Principles of Aerodynamics Coursework Example | Topics and Well Written Essays - 2000 words

Principles of Aerodynamics - Coursework Example 2: Coefficient of Drag = CD = 0.054 Area = S = 15 m2 Thrust = T= 1500 N Density= A = 0.5 kg/m3 For a steady and level flight, drag force is equal to the thrust produced by engines, D = T = 1500 N D = (? A V?2) S CD = (? (0.5) (V?2)) (15) (0.054) = 1500 => V? = 86.06 m/s = 8.6 E +1 m/s Question No. 3: Question No. 4: The sketches shown below illustrate the trend of variation in CL, CD, and L/D ratios with increasing angle of attack. Question No. 5: Critical Mach number corresponds to that value of Mach number for free stream flow for which a localized mach number of ‘1’ is obtained at any point around the airfoil. When this condition arises, a shock wave is created at the point where the flow reaches the sonic speed. As the speed increases, regions of very low pressure are created. This causes the flow to separate from the airfoil thereby substantially increasing the drag forces on it. The figure illustrates this phenomenon. Some of the important design features incor porated in the aircrafts in order to contain the effects of this situation are using thin airfoil and / or super critical airfoil (Anderson Introduction 763). Making an airfoil thinner increases the value of Critical Mach Number and hence the airplane can fly at very high speeds without a significant increase in drag forces on it. ... Their unique design limits the rise of drag forces even after the critical mach number is reached. Such airfoils have successfully been utilized in TACT aircraft program run by NASA Dryden Flight Research Center (Cury). Question No. 6: In the above illustration, the triangle represents the fuselage of an aircraft as seen from front. ‘’ is the angle of bank for the turn. LV = L cos  LH = L sin  The centripetal force required by the aircraft to take the turn is provided by horizontal component of lift force given by LH, equating the two; L sin  =  †¦ (a) the component LV balances the weight of the aircraft, hence = L cos  = mg From the above equation, L = mg / cos  Putting values in (a) and simplifying; g tan  =  putting values for  = 15o and r = 1500 m gives v = 62.79 m/s Load Factor = L/W = L/L cos  = 1/ cos  = 1/cos 15o = 1.035 Question No. 7: Following are the control surfaces used to control the motion of an aircraft along different axes: (1) The longitudinal axis: Ailerons (2) The Vertical or Normal Axis: Rudder (3) The lateral Axis: Elevator The figure shows the above mentioned control surfaces and the functions they perform. All the control surfaces work on the principle of creating drag for the incoming wind thereby changing the direction of the wind. Due to this change in velocity, a momentum change occurs which causes a force to act on the control surface and the desired movement of the aircraft is achieved this way. The ailerons tilt the aircraft around the longitudinal axis. They are always installed in pairs. The opposite motion of the two ailerons creates a couple which acts about the longitudinal axis to cause the desired motion. Rudder rotates the

Exploration of The Challenges Affecting the Implementation of Distance Dissertation

Exploration of The Challenges Affecting the Implementation of Distance Learning System in Higher Education Institutions - Dissertation Example As such, a challenge like inadequate leadership and management can be solved by redesigning the leadership and management structure of organisations that tend to be affected by a such challenge (Dettmer 1997). Arguably, such a measure, which is highlighted by TOC can be used to improve performance of the organisation because organisations that have better results have been associated with competent and effective leadership and management. In another dimension, TOC is used to understand both internal and external constraints. This means that external challenges such as cultural differences could be analysed and articulated upon by a way of understanding dynamics of how gender and language barriers could be approached differently in order to improve organisations’ performance. General system theory In an attempt to actualise functionality of GST, this theory stipulates on several levels through which organisations can improve performance. The most notable one is the static struc ture (Greene 1999). This level is analysed to represent the anatomy of the universe. It is represented by the patterns of electrons around a nuclear (Weckowicz 2000). However, whereas such anatomy can be used to explain complexity of an organisation, some important aspects of external challenges facing an organisation cannot be well addressed since they cannot be part of the nuclear (of the organisation). Challenges such as different learning styles by different students and gender-based participation barriers appear to be forces outside the organization. Besides, distance learning encompasses diversification of a single organisation into a complex set of education tools to be used by a single organisation. Therefore, it would be difficult to focus or address some of the challenges affecting distance learning using this theory. Contingency theory The emphasis of this theory is mainly on the importance of leader’s personality and the situation under which the leader operates ( Bacher 2007). In essence, Fielder Edward and his associates outlined two main styles of leadership that is articulated by the theory; task motivated and relationship motivated style (Donaldson 2001). As much as these two styles can be put into the context of helping to improve distance learning organisation, there is much that needs to be looked at especially on how such motivations can be applied in the context of issues affecting other persons/stakeholders of the organisation apart from the leaders of the organisation. In light with this, challenges emanating from students and the environment cannot be solved using this theory. Socio-Technical Theory In regard to the challenge of inappropriate digital infrastructure, it is apparent that this theory can shade some lights on how to approach such a challenge (Miner 2007). This is in light with what the theory underpins its argument that an organisation’s technical sub systems which comprises tools and techniques that can be im proved by adjusting social systems in order to maximise organisation’s performance (Avison & Fitzgerald 2006; Jackson 2000). However, challenges such as cultural differences of students, who in the relation to the theory are customers, cannot be addressed using the theory because its main focus is on how to improve the performance of the organisation, which in this case are the employees and their wellness. Communication System Theory As much as this theory can be