particular aircraft component that contains this alloy. Connect the properties of the alloy to the functional requirements of the component to justify the use of the alloy for this particular aircraft component.

Hint: Answering this requires a thorough review of “Aluminum, Alloys, and Corrosion” in the Module 7 Lesson.

 

If a hockey puck of mass Y grams (g) is moving at Z centimeters per second (cm/s), what is the momentum of this puck in units of kilogram meters per second (kg m/s)? If a child with mass Y kilograms (kg) is being accelerated in a car at 0.89 meters per second squared (m/s2), then how much force is being exerted on that child?

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Physics in Motion series

4. Watch Segment B (Scientific Notation and Unit Conversions) and Segment C (Significant Figures) of the Physics in Motion series https://www.gpb.org/physics-in-motion and compute and write answers to the following questions.

[a] If a hockey puck of mass Y grams (g) is moving at Z centimeters per second (cm/s), what is the momentum of this puck in units of kilogram meters per second (kg m/s)?

[b] If a child with mass Y kilograms (kg) is being accelerated in a car at 0.89 meters per second squared (m/s2), then how much force is being exerted on that child? You may choose what units to use to express that force; in this instance, your answer is significant to only two digits.

[c] In 20-40 words, explain why you think scientists make such a big deal about significant digits. Why should we not, for example, just write down all the digits on your calculator screen as an answer to a math-based science problem?

5. Create a question about a person experiencing X newtons of force that uses Newton’s Third Law of Motion to answer it. Then answer it. You will be evaluated on both the appropriateness of the question and the correctness of the answer.

You are about to lift a small child off the ground. This child weighs Z pounds. How many newtons of gravitational force downward does this child produce? If you lift the child up off the ground, you will experience a moment of force — that is, a torque — on the set of joints from your hand to your spine. Draw a simple sketch (a stick figure is fine) of the physical system where you lift the child with your outstretched arms bent over at your waist, and compute the torque (in units of newton meters, or N m) at your elbow (distance r,), at your shoulder (r, + r2), and at your spine (r, + r2+ r3).

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Mathematical Homework Assignment for Lecture 05

For all your answers, write down your calculations and explain your reasoning. Draw sketches whenever helpful, and please use your units correctly. If you are using any online resources (such as unit conversion tools) give their URL and webpage title in your answers.

[a] You are about to lift a small child off the ground. This child weighs Z pounds. How many newtons of gravitational force downward does this child produce?

[b] Use a ruler to measure, to the nearest centimeter, the distance from: The center of your hand to your elbow. Let’s call this distance r,. Your elbow to your shoulder. Let’s call this distance r2. Your shoulder to your lower back (spine). Let’s call this distance r3.

[c] If you lift the child up off the ground, you will experience a moment of force — that is, a torque — on the set of joints from your hand to your spine. Draw a simple sketch (a stick figure is fine) of the physical system where you lift the child with your outstretched arms bent over at your waist, and compute the torque (in units of newton meters, or N m) at your elbow (distance r,), at your shoulder (r, + r2), and at your spine (r, + r2+ r3).

[d] A set of small muscles are attached to your spine at a distance of about 2 inches (0.05 m) from the spine itself. Those muscles must exert force to balance the torque you experience when lifting the child. How much force will those back muscles experience? How many times more force is that than the actual weight of the child?

[e] If, rather than bending at the waist with outstretched arms, you instead stand close to the child, bend at the knees, and lift by straightening your legs while keeping your back close to vertical, how much force will those back muscles experience? Draw a sketch of this physical system to show where the torques would be. What do you think would be the health advantages or disadvantages of this lifting method?

In the equation E = mc’ discovered by Albert Einstein in 1905, c is the speed of any particle of light traveling through vacuum. It is defined to be exactly 299,792,458 meters per second (m s’). What, then is c’ and what units should that quantity have? flow many digits are significant in that answer? Explain why.

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Mathematical Homework Assignment for Lecture 07

For all your answers, write down your calculations and explain your reasoning. Draw sketches whenever helpful, and use your units correctly. If you are using any online resources (such as unit conversion tools) give their URL and webpage title in your answers.

[a] In the equation E = mc’ discovered by Albert Einstein in 1905, c is the speed of any particle of light traveling through vacuum. It is defined to be exactly 299,792,458 meters per second (m s’). What, then is c’ and what units should that quantity have? flow many digits are significant in that answer? Explain why.

[b] An object with a mass of Y kilograms would be equal in mass to about how many paper clips? As always, explain your reasoning and show all calculations that you use.

[c] If that object’s mass were converted into energy, how much energy would result? Make sure to give your answers in units of kilogram meters squared per second squared (kg m2 s’). Two digits of your answer are significant.

[d] Does that amount of energy seem like a lot or a little? Explain your answer, citing any sources you use.

 

A liter is a measure of volume equal to 1000 cc (cm). About how tall do you think a person with a body volume (head + limbs + torso) of Z liters would be? Let’s say this person also happens to have a mass of Z kilograms (kg). How many pounds would this person weigh?

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Mathematical Homework Assignment for Lecture 06

For all your answers, write down your calculations and explain your reasoning. Draw sketches whenever helpful, and use your units correctly. If you are using any online resources (such as unit conversion tools) give their URL and webpage title in your answers.

[a] A liter is a measure of volume equal to 1000 cc (cm). About how tall do you think a person with a body volume (head + limbs + torso) of Z liters would be? Feel free to make measurements of your own body to get useful data that would help you answer this question.

[b] Let’s say this person also happens to have a mass of Z kilograms (kg). How many pounds would this person weigh?

[c] What would be the density of this person? Give the answer in units of kg ni3 and in g/cc.

[d] Does this density seem reasonable to you? In other words, do you think a person could be about that tall and weigh about that much? Why or why not?

List the types of access control. What types of Physical Access Controls does your company use? Do you think they are effective or can they use improvement? How would you improve?

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Week 6 Discussion: Physical Access Controls

Assignment: Submit one initial post addressing the topics below, and respond to two classmate’s posts.

1.List the types of access control. (cite source)

2. What types of Physical Access Controls does your company use?

3. Do you think they are effective or can they use improvement?

4. How would you improve?

What do you think is the longest half-life of a radioactive isotope that could be used for medical imaging? Explain your answer, and write down one or two other interesting things you learned in Section 32.1 of the text. How do the units rem, rad, and Ci (curie) mathematically convert to the units Sv (Sievert), gray (Gy), and Bq (bequerel) respectively?

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Medical Applications of Nuclear Physics

In the OpenStax College Physics textbook, read the first part of Chapter 32 (Medical Applications of Nuclear Physics) up through and including Section 32.4 (Food Irradiation). Based on that reading, answer each of the questions below, in about 30-50 words each.

[a] What do you think is the longest half-life of a radioactive isotope that could be used for medical imaging? Explain your answer, and write down one or two other interesting things you learned in Section 32.1 of the text.

[b] How do the units rem, rad, and Ci (curie) mathematically convert to the units Sv (Sievert), gray (Gy), and Bq (bequerel) respectively? Also, write down one or two other interesting things you learned in Section 32.2 of the text.

[c] Do you know or have you read about anyone who has had radiation treatments for cancer? If not, fmd such a story on the intemet about such a person. Briefly, what course of treatment did they experience? How does that information relate to what you read in Section 32.3 of the text?

[d] If you eat food from supermarkets or restaurants, then you have almost certainly eaten irradiated food throughout your life. What one or two interesting things did you read about in Section 32.4 might affect how you feel about eating irradiated food in the future?

PHY 114 Study Guide Assignment Sheet — Lecture 10 Name Last 4 digits of Student ID# You should read through this study guide first before you start watching the lecture video. In the space below, handwrite the following statement and sign it: “On my honor, I attest that I will follow the letter and spirit of all of this assignment’s rules.”

Go to youtube.com/playlist?list=PLIjnepQR5pV-3iTxs34-GIZsSRwHQso5r [Science Forward Class Videos]. Look through it; choose two videos in the playlist to watch except for the first one. Watch those videos; write down their title, why you chose the video, one person that spoke about their scientific work on the video, and one idea that is particularly interesting to you.

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X PHY114STUDY GUIDE

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3. For the following questions, please handwrite all your answers on a separate sheet of paper. You must write your solutions by hand, cite all your references, and show all your calculations.

[a] Read the essay “Science as Falsification” by Karl Popper. Then write a 30-50 word summary of what you feel are the main ideas of this essay. Based on your reading, do you agree with Karl Popper’s definition of science? (The essay is at staff.washington.edu/lynnhank/Popper-l.pdf or eportfolios.macaulay.cuny.edu/liu10/files/2010/08/Kpopper_Falsification.pdf) Why or why not?

[b] Watch the Crash Course Philosophy video #8 at youtube.com/watch?v=-X8Xfl0RITQ (Karl Popper, Science, and Pseudoscience). Answer in roughly 50 words this question: how does this video’s presentation of Karl Popper’s idea of science as falsifiability connect with the concepts expressed in Lecture 02 about what science is? If it doesn’t, explain why not.

[c] Referring to the video in Part [b] above, what are one or two big ideas expressed between 6:00 and 8:00 of Crash Course Philosophy #8 that have made an impression on you? Explain why they made an impression on you personally.

[d] Go to youtube.com/playlist?list=PLIjnepQR5pV-3iTxs34-GIZsSRwHQso5r [Science Forward Class Videos]. Look through it; choose two videos in the playlist to watch except for the first one. Watch those videos; write down their title, why you chose the video, one person that spoke about their scientific work on the video, and one idea that is particularly interesting to you. Your answer for each video should be roughly 50 words in length.

[e] This is a mathematical exercise. Using the relationship “force equals mass times acceleration,” write an answer to the following question: if an object with mass X grams is being accelerated at Z centimeters per second squared, then how much force is being exerted on the object? Show your calculations on the page.
PHY 114 Study Guide Assignment Sheet — Lecture 03 Name Last 4 digits of Student 1110 You should read through this study guide first before you start watching the lecture video.

 

 

Briefly summarize, in your own words, the aircraft accident based on your research. In your summary, highlight the causes of the accident based on the results of the accident investigation. Discuss one or more ways that the article is directly tied to the topics covered in this module regarding the science of flight planning.

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Module 6 Discussion

Putting it All Together: The Role of Flight Planning in General Aviation Aircraft Accidents

Initial Post
Research an accident or incident involving a general aviation aircraft (Skybrary) o where the cause was at least partly due to improper flight planning. Consider using keywords related to the steps involved in flight planning in conducting your search for accident summaries and reports.

Construct an engaging 3-paragraph initial post that addresses the following points:

• Paragraph 1: Briefly summarize, in your own words, the aircraft accident based on your research. In your summary, highlight the causes of the accident based on the results of the accident investigation.

• Paragraph 2: Discuss one or more ways that the article is directly tied to the topics covered in this module regarding the science of flight planning.

• Paragraph 3: Give us “your take” on the relevance and importance of the summarized accident or incident, and the importance of flight planning in general, by providing personal points of view or related experiences.

 

Explain how the map information will be used for estimating the flight duration time and fuel requirements for each leg of the flight. Identify (by name) the specific wind feature that would also be identified using the map information, and explain why determining the strength and position of this feature should be considered in determining the actual flight route and flight level for each leg of the flight.

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Module 6 A&S Question

In this activity, you will take your learning to the next level by applying and synthesizing (A&S) concepts explored in this module. Instructions Choose one question option (1 or 2) to answer. Place your chosen question and the formulated answer* within a separate document.
Integrate information from the module lessons to develop and support your answers.
Your answer will be scored on completeness, correctness, clarity, and conciseness, and the degree of synthesis and application of the related concepts, not on how many words they contain. More is not necessarily better! This is NOT an essay assignment.
Save your assignment using a naming convention that includes your first and last name and the activity number (or description). Do not add punctuation or special characters.
This activity is due by the last day of the module.
Read through all sections before proceeding to the next page, and refer back whenever necessary.

Question Option 1
Suppose you are a commercial airline pilot planning for a round-trip flight between Los Angeles, California (on the US west) and New York City (on the US east coast) in the month of January at a planned cruising altitude of about 30,000 feet.
In the flight planning process, you check the Aviation Weather Center website’s wind and temperatures plot o and pull up a map for the forecast winds for the planned flight level, valid for the time frame of the round-trip flight.

A. Explain how the map information will be used for estimating the flight duration time and fuel requirements for each leg of the flight.

B. Identify (by name) the specific wind feature that would also be identified using the map information, and explain why determining the strength and position of this feature should be considered in determining the actual flight route and flight level for each leg of the flight.

Question Option 2

In this activity, you will take your learning to the next level by applying and synthesizing (A&S) concepts explored in this module. Instructions Choose one question option (1 or 2) to answer. Place your chosen question and the formulated answer* within a separate document.

Integrate information from the module lessons to develop and support your answers.
Your answer will be scored on completeness, correctness, clarity, and conciseness, and the degree of synthesis and application of the related concepts, not on how many words they contain. More is not necessarily better! This is NOT an essay assignment.
Save your assignment using a naming convention that includes your first and last name and the activity number (or description). Do not add punctuation or special characters.
This activity is due by the last day of the module.
Read through all sections before proceeding to the next page, and refer back whenever necessary.

Suppose you are a pilot planning to fly your family of four in a single-engine aircraft to a destination for a week-long summer vacation. The flight is between two high-altitude airports in the US Rocky Mountains, and you are planning to make the flight during mid-afternoon in July.
In the flight planning process, the weather forecast valid for the planned day of the flight indicates a high probability of clear skies and light winds, with a morning low temperature near 50 F, and an afternoon high temperature near 90 F. You also performed a weight and balance calculation for a full load of fuel, four passengers, and the family’s luggage packed in the aft compartment of the aircraft, and determined that this would result in the aircraft being overloaded and significantly unbalanced.

A. Discuss at least two negative impacts to the stability and control of the aircraft that could result from the planned amount and configuration of weight, and describe at least two changes that could mitigate these impacts.

B. Explain why the planned time of day of the flight could also negatively impact the stability and control of the aircraft.