LJ2- Aloha Airlines Flight 243

• Engels
• MBO
• Studiejaar 2

Aloha Airlines Flight 243

Lesson goals

• You can use the past simple and present perfect to hold a discussion. (mainly the do's and don't)
• You can explain how the oxygen system works in a plane.
  
• You can describe what caused the crash of Aloha Fligth 243.

Homework

Exercise 2: Name the components/parts of the plane and their functions

Homework

Exercise 2: Name the components/parts of the plane and their functions

Exercise 3: Grammar

Exercise 2: Answers

1. Angle of Airflow Sensor (2 locations) = The angle of airflow (AOA) sensor for each system provides a signal which represents airplane angle of attack. The sensors are located on the outside of the fuselage below each pilot's side window. Each sensor consists of an aerodynamic vane which pivots to position three internal synchro transmitters.

2. Leading-edge slats = Slats are aerodynamic surfaces on the leading edge of the wings of fixed-wing aircraft which, when deployed, allow the wing to operate at a higher angle of attack. . Slats are one of several high-lift devices used on airliners, such as flap systems running along the trailing edge of the wing.

3. Wing upper surface = helps to create lift.

4. Spoilers = In aeronautics, a spoiler (sometimes called a lift spoiler or lift dumper) is a device intended to intentionally reduce the lift component of an airfoil in a controlled way. Most often, spoilers are plates on the top surface of a wing that can be extended upward into the airflow to spoil it.

5. Fuselage = The fuselage, or body of the airplane, is a long hollow tube that holds all the pieces of an airplane together. The fuselage is hollow to reduce weight.

6. Vertical stabilizer = The stabilizers' job is to provide stability for the aircraft, to keep it flying straight. The vertical stabilizer keeps the nose of the plane from swinging from side to side, which is called yaw.

7. Rudder = A rudder is a primary control surface used to steer a ship, boat, submarine, hovercraft, aircraft, or other conveyance that moves through a fluid medium (generally air or water). On an aircraft the rudder is used primarily to counter adverse yaw and p-factor and is not the primary control used to turn the airplane.

8. APU exhaust = An auxiliary power unit (APU) is a device on a vehicle that provides energy for functions other than propulsion. Your exhaust system begins at the engine with the purpose of removing toxic gases and fumes from your vehicle. 

9. Elevator = Elevators are flight control surfaces, usually at the rear of an aircraft, which control the aircraft's pitch, and therefore the angle of attack and the lift of the wing. The elevators are usually hinged to the tail of the plane or horizontal stabilizer.

Exercise 2: Answers

10. Horizontal Stabilizer = At the rear of the fuselage of most aircraft one finds a horizontal stabilizer and an elevator. The stabilizer is a fixed wing section whose job is to provide stability for the aircraft, to keep it flying straight. The horizontal stabilizer prevents up-and-down, or pitching, motion of the aircraft nose.

11. APU inlet = An auxiliary power unit (APU) is a device on a vehicle that provides energy for functions other than propulsion.

12. Trailing edge flaps = Flaps are usually mounted on the wing trailing edges of a fixed-wing aircraft. Flaps are used for extra lift on take-off. Flaps also cause an increase in drag in mid-flight, so they are retracted when not needed.

13. Aileron = Ailerons can be used to generate a rolling motion for an aircraft. Ailerons are small hinged sections on the outboard portion of a wing. Ailerons usually work in opposition: as the right aileron is deflected upward, the left is deflected downward, and vice versa.

14. Wing tip = Winglets reduce wingtip vortices, the twin tornados formed by the difference between the pressure on the upper surface of an airplane's wing and that on the lower surface. High pressure on the lower surface creates a natural airflow that makes its way to the wingtip and curls upward around it.

15. Engine intake = An intake or (for aircraft) inlet is an opening on a car or aircraft body capturing air for operation of an internal combustion engine. … An ideal intake system should increase the velocity of the air until it travels into the combustion chamber, while minimizing turbulence and restriction of flow.

16. Static ports (both sides) = The static port is a small air inlet, usually located on the side of the aircraft, flush against the fuselage. The static port measures static (non-moving) air pressure, which is also known as ambient pressure or barometric pressure.

17. Pitot tubes = A pitot (/ˈpiːtoʊ/ PEE-toh) tube, also known as pitot probe, is a flow measurement device used to measure fluid flow velocity. … It is widely used to determine the airspeed of an aircraft.

18. Static ports (both sides) = see description above.

19. Radome = A radome (which is a portmanteau of radar and dome) is a structural, weatherproof enclosure that protects a radar antenna. … When found on fixed-wing aircraft with forward-looking radar, as are commonly used for object or weather detection, the nose cones often additionally serve as radomes.

Discussion principles 

In the following link, we're going to watch a clip from the British council for teens (bookmark the link)  on how to have a discussion.

Watch carefully on how they start a discussion, what words they use to give the other person the opportunity to share their opinion and how they conclude the discussion. 

The link will also provide you with guidelines that you'd need or could use in the speaking test.

learnenglishteens.britishcouncil.org

Here are our top tips for discussions.

Do:

• Think about your opinion before the discussion starts.
  
• Say what you really think about the topic and explain why you think that.
  
• Listen to what your partner says and say if you agree or disagree.
  
• Make sure you know the language for agreeing and disagreeing.
  
• Be polite if you disagree.
  
• Ask your partner what he/she thinks.
  
• Use every second you are given to do the task.
  
• Finish the discussion by summarizing what you have spoken about.

Don’t:

• Only give your own opinion, but also respond to your partner.
  
• Worry if you don't agree with your partner. That's fine!
  
• Talk about things that are not relevant to the topic.
  
• Let the discussion stop. Keep it going!
  
• There are many suggestions of language you can use in discussions to agree and disagree in the section called Communication strategies.

Exercise 1 & 2: Vocabulary

Today we are going to talk about the Aloha Airlines Flight 243 Aloha Airlines Flight 243. A big part of the fuselage got ripped of, and people couldn’t use their oxygen masks.

What do you know about the oxygen system?

1. Exercise 1: Write down the correct words with the oxygen system
   
2. Exercise 2: Name the parts of the chemical oxygen generator
   

Use the link to read and find the answers (open with Chrome or Firefox): 

https://docplayer.net/9288635-Chapter-16-cabin-environmental-control-systems.html

Exercise 1: 

Vocabulary — Name the parts of the oxygen system 

1. Mask outlet
   
2. Calibrated orifice
   
3. Mask outlet
   
4. Calibrated orifice
   
5. Mask outlet
   
6. Calibrated orifice
   
7. Pressure relief valve
   
8. Pressure gauge
   
9. Oxygen cylinder
   
10. Charging valve
    
11. Filter
    
12. Pressure reducer
    

Exercise 2: 

Name the parts of the chemical oxygen generator 

1. Pin
   
2. Case
   
3. Thermal insulation
   
4. Chlorate candle 
5. Oxygen outlet
   
6. relief valve
   
7. Filter  

Exercise 3: Listening

1. On which date did Aloha Airlines fly when the accident occurred?

April 28th 1988.

2. Where did the airplane usually fly?

Between the island of Hawaii.

3. How did the earlier flights of this plane go, earlier that day?

Uneventful

4. Did the pilot and co-pilot notice anything during take-off?

No, this was normal

Exercise 3: Listening

5. How many years had the plane already flown by the time of the accident?

20 years

6. What was the name of the flight attendant who was sucked out of the plane?

Clarabelle C.B. Lansing

7. Who saw a crack in the fuselage before take-off?

A passenger

8. Was there also debris in the cockpit?

Yes

Exercise 3: Listening

9. Did the Boeing design take into account that a crack in the fuselage could happen?

Yes, but the design didn’t have the intended effect.

10. How many feet of the ceiling was torn off?

18 feet

11. What was the problem with the engines?

Debris had gotten in it.

12. Why was the plane going so fast during landing?

They had problems with the control system.

Exercise 3: Listening

13. Which engine eventually broke down?

The left-wing engine

14. How many people were seriously injured?

Eight people

15. Which program did the FAA start as a result of the Aloha Airline accident?

The National Aging Aircraft Research Program

16. Did they find the remains of C.B. Lansing (the flight attendant)?

No

Exercise 4 & 5: Reading 

Next, you are going to read about the Aloha Airlines Flight 243 and the oxygen system.

•  Exercise 4: Fill in the missing paragraphs in the news article.
  
•  Exercise 5: Fill in the missing words from the manual.
  

Exercise 4

1. C
   
2. A
   
3. E
   
4. B
   
5. F
   
6. G
   
7. D
   

Exercise 5:

1. Oxygen
   
2. Cylinder
   
3. Disk
   
4. Distribution
   
5. Regulators
   
6. Special
   
7. Clean
   
8. Pressure
   
9. Seamless
   
10. Shut-off valve

11. Gauge

12. Supplies

13. Protects

14. Flow

 

Exercise 6: Speaking

1. Choose your roles
   
2. One of you also has to be the chairman. That person decides who speaks.
   
3. Vote: Decide together who won the argument and who is to blame. Who has to pay the passenger for this horrible experience?
   

Exercise 6: Speaking

1. Read your role very well and participate in the discussion
2. One of you has TWO roles. He or she is also the chairman of the meeting:
   
3. Your role is to control the meeting. Make sure that a solution is found and that all the participants in the meeting are satisfied with the outcome. Make sure everyone has a turn to speak and don’t allow one individual to dominate the discussion.
   

Exercise 4: Speaking

Work together in pairs. This is the assignment:

• Look at the pictures below
  
•  Spread all the pictures out in front of you on the table
  
• One of you will describe a picture, the other person has to guess which picture you are describing
  
• Your partner only gets one guess when it comes to picking the correct picture that you are describing
  
• The person describing the pictures can also get a point (see the conditions below).
  
• Helpline! Look at the vocabulary words of week 6. They will help you speak.
  

Exercise 4: Speaking

One of you will describe a picture, the other person has to guess which picture you are describing (this person only gets to guess once)

• The person describing the pictures can also get a point (see the conditions below).
  

The person who is speaking will get one point if he or she:

• Can describe what the mechanic is doing (which action the mechanic is performing)
  
• He or she can name the component or part of the aircraft the mechanic is working on.
  
• He or she can name the function of the component or part of the aircraft that is being fixed.
  
• He or she can name once consequence if the part or component doesn’t get fixed.
  

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