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In the chapter “Son of Concorde, a Technology Challenge” one of the new challenges for a Supersonic Commercial Transport (SCT) is multi-point design for the four main design points:
- supersonic cruise
- transonic cruise
- take-off and landing
- transonic acceleration.
Since certification of Concorde new certification standards were introduced including many new regulations to improve flight safety. Most of these standards are to prevent severe accidents in the future which happened in the past (here: after Concorde’s certification). A new SCT has to fulfill these standards, although Concorde had none of these accidents. But accidents - although they sometimes occurred only for a specific aircraft type - have to be avoided for any (new) aircraft. Because of existing aircraft without typical accident types having demonstrated their reliability, they are allowed to go on based on their old certification; although sometimes new rules prevent accident types which are not connected to specific aircraft types - like e.g. evacuation rules. Anyway, Concorde is allowed to fly based on its old certification, and hopefully in the future will fly as safely as in the past. But a new SCT has to fulfill updated rules like any other aircraft, and it has to be “just another aircraft” [75].
The Lehrstuhl für Wärmeübertragung und Klimatechnik at the Aachen University of Technology operates several test facilities to investigate fundamentals of heat and mass transfer supported by the Deutsche Forschungsgemeinschaft, the Minister für Forschung und Technologie and the industry. In order to get high-resolution and reproselection of hardware components is as critical as the design of software routines to perform successful and accurate measurements. In the following the development of the measurement and control system for three different test facilities is presented and discussed. Special attention is given to the education of students within the framework of laboratories and scientific experiments.
Inhaltsverzeichnis:
I. Lern- und Arbeitstechniken im 1. und im 10. Semester
II. Lern- und Arbeitstechniken als persönliches Selbstmanagement
III. Diskussionsfragen und -thesen
IV. Was heißt: Eigenverantwortung im Studium?
V. Eigenverantwortung als gelebte Freiheit von Studierenden
VI. Warum es unmöglich ist, Verantwortung an Studierende zu delegieren VII. Erziehungsauftrag: Studierende in ihrer Eigenverantwortung belassen VIII. Folgerungen für Lehrende IX. Folgerungen für Studierende