Solution 1 Exercise 1 jet type aircraft Also if you find multiple numbers e
Solution Exercise jet type aircraft Also if you find
Solution Exercise jet type aircraft Also if
jet type aircraft Also if you find multiple numbers e
Solution Exercise jet type aircraft Also
if you find multiple numbers e
Solution Exercise jet type
Solution Exercise
(Solution) 1 Exercise 1: jet type) aircraft. Also, if you find multiple numbers (e.

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The first part of this week’s assignment is to choose and research a turbine powered (i.e. jet type) aircraft. You will further use your selected aircraft in subsequent assignments, so be specific and make sure to stay relatively conventional with your choice in order to prevent having trouble finding the required data during your later research. Also, if you find multiple numbers (e.g. for different aircraft series, different configurations, and/or different operating conditions), please pick only one for your further work, but make sure to detail your choice in your answer (i.e. comment on the condition) and stay consistent with that choice throughout subsequent work. In contrast to formal research for other work in your academic program at ERAU, Wikipedia may be used as a starting point for this assignment. However, DO NOT USE PROPRIETARY OR CLASSIFIED INFORMATION even if you happen to have access in your line of work. Keep in mind that any theoretical solution to a complex, unique real world problem is based on models and generalizations, requiring certain assumptions and simplifications, and comes with a variety of limitations as to its applicability. Therefore, detailing conditions and selections is a fundamental part of a scientifically sound approach and documentation of your solution to the problems. 1. Selected Aircraft: Airbus Honda HA-420 HondaJet 2. Maximum Takeoff Weight (MTOW) [lbs]:16,600 lbs 3. Engine Type and Rated Thrust [lbs]: 2X GE Honda HF120 each with 2,050 lbf 4. Total Available Thrust (sum of all engines for multiengine aircraft) [lbs]:4,100 lbf 5. Maximum Rate of Climb [ft/min]: 4,000 ft/min 6. Take-off distance at MTOW [ft]:3,934 ft Uniformly Accelerated Rectilinear Motion and Newton’s Law of MomentumEquations:F = ma                                                m = W/gVF2 = VI 2+ 2 a s                                g = 32.2 ft/sec2VF = VI  + a t                                       Takeoff distance (s) = VF2/2aKE = ½ mV2                                        PE = WhHP= T*Vkts /325                                  sin(?) = (ROCkts)/(Vkts)1 kt = 1.69 ft/sec                                Remember to keep track of units, convert as required, and express answers in the requested unit. (Keep in mind that the initial velocity VI for takeoff is zero since we start from a standstill). A. Using your researched data from 2. and 4. above compute the acceleration on the aircraft during the takeoff roll. [ft/sec2] (For this exercise, disregard friction and drag influences. Also, keep in mind that weight is not the same as mass.) B. If your aircraft lifted off the ground at 150kts, what would be the length of the takeoff run? [ft](Watch for unit conversions.) C. How much time would it take until liftoff at 150kts once the takeoff roll is started? [s](You will have to algebraically solve the given formula for time ‘t’ first.) D.  Determine how fast the airplane should be going when it passes the 1000-foot runway marker (1000 feet from the start of the takeoff roll)? [kts].(Apply the distance formula as you would for the takeoff run in Question B; however, the distance ‘s’ is now known to be 1000ft and the unknown is the velocity ‘V’. Solve algebraically for ‘V’. Don’t forget that results will have to be converted into kts.) Similar to detailing assumptions and conditions at the onset, any quantitative result of our theoretical work also requires a qualitative discussion of applicability. The important question to discuss is how accurate our result will depict the real world. Possible errors should be identified, our certainty about results evaluated, and additional recommendations for further improvement provided. Therefore, comment on your findings in Questions A through D. Compare your calculated takeoff distance in B with your research in Question 6. What elements did we neglect in the acceleration computed in Question A? How did it affect our further work in B through D?          (see & compare also formula given above with the calculation examples within the module) E. What is the power [HP] of the aircraft engines after takeoff at the total available thrust (from Question 4) if flying at 200kts? (Remember, this formula already has unit conversions included) F.  What is the Kinetic Energy [ft-lb] of the aircraft at 200kts and Maximum Takeoff Weight (from Question 2)? (Remember, weight is not the same as mass, and watch for unit conversions.)           G.  What is the Potential Energy [ft-lb] of the aircraft after climbing out to 10,000ft above sea level at Maximum Takeoff Weight (from Question 2)? H. What is the Angle of Climb [deg] for the airplane at 200kts at the maximum rate of climb from Question 5? (Make sure to use vertical speed, i.e. ROC, and horizontal speed, i.e. flight speed, in the same unit and pay attention to your calculator settings for trigonometric functions.) Similar to your discussion for questions A through D, comment on your E through H results. How realistic do you think energies in question F & G were calculated? Which assumption in those questions most probably would have changed in a real flight and how would it have affected results?1 Exercise 1: Rectilinear Motion The first part of this week’s assignment is to choose and research a turbine powered (i.e. jet type) aircraft. You will further use your selected aircraft in subsequent assignments, so be specific and make sure to stay relatively conventional with your choice in order to prevent having trouble finding the required data during your later research. Also, if you find multiple numbers (e.g. for different aircraft series, different configurations, and/or different operating conditions), please pick only one for your further work, but make sure to detail your choice in your answer (i.e. comment on the condition) and stay consistent with that choice throughout subsequent work. In contrast to formal research for other work in your academic program at ERAU, Wikipedia may be used as a starting point for this assignment. However, DO NOT USE PROPRIETARY OR CLASSIFIED INFORMATION even if you happen to have access in your line of work. Keep in mind that any theoretical solution to a complex, unique real world problem is based on models and generalizations, requiring certain assumptions and simplifications, and comes with a variety of limitations as to its applicability. Therefore, detailing conditions and selections is a fundamental part of a scientifically sound approach and documentation of your solution to the problems. 1. Selected Aircraft: Airbus Honda HA-420 HondaJet 2. Maximum Takeoff Weight (MTOW) [lbs] :16,600 lbs 3. Engine Type and Rated Thrust [lbs] : 2X GE Honda HF120 each with 2,050 lbf 4. Total Available Thrust (sum of all engines for multiengine aircraft) [lbs] :4,100 lbf 5. Maximum Rate of Climb [ft/min]: 4,000 ft/min 6. Take-off distance at MTOW [ft] :3,934 ft Uniformly Accelerated Rectilinear Motion and Newton’s Law of Momentum Equations: F = ma m = W/g V F 2 = V I 2 + 2 a s g = 32.2 ft/sec 2 V F = V I + a t Takeoff distance (s) = V F 2 /2a KE = ½ mV 2 PE = Wh HP= T*V kts /325 sin(?) = (ROC kts )/(V kts ) 1 kt = 1.69 ft/sec Remember to keep track of units, convert as required, and express answers in the requested unit. (Keep in mind that the initial velocity V I for takeoff is zero since we start from a standstill). A. Using your researched data from 2. and 4. above compute the acceleration on the aircraft during the takeoff roll. [ft/sec 2 ] (For this exercise, disregard friction and drag influences. Also, keep in mind that weight is not the same as mass.) This document was developed for online learning in ASCI 309. File name: Ex_1_Rec±linear_Mo±on Updated: 07/08/2015 https://www.coursehero.com/tutors-problems/Business/9684012 9684012 Based on your review of the Learnscape scenario titled "Learnscape 1: 1a. Based on your review of the Learnscape scenario titled “Learnscape 1: Staying Relevant”, examine the potential mutual benefits that are afforded to health care organizations and their respective customers populations when health care organizations design and manage all-encompassing customer experiences. Provide an example of such potential mutual benefits to support your rationale1b. Appraise the value of the innovation guidance for the assembly and management of customer experiences provided by Bernd Schmitt’s CEM framework. Provide at least two (2) specific examples of CEM framework that apply within a health care organization with which you are familiar https://www.coursehero.com/tutors-problems/Business/9684016 9684016 Suppose that the administrator finds that 28 of the apartments are comparable to two-bedroom university-owned student apartments. Suppose that the administrator finds that 28 of the apartments are comparable to two-bedroom university-owned student apartments. Assume thatthese 28 apartments can be treated as a random sample of size 28 with replacement from the population of comparable two-bedroom apartments for rent in the area, and the distribution of rents for comparable apartments in the area is approximately normal. https://www.coursehero.com/tutors-problems/Business/9684020 9684020 Stars twinkle because A.the intensity of light emitted by them changes with time B.the distance of the stars from the earth changes with time C. Stars twinkle becauseA.the intensity of light emitted by them changes with timeB.the distance of the stars from the earth changes with timeC.the refractive index of the different layers of the earth's atmosphere changes continuously, consequently the position of the image of a start changes with timeD.the light from the star is scattered by the dust particles and air molecules in the earth's atmosphere https://www.coursehero.com/tutors-problems/Business/9684022 9684022 Cake Mix Data for Course Assignments Cake Mix Mix #1 Mix #2 Mix #3 Mix #4 Mix #5 Mix #6 Mix #7 Mix #8 Mix #9 Mix #10 Mix #11 Mix 12 Mix #13 Mix #14... The week 5 assignment addressed point and confidence interval estimation, one of the two major divisions of inferential statistics. The remaining weeks of this course bring together everything we’ve covered in this course thus far in our study of the second division of inferential statistics: hypothesis tests. The Week 6 written assignment requires that you select and conduct the most appropriate goodness-of-fit hypothesis test. Here are a few pointers to assist you:The goodness-of-fit hypothesis tests are listed and described in section 4.2 of the textbook. To determine the best test to use for this assignment, examine the purpose of each of these tests and compare it to what you need to do for the week 6 assignment.·       the one-sample t-test is used to compare a calculated sample mean of a continuous variable (interval or ratio scale) to some hypothesized value to determine if there is a difference.·       the Kolmogorov-Smirnov test is used to compare a given distribution of a continuous variable (interval or ratio scale) to a normal distribution to determine if there is a difference in the shape of the distribution.·       the chi-square goodness-of-fit test is used to compare the observed frequencies of a categorical variable (nominal scale) to expected frequencies.Look at the scale of measurement of your dependent variable (sugar grams). Each of the goodness-of-fit tests has specific requirements. For example, the one-sample t-test and the Kolmogorov-Smirnov test require that the scale of measurement of the dependent variable (DV) is interval or ratio scale while the chi-square goodness-of-fit test requires that the DV is a categorical variable (i.e., nominal scale).2. The best measures of central tendency and dispersion to report in cells A35:B36 depend on the DV’s scale of measurement.·       Ratio and interval scale variables: report means and standard deviation.·       Ordinal scale variables: report median and range.·       Nominal scale variables: report mode and range.3. The test value that you are required to place in cell B37 is identified in the null hypothesis. It is the value to which you compare the sample mean.4. The appropriate test statistic that you are to enter in cell B38 depends on the hypothesis test you conduct. For example, the one-sample t-test uses the t-statistic and the chi-square goodness-of-fit test uses the chi-square statistic. Identify the statistic that you calculate in cell A38, e.g., t or chi-square.5. You must show all your work and enter formulas! You will not receive full credit if you show the correct value for a statistic but not show the formula you used to obtain that statistic. Once you select the most appropriate hypothesis test, follow the textbook procedures, step-by-step, for this test using the sugar grams variable.6. A reported p-value can never be zero. When reporting results using APA style, never report a p-value of zero, e.g., p = .00. (Excel rounds numbers, so if you see .00 in a calculated Excel field it may actually be something like .00034.)  Instead, report the actual p-value, e.g., p = .0003, or write p < .01. A p-value of zero means there is no chance of error. There is always a chance of error with hypothesis testing, which is why we avoid stating the hypothesis test “proves” the statistical decision.7. The assignment requires that you evaluate the null hypothesis: "There is no difference in mean grams of sugar of packaged cake mixes and the sugar content of a new cake mix that contains 13 grams of sugar." The results of your analysis will lead you to one of two statistical decisions:·       If p <= 0.05: There is sufficient evidence to reject this hypothesis (i.e., there is a statistically significant difference between the sample mean and the hypothesized test value of 13). The null hypothesis is false.·       If p > 0.05: There is insufficient evidence to reject this hypothesis (i.e., the null hypothesis is true; the difference between the sample mean and 13 is not statistically significant.) The difference between the sample mean and 13 can be explained by measurement error.8.  As always, you must show all your work by entering formulas. As usual, DO NOT use automated procedures (i.e., Analysis ToolPak or StatPlus plug-in)9. Very closely follow the example in the textbook of what to report for your hypothesis test in a research report results section. There is an example results narrative in the textbook for each test located under the heading Reporting Test Results (you can locate this section at the end of each hypothesis test procedures). This example adheres to an APA style results narrative for your selected test. Be precise! Do not provide a simple table summary.Cake Mix Data for Course Assignments Cake Mix Packaging* Calories Ounces Price Type Location*** Mix #1 1 120 9 4.75 1 2 Mix #2 2 120 5 3.99 1 3 Mix #3 2 110 2 4.75 1 3 Mix #4 2 110 2 4.75 1 3 Mix #5 1 100 2 3.89 1 1 Mix #6 1 120 8 3.85 2 2 Mix #7 1 130 6 4.95 1 2 Mix #8 2 120 5 3.99 1 3 Mix #9 1 110 5 3.59 1 3 Mix #10 1 100 5 4.59 2 3 Mix #11 1 100 2 4.35 1 2 Mix 12 2 170 2 4.89 2 1 Mix #13 1 110 2 4.99 1 3 Mix #14 2 120 14 3.99 1 3 Mix #15 1 110 6 3.89 1 3 Mix #16 2 120 6 4.09 1 1 Mix #17 1 110 6 2.75 2 2 Mix #18 2 110 5 5.49 1 3 Mix #19 2 100 5 2.15 1 2 Mix #20 1 200 5 4.49 1 1 Mix #21 1 120 3 4.15 1 2 Mix #22 2 110 3 4.49 2 3 Mix #23 2 120 3 3.99 1 2 Mix #24 2 210 4 5.89 1 1 Mix #25 2 190 4 4.75 1 1 Mix #26 1 120 4 3.79 2 2 Mix #27 1 120 3 4.49 2 1 Mix #28 1 110 2 4.49 1 1 Mix #29 1 100 3 4.89 2 1 Mix #30 1 100 4 3.89 1 1 Notes: *Packaging, 1=box, 2=bag **Type, 1=brand name, 2=generic ***Shelf Loca±on, 1=hi, 2=medium, 3=low ****Target, 1=children, 2=adult

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