1.

Please think how you learned this section. What did you find to be helpful? Please tick all that apply.

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* 1. Please think how you learned this section. What did you find to be helpful? Please tick all that apply.

Please list the top 5 concepts that you learned in this module.For example, your 4th choice may be: "That lift varies with the density, lift coeffient, area, and square of speed."

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* 2. Please list the top 5 concepts that you learned in this module.For example, your 4th choice may be: "That lift varies with the density, lift coeffient, area, and square of speed."

What concepts pose(d) difficulties for you? Please discuss, and also how you solved the difficulty if you did.

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* 3. What concepts pose(d) difficulties for you? Please discuss, and also how you solved the difficulty if you did.

Explain as to a 6th grader (I presume that people learn about "acceleration" by then, at least as it applies to skateboards?) how aerodynamic lift is generated.

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* 4. Explain as to a 6th grader (I presume that people learn about "acceleration" by then, at least as it applies to skateboards?) how aerodynamic lift is generated.

Explain as to a 4th grader (or professor) why airplanes have a "speed for minimum drag" other than zero.

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* 5. Explain as to a 4th grader (or professor) why airplanes have a "speed for minimum drag" other than zero.

Explain as to a 4th grader, why airfoils are shaped the way they are (including camber, rounded leading edge, thickness)

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* 6. Explain as to a 4th grader, why airfoils are shaped the way they are (including camber, rounded leading edge, thickness)

Why do airplane industry engineers express wind tunnel operating conditions as "q" and what are the units for "q"?

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* 7. Why do airplane industry engineers express wind tunnel operating conditions as "q" and what are the units for "q"?

What the units for drag? Why do airplane industry engineers talk about drag in square feet?

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* 8. What the units for drag? Why do airplane industry engineers talk about drag in square feet?

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