THE USE OF TELEMETRY DATA IN AN AIR DATA SYSTEM
Affiliation
JT3, Edwards AFBIssue Date
2006-10Keywords
Air Data System (ADS)Indicated Airspeed
Indicated Barometrically-corrected Altitude
Indicated Mach Number
Indicated Angle of Attack (AOA)
Indicated Angle of Sideslip (AOS)
Metadata
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Copyright © International Foundation for TelemeteringCollection Information
Proceedings from the International Telemetering Conference are made available by the International Foundation for Telemetering and the University of Arizona Libraries. Visit http://www.telemetry.org/index.php/contact-us if you have questions about items in this collection.Abstract
Telemetry data are usually collected for analysis at some later time and can be monitored to follow the progress of a test. In the case of an Air Data System the signals from the sensors are sent to a computer that calculates the air data parameters for use on multiple LabView-generated displays, as well as to the Data Acquisition System. The readouts on the multiple displays need to be real-time so they are useful to the flight crew. Equations that control the different air data values are determined by what telemetry data are available and the preference of those doing the test planning. These systems need to display the information in a format useful to the flight crew and be reliable.Sponsors
International Foundation for TelemeteringISSN
0884-51230074-9079
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http://www.telemetry.org/Related items
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Creative Typesets Require Innovative Solutions: A Study of Differences in Braille Indicators(The University of Arizona., 2008)Currently, students who read tactually must learn specific braille indicators that correspond to typeset changes such as bold, italic, and underline. These symbols do not stand out like printed attributes. To learn emphasis indicators, students must understand the concepts of print and memorize corresponding braille coding, which requires explicit training. Because tactile readers can only "see" that which is under his/her fingers, scanning and locating indicators is difficult. One must scan the passage word by word to find the emphasis indicator. In contrast, a sighted child can quickly glance at a page and recognize attributes instantly. The difficulty in tactually recognizing typeset, leads to slower recognition of important information and potentially affects reading fluency for beginning readers.This research study compared the use of the current braille code (CBC) with two alternate ways of presenting typeset. The research questions were: (a) Is there a difference in speed in finding the emphasis indicators when presented in three different formats? (b) Is there a difference in accuracy of recognizing the emphasis indicator when presented in three different formats? (c) What are the students' perceptions and opinions about the various indicators?A quasi-experimental design was implemented and three types of data were collected: (a) measurement of speed - in seconds, (b) measurement of accuracy - in number of correctly identified words and indicators, and (c) the perceptions of students before and after the data were collected. The independent variables were the three ways of presenting typeset (CBC, Ua, and Ub), and the dependent variables were speed and accuracy. Quantitative data were analyzed using ANOVA for speed and accuracy and correlational data were conducted to determine if relationships existed between speed and accuracy. Qualitative data were categorized and reported.Results showed a statistical difference between the speed at which students located words with emphasis, but no difference was found in their accuracy. Interview data showed that most students did not have a grasp of print concepts or understand the purposes of using the indicators. Students also indicated that they preferred the alternate formats (Ua or Ub), rather than the current braille code (CBC).
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