Questions will be based on the notes you took in class, information on the class web page, your handouts, quizzes, sample problems and handouts, and your homework problems. This is a closed-book closed-notes test. These equations will be provided. You should know how to interpret (in plain English) and use the equations, figures and tables. Definitions should be memorized (for example "Degree of curve").
Bring with you a straight edge with English gradations, a good eraser and a calculator. You may need to measure dimensions off your test. Please remember to turn off cell phones, pagers and other devices during the test. No hats or hoods please.
For full credit:
For tables and figures indicate table/figure number and circle/show the chosen values. Use the straight edge to draw lines on provided figures.
Show calculations and provide a few words to explain their meaning.
Show units.
Mark the answer clearly.
Draw a neat sketch of the situation where appropriate. Using a straight edge is not necessary as long as the figure is neat and dimensions are shown by arrows to their exact extents.
AIRPORT DESIGN
Sources of information: AIRPORT DESIGN Handout M, Sample problem K, Homework problem W, other handouts, your notes, classroom information, links on class web page--anything covered in class or assigned. Nothing is excluded.
What is "crosswind?"
How does crosswind affect a/c performance and runway orientation.
Which runway dimension is affected by crosswind speed?
How does maximum allowable crosswind speed relate to a/c size?
What is "headwind?" What effect does it have on a/c operation and the needed runway length?
Be able to clearly draw and determine headwind and crosswind for a given wind direction on a diagram similar to Figure A2-1 p.4 of handout M.
Be able to explain in plain English what "wind coverage" is and what is the Federal Aviation Administration (FAA) required wind coverage for a set of runways.
Know how to fill information in, and how to use the "windrose." Be able to figure the percent time that a given set of runways can be used if the wind is blowing from given directions at given speeds.
What information does the wind analysis provide? (What design inputs will you be able to decide when you are done working with the windrose?)
How many years of wind data are necessary for wind analysis?
What is the source of wind data analysis?
Are wind directions provided with respect to True North or Magnetic North?
Typically, we obtain 24-hour wind data for wind analysis. Can a wind analysis be based on less than 24-hour periods? If yes/no, why would this be allowed?
If no wind data are available for a planned airport location what can you do?
Know how to select the proper runway configuration to meet an Annual Service Volume expressed in Operations/Year.
What is the Mix Index? What types of airplanes belong to Design Classes A, B, C and D?
How do airplane separations affect runway capacity?
What does VFR mean?
What does IFR mean?
Do runways have a higher hourly capacity under VFR or IFR? Why? Be able to support your answer with specific references to pages of handout M.
What can we do to increase the capacity of two parallel runways? Be able to support your answer with specific references to pages of handout M.
Know how to decide what is the proper runway length for a given design aircraft.
Is runway length based on an assumption of dry or wet runways? Why?
How does altitude and temperature affect required runway length? (For example, a higher altitude will require a longer or shorter runway?)
How does difference in elevation between runway points affect runway length? Why?
Which direction should aircraft land relative to the wind direction?
Which direction should aircraft take off relative to the wind direction?
Know how to properly mark runway ends to indicate their orientation when true and magnetic North are provided.
Make sure you can discuss the relative merits/disadvantages of different runway systems (e.g., closely-spaced parallel runways versus further-spaced runways, intersecting runways versus open V runways, staggered parallel runways versus non-staggered parallel runways, etc.) in terms of safety, capacity, space requirements, costs, taxiing distances etc.
What practice has the FAA allowed in order to increase the capacity of intersecting runways?
Be able to place a terminal building, and taxiways, when runway locations have been decided. Be able to provide the location of access to surrounding highways.
Be prepared to address any topic relating to the Airport Design homework. For example: figuring runway length, runway exit locations, runway exit geometry considerations, properly using English, Metric or ratio scales.
What is the purpose of blast pads?
What airplane dimension is important in determining taxiway width?
Which part of airport pavements should be able to support the heaviest airplane loads? Why?
What is airplane wheelbase, wingspan, wheel track?
Make sure you can use information in the Runway Design and Taxiway Design parts of handout M (see handout M table of contents for page numbers).
TEXAS DEPARTMENT OF TRANSPORTATION FREEWAY SIGN GUIDELINES HANDOUT
Freeway Characteristics.
The
Basic Driving Subtasks.
From Attention and
Expectation know what load shedding is.
From
Limitations on Quantity of Information: be able to identify units
of information on a freeway guide sign.
PAPAKOSTAS CHAPTER 2
ROADWAY DESIGN
2.1. Introduction
Maximum technological capabilities and relation to practical design standards.
Example of practical design standards in geometric design: Know how to explain in English the requirements for stopping sight distance for crest vertical curves. Assumptions about speed, line of sight, available sight distance, stopping distance, dimensions. Be able to draw a clear sketch of the situation.
2.2. Equations of motion Position Displacement Velocity Acceleration
Example 2.1 p 16
Equations of motion under constant acceleration-know how to use.
2.2.2. Braking distance equation. Know how to use.
Example 2.3 p 21
Typical values for coefficient of forward friction Dry, Wet, Design
Draw figure to show direction of forward friction in deceleration/acceleration
2.2.3 Curvilinear Motion
Discuss figure 2.2.6. Which way is the vehicle assumed to tend to slip when in motion?
What is superelevation (draw a simple figure to show concept). Definition (equation).
Why do we have an upper limit on superelevation? Explain conditions under which limit is necessary.
Example 2.5 p 24
Typical values of coefficient of side friction.
Draw figure showing direction of side friction. Explain what figure describes.
2.3 Human Factors
Range of reaction times
AASHTO recommendation for perception/reaction time
Application of Stopping Distance as the sum of Perception/Reaction distance and Braking distance
Example 2.9 p 30
Factors affecting perception/reaction time.
Differences in reaction time in response to expected and unexpected stimuli.
Problems using equations of motion- equations will be supplied on a separate sheet-know how to use them.
Which driver percentile we design for and why. Give design example: which drivers/pedestrians are accommodated, which not?
2.3.2 Dilemma zone discussion from class. Be able to draw figure 2.3.3., 2.3.6 and explain the situation.-any equations will be given.
2.3.3. Visual acuity
What is 20/20 vision, 20/30, 20/40 vision
Factors affecting visual acuity with examples.
Cone of vision information Fig. 2.3.8 and explanations
2.4. Geometric Design of Highways
2.4.2 Functional Classification of Highways.
Be able to explain figures 2.4.1, 2.4.2.
Typical values for coefficient of forward and side friction (Dry, Wet )
AASHTO recommendation for perception/reaction time
2.4.4. Horizontal alignment
Tangents, curves.
Simple and transition curves. Draw examples with explanations.
How is length measured on the plan view of a highway?
Be able to draw fig 2.4.6 and name the elements shown. Equations will be provided. Know how to use them.
Definition of Degree of curve in words. Be able to draw a figure to go along with your definition. Concepts should be clear.
2.4.5 Determination of design radius and design degree of curve-equations will be provided.
Example 2.15 p 51
2.4.6 Superelevation Design
Know all terminology.
Be able to draw figure 2.4.8 and explain all important points, draw cross sections (including cross slope) at those points.
Know how to use table 2.4.2 for 2- 3-, 4- and 6-lane pavements. Know factors applied for 3-, 4- and 6-lane pavements by heart.
Know all information of Figure 2.4.9. Know all terminology, use of figure, be able to explain what figure presents. Be able to draw the figure. Be able to fill-in terms, identify lines, fill-in cross-sections at points A, B, C, D, and E.
Be able to find superelevation at points A, B, C, D, and E.
Be able to find distances between points A, B, C, D, and E.
Example 2.16 p 53
Understand and be able to draw Figure 2.4.10. p 55 for a given situation.
2.4.7 Vertical Alignment
Types of vertical curves.
Maximum desirable gradients for specific highway types (freeways, local streets).
How is length of vertical curve measured.
Be able to draw figure 2.4.11 and identify all elements on this figure.
Important properties of symmetrical parabolas.
Know what AASHTO Exhibit 3-77 presents (see handouts).
Crest and Sag curve types (connecting positive with negative gradient, positive with positive, negative with negative etc.).
Definitions relating to vertical curves. Know equations for A and K by heart. Be able to give a definition of K in words. All other equations will be provided. Know how to use them.
Example 2.17 p. 57
Be able to use table 2.4.3 p 58. Be able to identify three ways recommended stopping distances are conservative. (Remember to use the upper values for stopping distance.)
Geometrics of sight distance (paragraph 2.4.9) Know what the figures provided in your handouts show. How do the figures work? What do they represent-what is the purpose of each figure? Be able to describe in words the dimensions, the assumptions and the logic in each of the three figures (passing sight distance on crests, stopping sight distance on crests, stopping sight distance on sags). Be able to draw these figures with all pertinent information (all necessary lines and their meanings; also dimensions).