Today there is so much talk and concern that we the Humans are Destroying the Planet Earth due to our activities. However, we should remember that our Planet has been here for at least 4 billion years and has survived every adverse occurrence since its creation. The question should be ‘Will the Humans destroy themselves not the Planet’?
In the year 1400 the Planets Human Population was estimated to be 550 million (550,000,000). In only 650 years from the year 1400, (2050) it is estimated that the Planet Human Population will be 10 Billion (10,000,000,000). 650 years compared to 4 billion years is only a minute fraction of time (0.0000001625) years that a major amount of Humans have been on the Planet. The present Planets Human Population is said to be 8 Billion and rising rapidly.
The Increase in the Population is exponential as in 1950 to 2050 the Population will have increased from 2 Billion to 10 Billion in just 100 years. In the next 100 years the increase rate could be even higher with humans living longer and child birth higher due to medical advancements and increased living standards.
The problem is how long can the Planet Resources sustain the rapid exponential increases in the number of Humans and what effect will this have on Human to Human interface.
Human Industrilisation
Looking at the Planet Population Graph the start of the exponential increase in Population is related to the start and exponential growth of the Human Industrialisation around the 1750’s.
The Steam Engine:
The invention of the James Watt Steam Engine a Scotsman in 1769 was a very significant turning point for the Planet.
The Steam Engine Power principles were improved and adapted over the next 50 years to other Machines for Manufacturing, Pumping and Transportation such as the ‘Rocket’ Steam Locomotive in 1829 in England. The Steam was produced in a Boiler heating water using Coal. However Coal produces Carbon Dioxide CO2 which was emitted into the atmosphere. As other countries including the United States and Europe followed England’s lead so the CO2 emissions dramatically increased further.
The Electric Motor, Generator and Lights:
The invention of Magnetic Induction, Electrical Motor and Generator by England’s Michael Faraday in 1827 and the Light Bulbs by the USA’s Edison and Tesla in the 1870’s together with many others began another significant turning point on the Planet, Electrical Power. However, to produce the Electrical Supply, Power Stations were constructed which had Generators driven at first with Steam using Coal and then additionally Gas. These also produce a significant amount of CO2 emissions. 37% of the Planets Power Stations use Coal.
The Internal Combustion Engine:
The first modern Internal Combustion Engine, known as the Otto engine, was created in 1876 by Nicolaus Otto. With the introduction of the mass produced Ford Model T motor car in 1903 the road vehicles have transformed the Humans life worldwide but they have had a major impact on the amount of CO2 emissions due to the use of Oil and Natural Gas for their internal combustion engines. There are estimated to be 1.4 Billion road vehicles, cars, trucks and buses in the world today plus about 500 million motor cycles.
Aviation the Jet Age:
Since the invention of the Turbo-Jet Engine operated in 1937 by the Englishman Frank Whittle and the first Commercial Jet Airliner the English de Havilland Comet in 1949 the Aviation industry has expanded significantly. This expansion increased significantly with the introduction of the Boeing B737 in 1967 and the Boeing B747 ‘Jumbo Jet’ in 1970 to Pan-Am. This also contributes the amount of CO2emissions.
Climate Change due to Human Interference
It has been scientifically proven that the ever increasing CO2 is a major factor in what we know as ‘Climate Change’. This actually means we are effecting the Planets ‘Natural Climate Cycle’ that has been ongoing for Billions of years without major Human Interference. This has changed significantly since the mid 1750’s Industrial Revolution and Population Increases as we have seen. This has resulted in increased Strengths in Hurricanes, Typhoons, Droughts, River and Reservoir Levels, Floods and Seasonal Changes all over the Planet. The North and South Poles and Countries are experiencing the melting of the Glaziers and Ice Sheets due to higher overall Planet Temperatures. It is estimated that 65% of the Planets Glaziers will have melted away by 2100. Much of the Mountain Ice provides ‘Fresh Water’ essential for all Life and Vegetation on land.
Loire River France February 2023 caused by drought conditions Image: Reuters
The Planets Diminishing Resources for Life on Land
The two most important Planet Resources for Life is ‘Fresh Water’ and ‘Food’. Without either of these Resources Life on Land will cease.
We have heard the saying ‘Supply and Demand’. The Supply of ‘Fresh Water’ and ‘Food’ is decreasing whilst the Demand from Humans ‘Fresh Water’ and ‘Food’ is increasing rapidly. Conclusion: Humans will die from ‘Thirst and Hunger’ as some are already doing so in parts of the world.
AusAID/Jim Holmes
If the Humans cannot solve this problem there will be major conflicts between Humans for ‘Fresh Water’ and ‘Food’ as the Population continues to Increase ‘Fighting to Live’.
Humans must also consider although there will be Rainfall producing ‘Fresh Water’ nature itself including the Forests, Vegetation, Insects and Wild Animals that are still living will consume a bigger percentage of the ‘Fresh Water’ before it reaches the Rivers, Lakes and Reservoirs for Humans. Due to Climate Change Rainfall itself is unpredictable and contaminated by increasing Air Pollution.
Human Efforts to Address the Resource Problem.
Fresh Water:
Although Humans have developed some Desalination Plants (Sea Water to Fresh Water) mainly in the Middle East and parts of Africa these produce a minimal amount of Fresh Water and consume a great deal of Power heating the sea water. Generating that Power will at present create more CO2. Other chemical orientated methods are being investigated but can these solutions produce water in volume that will be needed for the human race.
Food:
Farming is becoming more automated using new technology like Electric Autonomous Driverless Tractors (image) and Harvesting Machines. Farming Techniques are advancing and Water Conservation and Irrigation are improving Food Production. However, more Food means more Land required to grow it which is leading to Deforestation which is reducing the absorption of CO2 by the Trees and erosion of the soil.
Indoor farming is increasing which use much less water and creates photosynthesis lighting effect to feed the plants. However, this technology is minute in comparison to traditional farming.
Indoor Farming Singapore Image: Lianoland Wimons
When you consider that the war in Ukraine which has reduced the amount of grain being exported has had a significant effect on feeding the world especially the poorer countries. Other food shortages such as fruit and vegetables even today in the UK and other countries have forced the supermarkets to start rationing to customers.
Food Overproduction and Wastage:
I feel that the most food overproduction is fish. I have seen so many times market stalls with huge amount of fish and there seems to be so many left when the stalls close. Over-fishing by large factory trawlers is depleting the seas of our fish stocks to quickly. So much food is being wasted especially in the more advance societies in the world, whilst others are starving. I saw an article very recently where a restaurant in the UK was stopped from giving excess stocks of fruit and vegetables away free.
Electrical Power:
So much of life today relies upon Electrical Power and the vision is to make more things operate using Electrical Power but there is a danger that Electrical Power Grids will not be able to cope with the extra demand. In addition as seen in Ukraine the Electrical Power Grids are extremely vulnerable including cyber attacks.
The Production of Electrical Power is increasingly coming from Renewables, such as ‘Wind Turbine Farms 5%’, ‘Solar Panels and Solar Farms 3%’. ‘Hydro 16%’ and ‘Nuclear 10%’. However although this is encouraging the Demand for Electrical Power is increasing rapidly. This increase is due to Electrification in place of Fossil Fuels. This is especially seen in the rapid manufacture of Electrical Vehicles, such as Cars, Lorries, Trains and Aircraft. This will reduce the amount of CO2 but at what rate? The other factor is the Supply of ‘Cobalt’, ‘Lithium’, ‘Rare Earth’ and other minerals for making the Electrical Components is also limited.
One other possibility is the expanding development of Hydrogen driven Vehicles which could be an important alternative to Electrical Power, However, once again it takes Electrical Power to process the Hydrogen.
There is one very important scientific fact ‘ Energy cannot be created or destroyed’ but it can be transferred from one energy Source to another such as Wind Energy into Electrical Energy. However, energy is consumed by the machines therefore the efficiency of he output related to its input is decreased.
My Conclusion:
If we do not change the way Humans are living at present we, will in years to come see the eventual Demise of Humans in a relativity short space of time when compared to 4.5 Billion Years, yet our Planet Earth will still be here benefiting from the ‘Extinction of the Human Race’ and recovering to its former glory. Humans will become the Dinosaurs of the future.
These are my own thoughts, let’s hope I am wrong for the ‘Generations To Come’.
When I was a young boy around the age of 10, I have been fascinated by Steam Locomotives and still am at 82.
Image: Ben Brooksbank
One of the first recognised successful Steam Locomotive was invented in England by George Stevenson called the ‘Rocket’. Locomotives are also referred to as ‘Engines’ and ‘Trains’ that pull the Trains. A Train is a combination of the Locomotive and Carriages or Wagons. Therefore we will use ‘Locomotive’ for this story. This was the real forerunner to the Steam Locomotives from the 1920’s to the1960’s in the United Kingdom as it used Pistons to drive the wheels. All Locomotives are classified by their wheel arrangement in this case O-2-2. Which means no small non driven front wheels (0) , Two Main Driving Wheels (2) using pistons and two small non driven rear wheels (2).
Image: The Rocket – British Railway Museum UK
For example, a Steam Locomotive is still running today called the ‘Tornado’ which is last Steam Locomotive to be built in 2008 in the UK, wheel arrangement is 4-6-2. Which means four small non driven front wheels (4) , six Main Driving Wheels (6) using pistons and 2 small non driven rear wheels under the cabin (2). Each Locomotive has a specific Number in this case 60163 and on some Trains a name like this one ‘Tornado’. These are very important facts which relate to what is known as ‘Train Spotting’.
This Locomotive known as the ‘LNER Peppercorn Class A1’ was manufactured to the original design by Arthur Peppercorn in 1948. However, there were many different Locomotives in terms of size, design and configuration. The Railway in the UK in the 1950’s , 1960’s consisted of 4 main railway networks, The London and North Eastern Railway (LNER), London, Midland and Scottish Railway (LMS), Great Western Railway (GWR) and the Southern Railway (SR). They all became part of British Railways (BR).
The Steam Locomotive Basic Operation
The Basic Operation of a Steam Locomotive is simple.
The Boiler is heated using coal to produce High Pressure Steam.
The High Pressure Steam is fed to the Pressure Selector
This Pressure Selector driven by the Selector Rod connected to the Main Driving Wheels directs the High Pressure Steam to one side of the Piston which makes the Piston go Out and then directs the High Pressure Steam to other side of the Piston which makes the Piston go In.
This then moves the Connecting Rod which is connected to the Main Driving Wheels.
If the Piston goes Out and In once it moves the Main Driving Wheels one revolution. However in practical terms this is far more complex.
The Steam Locomotive needs to be controlled by qualified Drivers . Another important person who is part of the Locomotive Crew is the Fireman who has to keep providing Coal from the ‘Tender’ at the back of the Cabin to the Firebox which heats the Water . He has to ensure the Water supply to the Boiler from the Tender is correct and that the High Steam Pressure is maintained at all times.
The Steam Train World Speed Record
The Steam Locomotive is in fact a magnificent machine which was adopted world wide. The engineering design and manufacture was second to none in the UK. The ‘Mallard’ an LNER Class A4 Pacific class 4468 4-6-2 designed by Sir Nigel Greasley created the worlds speed record of any Steam Locomotive Passenger Train of 125 mph which still stands today. I as a boy at Newcastle Central Station had the privilege of controlling the Mallard on the footplate with the driver for a few yards on its way to London whilst Train Spotting.
National Railway Museum York England
Goods Locomotives and Trains
Locomotives were used for Passengers and Goods Trains as most of these were very busy as roads were still the there early part of construction. The Goods Trains used small Locomotives for shunting that is moving Goods Wagons to build a Train to go to different destinations in the UK. The mage is ( 32413, 0-6-2). The large Locomotives then moved the Goods Train to the Destinations. These included the War Department Locomotives like the preserved ‘Austerity’ 90733 2-8-0 which were used during the war 1943 to 1945 for Military transport. There were 935 produced the most of any Steam Locomotive in the UK.
Image: Ben Brooksbank Image: Worth Valley Railway
Passenger Locomotives and Trains
The most famous Passenger Locomotive is the ‘Flying Scotsman’ A1 class 60103 4-6-2 which was built in 1923 in Doncaster Yorkshire, 100 years ago and it is still Operating for pleasure Steam Train Journeys in the UK today. The Image shows the Flying Scotsman Locomotive pulling the Train called the Flying Scotsman with Standard Carriages .There were many different types of Passenger Locomotives but for the Main Lines these were the larger ones like The Mallard and Flying Scotsman.
Image: Geof Sheppard
The most famous UK Passenger Trains which consists of high quality Carriages is the ‘Pullman’. These are special Trains ‘First Class’ only that are used for long journeys such as London to Edinburgh on the LNER line. They were also the fastest Trains with very few stops on the way. In 1969 returning from Singapore I traveled from London to Newcastle on the London to Edinburgh Pullman Train which only took just over 3 hours. Today there are still Pullman Trains used for pleasure Train Journeys pulled by Steam and Diesel Locomotives.
Train Spotting
From the age of 10 in 1951, I was fascinated by Steam Locomotives as a machine but more to do with there Numbers and Names as I started my hobby ‘Train Spotting’. At that time many boys and girls had a passion for looking at Locomotives and referring their number and name to a ‘Train Spotting Book’ which contained almost all the UK Locomotive Numbers and Names. The idea was to spot a Locomotive and then mark you Book to say that you had spotted that particular Locomotive. At the time I lived very near the Railway Line and to Norwich Railway Station and we used to visit my home town in Gateshead which was very near Newcastle Central Railway Station where the LNER London to Edinburgh in Scotland used to stop. Train Spotting was a very popular hobby for children and adults as there was little or no TV or computers mobiles etc and it was very competitive to find out who had the most numbers or a particular special Locomotive.
Besides collecting the numbers it was also a social occasion as we would spend all day waiting for the Locomotives coming which allowed us to communicate with each other striking up friendships and camaraderie. Today there are still some Train Spotters but it has now evolved into taking photographs of Steam Locomotives and Trains at the Heritage Railways used for pleasure Train journeys.
Heritage Railways
There are many Heritage Railways in the UK. As I used to Live in Keighley many years ago I am familiar with ‘The Keighley & Worth Valley Railway’ which is a 5-mile-long Heritage railway line in the Worth Valley, West Yorkshire, England, which runs from Keighley to Oxenhope. It connects to the National Rail network at Keighley railway station. This line and its Stations which are still in use were built in the 19th Century to serve the Mills a major source of employment. This railway is typical of many in the UK that have all types of Steam Locomotives and Trains for people to enjoy.
The Steam Age Attraction
Finally, today many thousands of people visit the Heritage Railways, Young and Old as the Steam Locomotive and the older type Carriages in particular seems to attract so many of us not just the nostalgia but the way in which the Steam Locomotives and Trains make strange noises letting off Steam and creating a lot of smoke that produces that special smell which affects you taste. Also being able to touch this magical Big Machine called the ‘Steam Locomotive’. Of course we all know that these are ‘dirty’ and ‘smelly’ but many of us still love them.
There is famous saying ‘Those Who Can’t Do, Teach’ emanating from the George Bernard Shaw’ 1905 stage play ‘Man and Superman’ is a complete fallacy and a great disservice to many of us who are Teaching and Training Professionals as well as, in my case, an ‘Aircraft and Avionic Engineering’ and ‘Information and ‘e’ Learning Technology’ Professional.
‘Teaching’ is related to theoretical and abstract, imparting knowledge and providing information.
‘Training’ is more Hands-On and Practical to develop abilities.
‘Technical Training’ in my case Aircraft and Aircraft Systems is in fact a combination of both ‘Teaching’ and ‘Training’.
However, Technical Training is just not theoretical, imparting information and knowledge it is also the ability to apply that knowledge to practical operations of systems and the ability to diagnose and repair faults that may occur within a system. Those that carry out Technical Training are called ‘Instructors’.
Aircraft, especially the latest ones are a fully integrated machines that use a combination of systems electronic, electrical and mechanical all working in tandem with each other, controlled automatically and/or by the aircrew. Thats why we have several Instructors with different trade knowledge and experience such as Airframe, Engine, Electrical and Avionic Engineers working as a team to ensure we cover all aspects of an Aircraft’s operation and maintenance.
Training Sequencing
The Challenge of a Training Professional is to make complex systems appear to be simple to the students by explanation and reference to previous theoretical knowledge gained by the student.
The first and most important issue for Technical Training is the sequencing of the theoretical fundamental knowledge and information in a way that it provides the building blocks to which the student can refer as they progress through their Training Cycle.
A prime example is the numbering of the Modules and Sub- Modules of the European Union Aviation Safety Agency (EASA) Part 66 Aircraft Maintenance Engineering Licence program syllabus, adopted by the many Civil Aviation Authorities including the Civil Aviation Authority of Malaysia (CAAM).
This simplified diagram shows that before students begin their more complex Aircraft Systems Training they have to learn the Fundamentals first which provides the building blocks they need in the sequence from Modules 1 to 8 except Module 4 for Avionic students and Module 7B for mechanical students.
The more complex theoretical Modules 9 to 17 are completed after Modules 1 to 8.
Training Synchronisation
Having achieved the correct sequencing of Training the next important aspect is the Media used to support the Training. It is of utmost importance that the Media is totally Synchronised. What does that mean? It is essential that the content especially the Graphics of the Training Notes should be Identical with Identical Figure Numbers to that incorporated in the Presentation Media such as Power Point Presentations. This is known as Synchronisation. The main reason is that whilst the Instructor is explaining the content on the Presentation Graphic the student can follow in their Training Notes Graphic.
As I have produced or upgraded 80% of the CAAM Modules including Training Notes and Power Point Graphics and Presentations, I am fully aware of the need to simplify information whilst retaining its Validity and Synchronising it as detailed above . This extensive task took me 7 years from 2013 to 2020 to complete.
Training Presentation
Training Presentation can take several forms including:
Classroom collective learning with the aid of an Instructor and a large display screen and white board.
Classroom collective learning but using individual computer systems to allow students to learn without the aid of an Instructor.
Self learning outside of a classroom environment accessing the Internet using computers or hand held devices such as Mobiles and Pads.
Each of these options have there advantages and disadvantages but in this case I want to consider the first option, which having many years experience in Technical Training Design and as an Instructor, I believe to be the most effective.
However, there is a caveat to that belief which concerns the quality of the of the Presentation Media and information that is used for the Presentation and the quality of the Instructor who is Presenting the Technical Training.
Presentation Media
As we have already discussed that the Training Media must be Synchronised at all times. However, some may think that my Presentation should include the Training Notes Text word for word, which I have seen. This is in my opinion totally wrong both visually and as a training technique, as the Presentation Media should be primarily be based upon Graphical Images and/or Animations with the minimum amount of Text excluding Labels.
Why Graphics? It has been scientifically proven that most of our learning comes from our Vision. There is a saying which is true ‘A Picture is worth a thousand Words’. What some do not realise Text is in fact a Picture but a very complicated one which must be interpreted. Therefore a Graphical Picture on screen without Text is much easier for us to interpret.
Another Presentation technique is to ‘Build-Up’ an Image such as a Block Diagram in steps which avoids the brain having to take in all of the information at once. However, this may not be possible due to time constraints for the lesson.
Technical Training Instructors
High Quality Technical Training Instructors are a those that have the two main qualities.
An in depth knowledge and experience of the subject matter being presented to the student.
Have the ability and skills to present the subject matter in a manner that motivates the students to learn, is accurate and interesting using the the correct ‘Training Techniques’.
However, this is not always the case as some Instructors have the knowledge and experience but are unable transfer that to the students correctly. Some have the ability to transfer the information to the student but lack the in depth knowledge and experience to transfer the correct Technical content. Both of these cases are detrimental to Technical Training, however sadly there are many cases that I have experienced in my long Technical Training career.
I was very fortunate to have received an ‘Instructional Techniques’ course and later a ‘Management of Training’ course being the in the Royal Air Force (RAF) as an RAF ‘A’ Class Instructor and Officer In Charge of a RAF Harrier Aircraft School. I was a Senior Training Officer at British Aerospace (BAe). After 18 months at BAe I started by own Computer Based Training (CBT) business in 1988 developing e Learning for the RAF Harrier and Tornado Aircraft which I had extensive maintenance and operational knowledge and experience. My final project was as a Training Consultant from 2013 to 2020 at a CAAM School In Malaysia. ( See my previous posts).
Training Aids
Technical Training can be enhanced significantly by using what is known as Training Aids. This term can relate to very simple additional information by the Instructor on a white board to complex Training Rigs used to demonstrate systems and sub-systems. Showing individual real components in the classroom to support the lesson are very valuable Training Aids. I have created many Training Aids some of which were very complex but it made the students understanding much easier. I have used an ‘off the shelf ‘ MS Flight Simulator to show the fully animated operations of the Boeing B777 Aircraft and its Avionic Displays in ‘real time’ whilst in flight during the lesson and as consolidation of the Avionic Avionic Displays information.
Instructor Student Interface
One of the most important part of Technical Training is the Interface between the Instructor and the Student. In the majority of cases Technical Training is related to the future or present Occupation the student may have, therefore it is vitally important that the student has confidence in what information is being provided to them by the Instructor.
Today it is so important for the Instructor to know what he is teaching the students is technically sound, as they will also have the ability to go to the internet to confirm what they are being told is correct or otherwise. However, after a short while they will judge the Instructors not just on their technical knowledge but how that information has been presented and explained to them by the Instructor. This feedback is normally an ‘Instructors Assessment Form’ that the students are required to complete.
There have been many times where the students judge one Instructor against another Instructor and provide feedback which can be positive and negative. That is why I have been involved in regular formal Instructor Performance Assessment both in the RAF and as a Consultant for the CAAM School which is vital for the Training Organisation. This involves sitting in the classroom with the students assessing, the Instructors Instructional Techniques, Interface with the Students and Technical Correctness. This Performance Assessment can be planned and/or impromptu depending upon the results from previous Assessments and any corrective action that has been suggested to the Instructor after the previous Assessment. This is a ‘Formal Assessment’ and all details comments are to be recorded on a Form or as a Report.
Student Assessment
Finally is the Students Assessment which can be informal or formal. The purpose of Student Assessment is to measure the amount that the students have learnt.
Informal Student Assessment is normally based upon ‘Question and Answer’ sessions within the classroom during and after the lesson, which gives the Instructor feedback to measure what the students are learning. Another form of informal assessment is to provide the students with a ‘Mock Examination’ based upon the type of questions they may be asked on their formal examination.
Formal Student Assessment is designed to ensure that the student has learnt sufficient to obtain a set ‘Pass Mark’ which can vary in different organizations but is normally around 70% to 75%. These examinations will determine whether the Student will achieve the overall standard required by the Authority, in the case of Aircraft Systems in Malaysia CAAM. Given that the student achieves the required standard the they will be given a formal certificate which is recognisable in law.
When you consider the name ‘Multimedia’ is common place today and most people have an understanding what it means, combining text, graphics, animation, video and audio and virtual reality to produce a visual and audio presentation on computers, mobiles, laptops and pads.
In August 1988, 35 years ago, when I started my company, as an ex Royal Air Force (RAF) aircraft and avionics engineer, called Computerised Training Systems Ltd, there was no ‘Multimedia’ and in fact I was one of the first people and my small team to create the very early forms of ‘Multimedia’ in Lincolnshire, England, United Kingdom for Technical Training which is the basis of what we have throughout the world today.
CTS started at the Queensway Business Centre Scunthorpe 8.8.1988CTS expanded in 1990 to Duke House, Queensway Scunthorpe (Day One)
It may seem very hard for people to accept that only 35 years ago that the Computer was still in its early stages of development both in Hardware and Software terms. This included the Computer Operating Systems (OS) software and the software application tools for creating graphics and animation. Another important aspect was that there were no Computer systems that could directly show video or video combined with graphics overlays.
In 1988 there were two main Computer System types, the ‘IBM Personal Computer (PC)’ and the ‘Apple and Commodore’ Computers. These two systems were different in many ways. I chose the Commodore Computer Systems for my initial Technical Training Systems that was my vision as an experienced Technical Training Designer and Senior Instructor.
The Commodore Computers however were the more advanced Computers. Unlike the IBM these Computer Displays were full colour 16.8million colours. It had a high quality stereo audio facility. The Operating system was based upon a ‘Windows’ concept and were ‘Multi Tasking’. This was very important as there was a Central Processor Unit (CPU) Motorola 68000 32 bit, but also additional Processors dedicated to functions such as the graphics display and audio. This meant that the processors worked together on there respective tasks. The input devices included a keyboard, mouse and input/output RS 232 communication ports and other output ports. The 3,5 inch Floppy Disc was the main source of data storage but the later Amiga Computers would have a SCSI Hard Disc Drive. The application software such as ‘D Paint’ for graphics and others for animation and audio were basic but could produce some good results. The standard output display at that time was PAL 640 x 512 pixels the European video standard. The initial Commodore Amiga A 1000 and later Computer models were made in Germany. The A1000 was the first Commodore Amiga I saw which was being used to design Avionic Graphics Display systems.
However, in terms of sales and global support the IBM PC was predominant and became an industry standard as most of the Computers at this time were designed for business applications and not ‘Multimedia’ as it did not exist. The Commodore Amiga, A500 Computer was based upon ‘Graphics and Animation Applications’ with the A500 designed primarily for the ‘Games Market’. In early 1987 the Commodore Amiga A 2000 was launched which had advance facilities and expansion slots which could house a PC Compatibility Card and a 5.25” Drive for the PC discs, enabling it to display both Amiga and basic PC graphics. In 1988 the A2000 was upgraded with a SCSI 9 M/Byte Hard Disc Drive and controller. However, in comparison the prices of the Amiga A500 and A2000 package were far lower than the IBM PC’s and at the same time the capabilities of the Commodore Computers were far in advance of the IBM PC for my requirements.
The Creation of my vision of a Multimedia System – Commodore Amiga Technology
In the initial years of my company It was the Amiga A500 and A2000 that were the basis of the Multimedia Systems and Software which my team and I would design and create. The Amiga A2000 was used for the Development of the Training Software called Courseware a name I created from Training COURSE SoftWARE and is still used today. The creation of the graphics was vitally important for the Technical Training programs we would produce. In particular the Amiga allowed us to produce electrical and fluid flows that could be controlled an colours changed instantly when instructed to do so. In addition we could animate control valves, parts of mechanisms and electrical switches on control panels at the same time as the flows were activated (in real time).
I decided that the Amiga A500 Computer Systems would be used for the individual students in the Classroom. These were loaded with each lesson on the 3.5”floppy discs. The student could then activate the Training Software themselves using the mouse.
The Classroom Presentation System was also unique as I was able to design a system that connected the Amiga A 2000 to a large overhead Projector onto a Large Screen which replicated the Training Software for use by the Instructor.
Whilst the Commodore Amiga was an important platform for my vision of Multimedia Training it alone could not produce the Multimedia that I required. This included the integration of Video Tapes using a Sony U-Matic 9600 Video Recorder/Player and the ability to Overlay Text onto the Video at the same time on the display screen. The UMatic Video Recorder/Player was a high quality system using 3/4” tape but most importantly could be controlled via a RS 232C port. Therefore the Display issue and U-Matic control issue had to be solved.
At this time I was fortunate to have a contact in central England who was working with Commodore UK in developing an external ‘Genlock’ for a completely different reason. However after discussions the contact was able to produce a bespoke ‘Genlock’ for my company to enable me to physically overlay text on the video at the same time as the video from the U-Matic was being displayed.
Although this would solve the Hardware issue the Software for both the implementation of the Text Overlay and Control of the U-Matic still had to be solved.
My company had its own Software known as an ‘Authoring Software’ which enabled us to program our Training Software using a set of specific commands. I called this Authoring Software ‘ASTRA’ which was developed and supported by one of my team specialist for the Commodore Amiga. After considering the requirements we included the commands for the Text Overlay and the control of the U-Matic Video Recorder/Player. The U-Matic control allowed us to search and play sequences using the ‘Frame Code Numbers’ which the UMatic system operated on using commands via the Computer RS 232C port and cable connection to the U-Matic RS232C input port.
We had now developed the foundation of a Multimedia System including the ‘U-Matic 9600 Video Tape Player’ connected to the ‘bespoke Genlock’ which is connected to the ‘Commodore Amiga A2000’ which is then connected to an ‘Overhead Projector’ all controlled by our companies ‘Courseware’.
Although I had developed the major Multimedia System this had to be integrated with other existing media systems to allow the Technical Instructors full flexibility in what they could present to the students. Many of the existing lessons were presented with static Overhead Projection Slides and 35mm slides using a slide projector. In addition I also wanted to integrate a new Canon Camera RC-251 ION and the Player RV-301 technology for them to be able to show the whole class close-ups of items of equipment.
I therefore designed and built a Total Multimedia Presentation System Unit that integrated all of the sub systems outlined above. The complete Presentation System was the connected to the Overhead Projector for a big screen display.
Total Multimedia Presentation System Units and the Two Screen Multimedia Presentation System Units proved to be very useful and the Instructors were very impressed being able to have Courseware having good quality graphics of systems with animated actions of components and systems with animated flows of technical systems combined with Integrated Video sequences when activated. This in addition to their existing media.
However, as an aircraft engineer I also wanted to create a Student System that reflected each part of a system when it was activated. This required a ‘Four Screen’ system each showing its part of the system being operated. This system used 4 x Amiga A500 Computers all communicating with each other using our specialised ASTRA Courseware. This was designed for two students observing the effect on a system and a component within that system at the same time.
However this was never used by a customer due to a company change in technology forced upon us due to the customers policy of wanting IBM PC technology in preference to Commodore Amiga technology not because the Amiga technology was not good.
The Creation of a new Multimedia System – IBM PC Technology
By 1991/1992 PC technology had advanced at an unprecedented rate by the introduction of the Intel i386 Processor quickly followed by the i486 Processor. This allowed processing speeds of up to a 50 million instructions per second. The PC-486GR was standard equipped with a high-resolution graphics board, and it rendered both text and graphics at high speeds thanks to the development of a high-speed video ASIC that provided a no-wait Windows environment. This was far in advance of the AT 286 that was available in 1988 and the possibility of replacing the Amiga performance for Graphics and Animation in full colour modes. In addition to the Hardware advances there were now many third party application software for graphics, animation and audio production.
The question asked by our major customer was two fold. One could we provide the new PC 486 Computer Multimedia Systems and develop new Courseware to run on them and secondly could we convert existing Commodore Amiga Courseware to run on the new PC 486 Multimedia Systems. What a Challenge !!! however the answer had to be ‘Yes’ but I had to solve these problems with my team and do it as soon as we could.
In terms of the Hardware there was very little problem, but the Operating System would be the new PC Windows. For us to be able to make any Courseware operable it would be essential to create a modified ASTRA Authoring System into a ASTRA for Windows Authoring System but this would take some time.
Demonstration of the new PC 486 Computer Hardware and Courseware
Operating the Singapore Airlines Hardware and Courseware Systems provide to them.
As we progressed and the market for Courseware expanded due to the success of us the forerunners. The number of competitors started to grow especially now that the PC had taken over the Multimedia market. However, our company gained major Contracts in South East Asia and from our major customer in the UK for our PC Systems and Courseware. Today like many other companies in this field I closed my final company Computerised Training Systems Sdn Bhd in Malaysia in December 2021. A new breed of companies creating new technologies are moving forward at a great rate just as we in the eighties and nineties did. I feel very proud of all my team workers over the years who helped in the advancement of our technologies and innovations which contributed in a small way to the state of technologies we have today.
It was a fantastic and technically challenging journey which I feel very fortunate to have been involved. Looking back aged 82 it was a major part of my life as you can see in the image it was so satisfying and memorable.
My passion for Technical Training started whilst in the Royal Air Force (RAF) in Singapore RAF Seletar between 1966 to 1969. Since then I have been involved in RAF Training Design, Instruction and the Management of an RAF Training School as the Officer In Charge. I Created of a company in 1988 to 2021, Designing and Developing Computer Based Training (e learning) for Military and Civil Aircraft in the UK and Singapore and completely Redesigning and Developing EASA and CAAM Part66 Training Media for all Avionic Modules and Helicopter Modules for A, B1 and B2 students in Malaysia until 2021. This is just a very very small example of the subject matter.
Electrical Fundamentals – Direct Current (DC) Circuits
A Direct Current (DC) Circuit is a combination of electrical components that are connected together to perform a specific electrical function using a Direct Current source.
A DC Circuit Diagram is a graphical representation of the electrical components and their values to enable the DC Circuit to be designed for specific , Voltage, Current and Power consumption and the physical construction of the electrical components.
The technology today combines many thousands of electrical components into Microchips also known as Integrated Circuits. However, it is important to allow you to learn the basic fundamentals of a DC Circuit, we will be using simplified DC Circuit Diagrams.
A SERIES CIRCUIT – is one continuous connection (path) of components to a DC source. This diagram shows three Resistors connected in series to a Battery.
A PARALLEL CIRCUIT – has more than one path of components to a DC source. This diagram shows three Resistors connected in parallel to a Battery.
A COMBINATION CIRCUIT of both Series and Parallel circuits. This diagram shows three Resistors connected in parallel which are connected to two Resistors in series to a Battery.
We will consider these three options for both the design and calculation of Resistance (R) Voltage (V), Current (I) and Power (P) using the Electrical Laws defined by:
Ohms Law, Kirchhoff’s Current Law (First Law) and Kirchhoff’s Voltage Law (Second Law) which we will consider in more detail.
OHMS LAW: (Georg Ohm)
The amount of Current (I) is directly proportional to the Voltage (V) and inversely proportional to the Resistance (R).
KIRCHOFFS CURRENT LAW (FIRST LAW): (Gustav Kirchoff)
At any Node (Junction) in an Electrical Circuit, the sum of the Currents (I) flowing into the Node is equal to the Sum of the Currents flowing out of that Node, or: The algebraic Sum of the Currents in a network of Conductors meeting at a point is Zero.
KIRCHOFFS VOLTAGE LAW (SECOND LAW): (Gustav Kirchoff)
The Sum of the Electromotive Forces (EMF’s) in any closed loop is equivalent to the Sum of the Potential Drops (PD) Voltages in that loop, or: The algebraic Sum of the products of the Resistances of the Conductors and the Currents in them in a closed loop is equal to the Total EMF available in the loop.
RESISTORS & SYMBOLS
We will consider Resistor (R) components first for the basic DC Circuit configurations and calculations. These are typical DC Circuit symbols which relate to physical components.
Main Source of DC Power
The BATTERY – These can be very large with a DC high power output down to very small batteries with a small DC power output for watches etc. There can be a single or multiple Batteries in a DC Circuit.
The DC GENERATOR – These vary in size and DC power output.
The TRANSFORMER /RECTIFIER – DC power varies with design and size but you will recognise these as your mobile charger.
Electromotive Force (EMF)
Electromotive Force is provided by the Power Source such as Batteries which provides the Voltage to the DC Circuit. In this case a single battery will produce and EMF of 1.5 Volts and four Batteries connected in Series will produce an EMF of 6 Volts. On the DC Diagrams which will follow the Battery Symbols will be allocated an EMF Voltage.
The EMF Voltage is important when we relate it to Kirchoffs Voltage Law (Second Law) as you will see later.
Ohms Law – Practical Application
The amount of Current (I) is directly proportional to the Voltage (V) and inversely proportional to the Resistance (R). This is represented as a triangle.
Voltage (V) is measured in Volts (V), Resistance (R) is measured in Ohms (Ω) and Current(I) is measured in Amperes (A) also referred to as Amps.
The DC Circuit represents Ohms Law and the simple formulae where the Battery produces an EMF of 32 Volts (V) and the Resistor (R) has a resistance of 16 Ohms (Ω) which creates a Current (I) of 2 Amps (A).
Whenever the value of the Voltage (V) or Resistance (R) is changed it will automatically update the Current (I) flow.
We refer the Total Resistance (R) of the DC Circuit as the ‘Load’ in this case 16Ω.
Electromotive Force (EMF) and Potential Drop (PD)
Both EMF and PD are measured in Volts (V). The main difference is that the EMF is the Electromotive Force produced by the DC Power applied to the Circuit in this case a Battery (32 Volts) and the PD the Potential Drop measured across the component in this case the Resistor which is 32V. PD is also referred to as the Potential Difference.
Kirchoffs Voltage Law
Kirchoffs Voltage Law basically means that the sum of all the PD’s across the components must equal the EMF Voltage whatever the values of Resistance (R) and Current (I). Using Ohms Law the PD across each of the two Resistors is 16Volts which equals the EMF of 32 Volts.
Kirchoffs Current Law
Nodes
A Node in a DC Circuit is any point that Current (I) enters a Component or Junction of Components and leaves a Component or Junction of components.
In a Series DC Circuit as shown, this is a very simple example which shows that Current entering and leaving a Node is 1 Amp. We will consider more complex DC Circuits later but the principle is identical.
Power Provision and Consumption
Later in this series we will discuss Power in more detail but to complete the DC Series Circuits we will consider Power related to what we have discussed already.
Power (P) Is measured in Watts (W). Remember we said that all PD Voltages equals the EMF Voltage. Power is similar in that all Power (P) consumed by the DC Circuit Components will equal the Power (P) provided by the EMF. We calculate Power using a simple formula represented as a triangle.
Using the formulae above the DC Circuit shows that the Power (P) consumed by each of the two the Resistors (R) is 16 Watts (1A x 16V) which is a total of 32 Watts which the EMF is providing.
However, it must be emphasised that the EMF will have a limited Power in Watts that it can supply, therefore DC Circuits must be designed to consume Power (P) that is within the limit of the EMF Power Source.
Total Resistance (Ω) and Effects: Series DC Circuit
To calculate the Total Resistance (Ω) of a SERIES DC Circuit we use the following formula:
The Total Resistance (Ω) = R1+R2+R3 = 150(Ω).
Effects
This is the effect of the Resistances on this DC Circuit
The Total Current (I) = 300V/150(Ω)=2Amps.
The EMF 300V = Total PD’s = R1 30×2=60V + R2 100×2=200V + R3 20×2=40V
The EMF Power (P) = 300V x 2A= 600 W.
The Total Power Consumed 600W= R1 30×2=60W + R2 100×2=200W+ R3 20×2=40W
Application of the Electrical Fundamentals you have learnt to a Parallel DC Circuit.
Total Resistance (Ω) and Effects: Parallel DC Circuit
To calculate the Total Resistance (Ω) of a PARALLEL DC Circuit we use the following:
Parallel Formula: To produce and equivalent Series Resistor Value:
The Total Resistance (Ω) = 1/R1+1/R2+1/R3 = 1/20+1/40+1/20 = 2/40+1/40+2/40 =5/40 RT 40/5 = 8(Ω).
The Total Current (I) = 40V/8(Ω) = 5Amps.
The Current (I) through each Parallel Resistor (R) is inversely proportional to the value of Resistance.
The EMF 40V = Total PD is 40V as all 3 Resistors are in Parallel therefore we use the Nodes shown, as these are the Junctions where the total Current (5A) goes in and comes out.
The EMF Power (P) = 40V x 5A= 200 W.
The Total Power Consumed 200W= R1 40Vx2A=80W + R2 40Vx1A=40W+ R3 40Vx2A=80W.
Application of the Electrical Fundamentals you have learnt to a Combined Series, Parallel DC Circuit.
Total Resistance (Ω) and Effects: Series, Parallel DC Circuit.
To calculate the Total Resistance (Ω) of a SERIES,PARALLEL DC Circuit we use the following formulae:
Parallel Formula: To produce and equivalent Series Resistor Value:
This is the story of my life in the British Military, The Royal Air Force (RAF) from joining in 1961 to leaving in1986. Originally I volunteered to join the RAF for 5 years but I ended up serving 25 Years.
RAF Attestation
The Attestation Service is the “swearing in” of a person into the Great Britain’s Military Service. RAF Form 60A (Revised Sept 1954) is the Royal Air Force ‘notice paper’ or attestation document. My Attestation was undertaken on 15 November 1961 in the Bradford, West Yorkshire, England recruiting office.
Basic Military Training
It was the winter of 1961 when the blizzards and the severe cold arrived at Royal Air Force (RAF) Bridgnorth Shropshire in England where I, as a raw recruit 20 years old arrived for Basic Military Training known as ‘square bashing’. There were many of us not knowing what to expect but we soon realised this was not going to be a holiday as the men who were going to train us appeared.
We were allocated to different wooden accommodation Huts. Our Hut was numbered 247 and we had a very tall smart looking Corporal Drill Instructor (centre) who when first meeting us was very fierce and shouted commands at us very loudly.
The normality of doing basic training was also affected severely by the weather, as we were still expected to do our marching and rifle drills in the deep snow and freezing conditions, which was not only difficult but at times comical even making our very strict drill instructor smile. This comforted us in a way as we could see he was not as fierce as he appeared which over the next eight weeks created a very good bond resulting in our team doing very well when we did our final marching and drill parade in January 1962.
Career Allocation
On completion of our Basic Training we became Aircraftsman and were then allocated to different Careers based upon educational and aptitude tests. I was extremely fortunate to be allocated to the Aircraft Electrical and Instrumentation, a high profile trade, but with many years of technical training ahead of me which I was excited about as I wanted to work on the Aircraft.
Pre-Basic Technical Training
I had to wait for some time before being allocated to my Basic Technical Training course and was posted to RAF Manby in Lincolnshire England.
The first aircraft I worked on as an assistant only, was a Meteor which was the latest jet aircraft in service with the RAF at that time. It was so cold that it was very difficult to hold the tools to do the tasks we were set, however, it was a good character building experience which would be necessary for the years ahead.
It was a different life style too, especially living with 17 other people in a dormitory arrangement; however it was good fun, especially after coming in from the pub at night listening to all of the stories young men normally tell. However, there were times when relationships became strained but again it was a good learning experience dealing with difficult human problems. Another aspect in those days was the friendships that developed with certain people who had similar values to me.
Electrical and Instrument Mechanics Training Course
During the middle of March 1962, I left RAF Manby for RAF Melksham 12th School of Technical Training in Wiltshire in the south of England to undertake my Electrical and Instrument Mechanics training course. This was to be the start of my technical career in the RAF.
The technical training was extremely interesting and quite hard which included a lot of mathematics, physics and basic fundamentals. At that time a new system of training was being tried which was called ‘Autotuter’. Little did I know that much later in life this would be similar my business that I founded. I was very lucky being selected to do my Mechanics course using ‘Autotutor’ which was a 35 mm film strip with 10,000 images controlled by an electronic system. Most of the time it was a question and answer system and if you got the question correct you moved onto the next subject, if not it went back to the subject. The instructor was on hand to answer questions. Half the class were allocated to the normal ‘Instructor Collective Learning’ and the other half including myself to using the ‘Autotutor Self Learning’ system.
In addition we had practical lessons such as soldering and making up electronic boards using electronic valves as transistors were just starting to be used. We also learnt how to use electronic test equipment such as an Oscilloscope and an Avo-meter to test the electronic board we made. We learnt about basic flying instruments and inputs.
At the end of the six months training we took the final exams and passed out as Leading Aircraftsman (LAC’s) Aircraft Electrical and Instrument Mechanic as we were known. We could now wear our two propeller badges on our uniform arm which made us so happy.
RAF Little Rissington – Central Flying School
I was then posted to RAF Little Rissington, Shropshire, England the RAF’s Central Flying School where my real RAF aircraft servicing life would begin. I was allocated to the Aircraft Servicing Flight where the schedule servicing was done. This was ideal for me to learn as much as I could about all aspects of various types of aircraft not just my own Electrical and Instruments tasks.
This period was one of intense learning about all of the technical and safety aspects of working on aircraft especially those with ejection seats which were very dangerous. Another problem was that the older jet engines used in the Vampire and Meteor were high pitched and very noisy, little did I know later in life this would affect my hearing as we had no ear protection at that time.
Whilst at Little Rissington, in October 1962 the USSR were planning to put Nuclear Missiles in Cuba, a country next to the United States of America (USA). The USA’s President Kennedy decided to block the Russian merchant ships nearing Cuba with the Nuclear Missiles on board. The Russians threatened to start a Nuclear World War if this was done. That being the case all of the British forces including the RAF was put on a very high state of alert ready for the war including me. However, this war was averted when the USSR saw that the USA was not going to back down and ordered their ships to return to USSR.
In November 1962 I was promoted to Senior Aircraftsman (SAC) which allowed me to do more in depth aircraft servicing.
It was Christmas 1962 and I had just got back to RAF Little Rissington on Christmas Eve as I was on duty, when the snow began to fall. RAF Little Rissington is on the top of a hill and the nearest main village was Bourton-On- the Water and the Railway Station was at the bottom of the hill 2 miles away. There was only about 30 people at RAF Little Rissington as most of the others were on Christmas leave. Although the snow and winter in 1961 was bad this was to be the worst winter in Britain since 1947.
It was decided after a week that the guys who were on the station should try to cut away through using the airfield snow plough and the Land Rovers. However, this was not going to be easy owing to the vehicles and us freezing up in the bitterly cold conditions and the depth of the snow almost reaching the top of the Land Rover. After many days we were able to reach the railway station and the main road at the bottom of the hill, but the severe winter would last until early March 1963. However, at times we needed to relax like me on my bike near the hangar.
Electrical and Instrument Technicians Training Course
My work and RAF career was paramount as I loved the life style and challenge that we seemed to have every day. In Jun 1964 I was selected to go on my Electronics Fitters’ (Technicians) course for promotion but it was going to be a long and difficult course, involving complex mathematics and learning advanced electronics and complex aircraft equipment’s such as Autopilots and Navigation Systems. The course started at RAF Melksham where I had done my Mechanics course but a few weeks later we were transferred to RAF Newton near Nottingham England.
At RAF Newton we had to study very hard especially electronics and electrical theory, electrical and electronic components and electrical circuits, however I enjoyed electronics and did very well passing my exams throughout the year. I was especially interested in Autopilot Mk 9 and Mk 10 which was very complex but in later years would help me when I became an Instructor.
In May 1965 I passed my Electronics Fitters (Technicians) course and was promoted to Junior Technician and returned to the Aircraft Servicing Flight at RAF Little Rissington where I could undertake more complex servicing and rectification tasks.
RAF Emergency Standby – Singapore and Malaysia
In 1961, the island of Borneo was divided into four separate states: Kalimantan, an Indonesian province, was located in the south of the island. In the north were the kingdom of Brunei and two British colonies: Sarawak and British North Borneo (which was later renamed Sabah). As a part of its withdrawal from its Southeast Asian colonies, the UK moved to combine its colonies of Borneo with those on peninsular Malaya, to form Malaysia in 1963. Malaya who had gained independence from Britain but was still a commonwealth country where the British, Australian and New Zealand forces supporting the fledgling Malaysia forces to fight an undeclared war with the Indonesians in Borneo which would go on until August 11th 1966.
In February 1966 I amongst others was selected to go on a special trial mission to construct 4 Jet Provost aircraft which were sent to Singapore RAF Seletar (in boxes). After construction they would then used in support of the jungle warfare going on in north Borneo (Malaysia) at a later date. The aircraft and we were attached to the Royal Australian Air Force (RAAF) base in RAF Butterworth, Malaysia for jungle warfare trials.
On completion of our mission we flew back to Singapore in a Beverly aircraft and after a few days started our journey back to England. However we were assigned to fly in a VC10 hospital aircraft, which would stop in Gan an island part of the Maldives in the Indian Ocean for 5 days. This was very enjoyable diving from the Jetty into clear blue water with all of the beautiful coloured tropical fish.
Gnat Aircraft Project Team RAF Little Rissington
On my return to RAF Little Rissington from Malaysia in April 1966 I was appointed to the newly acquired Gnat Aircraft Project Team. The Gnat was a small advanced training Aircraft having the latest electronic navigation systems. I was very proud to be part of this team especially as a young Junior Technician. Working on the Gnat aircraft with others gave me the first opportunity to use my innovative nature to invent new ways of doing things and designing and making the equipment for achieving this. To remove the engine of the Gnat the tail section of the aircraft had to be removed and refitted when the engine was replaced. However, there was no way of checking that the aircraft flight controls and liquid oxygen systems before fitting the tail section back to the main fuselage. I invented a test box for doing this. This was to be my first formal invention which would be submitted for approval of use by the RAF, receive a small sum of money and be awarded a Certificate.
RAF Seletar Singapore
In December 1966 I was posted to RAF Seletar in Singapore where I was some months earlier. The journey to Singapore was on board an RAF passenger airliner the Britannia but it had to stop every 6 hours to re-fuel. Our first stop was Cyprus, then Kuwait, then Columbo in Ceylon (now known as Sri Lanka). Whilst taking off from Columbo for Singapore the aircraft hit a flock of large birds and it caused one of the engines to stop and fuel was leaking from the engine. I count myself extremely lucky to be alive due to the skill of the pilot and the fact the fuel did not explode which it could have done on the hot engine.
I was assigned to 390 Maintenance Unit (390 MU) which was responsible for servicing Electronic Test Equipment and Aircraft Equipment such as Autopilots. During my posting to RAF Seletar I was promoted to Corporal in May 1968. The Electrical section where I worked was a mix of RAF personnel and local Singaporeans.
The types of equipment in the main needed to be ‘Calibrated’ which was one of our main tasks besides any repairs that were required. At that time I was very interested in Electronics and undertook a correspondence course for Advanced Electronics. Another interest was doing training in basic and advanced electronics. I was asked to do training for many RAF SAC mechanics so that they could take their technicians exams in Singapore. The Electrical and Instrument Trade now became ‘Flight Systems’ During my posting to RAF Seletar I was promoted to Corporal in May 1968.
RAF Cosford RAF No2 Training School
On leaving RAF Seletar in Singapore in April 1969 I was posted to RAF Cosford the RAF No2 Training School in Shropshire in England as a Technical Instructor to train Flight Systems Mechanics and Technicians.
My job at RAF Cosford was just what I wanted, training Mechanics and Technicians basic electronics and aircraft equipment’s such as Navigation Systems, Bomb Sights and Autopilots. I designed and made many dynamic training aids especially for the Autopilot which illuminated all of the contacts using ‘P’ lamps on a 8×4 Circuit diagram when different modes were selected on the Autopilot Control Panel. Another was using the Autopilot Gyro Unit mounted on a wooden aircraft platform that was connected to the servo motor to demonstrate torque applied by the servo motor when torque applied to the aircraft. I was fortunate to be chosen to develop the training and then teach the latest Weapon Aiming and Navigation Systems for the Jaguar and Harrier Aircraft. This helped me in my career and my future assignments many years later. These were my RAF and Civilian colleagues of the Navigation Systems Squadron.
In December 1971, after being specially recommended for accelerated promotion, I was promoted to Sergeant. I continued with my training design and Instruction until 1975. The 6 years at RAF Cosford with my colleagues were immensely important and enjoyable part of my RAF career.
RAF Wittering – Home of the Harrier Aircraft
In May 1975 I was posted to RAF Wittering the home of the famous Harrier Aircraft (known as the jump jet) which would be a major part of my RAF Career. My first department was in the Electronics Servicing bay where I learnt a great deal about the internal operation of the Harrier Aircraft, Inertial Navigation and Weapon Aiming System known as INAS. The Harrier shown is a RAF Wittering, Operational Conversion Unit (OCU) GR3 which operated in the mid 70’s when I arrived at RAF Wittering.
However, I wanted to work on the Aircraft itself so I volunteered to go to RAF Germany to be part of the ‘Harrier Force’ which was facing the Soviet Union (Russia, East Germany and other eastern block countries). This period was very dangerous and was called the ‘Cold War’ where military forces from the NATO (US, Britain, Western Germany and other European and World countries) were on 24 hrs standby for war with the Soviet Union.
Little did I know I would return to RAF Wittering in a very different role some years later. Before going to RAF Germany I attended a Harrier Inertial Navigation Attack System (INAS) Course at RAF Conningsby in Lincolnshire Jul 1975. This lasted 6 months learning about the INAS fitted to the Harrier Aircraft. This course would be assigned to the same squadron as myself and would be part of my team in RAF Germany.
RAF Wildenwrath – 20 Squadron Germany
I arrived at RAF Wildenwrath in January 1976 in central West Germany and assigned to 20 Squadron Harriers. A squadron is a number of Aircraft normally 18 and all of the personnel who Fly and Service them. This is a complete unit that can be sent anywhere in the world as a group. The Harrier is designed to fly from woods and fields besides the normal airfields.
Being in the Harrier Force all the personnel had to learn to protect our Squadron and ourselves from enemy attack. I remember one night when we were attacked by the Belgian Commandos one of my Officers had his front teeth broken by one of the attacking Commandos but that’s what we had to expect preparing for attacks by the Soviet Union forces if they ever came. However our Prime task in the field was to ensure our aircraft were fully serviceable and could operate at any time from our camouflage aircraft hides. We were all housed in tents with sleeping bags and camp beds which at times was extremely cold especially in the early year deployments. When we deployed we had to take everything with us, tools and supplies which meant we had quite a number of vehicles, lorries and trailers, Land Rovers and Unimog’s a special vehicle for towing our aircraft (shown in the image below)
This is was one of our aircraft and the first Harrier I worked on. Although I had a knowledge of the INAS system and other Flight systems which was an integrated and complex system. I wanted to ensure that I had a thorough knowledge of the Harrier and typical faults that occurred. I instructed my men that I wanted to do the rectification with them to learn and maybe improve our servicing techniques.
RAF Gutersloh – 4 Squadron Germany
Due to a reorganisation of the Harrier Force, 20 Squadron was disbanded and we were all assigned to new squadrons. I was assigned to 4 Squadron and moved to RAF Gutersloh in the north of West Germany in January 1977.
In June 1977 I was awarded Her Majesty the Queens Silver Jubilee Medal for meritorious service on the Harrier Force. This was the first medal I received and it was again a very proud day in my life. This medal was awarded to specific people who were part of the Commonwealth and it was in commemoration of the Queens 25th year on the Throne of England. In December 1977, I received the RAF Long Service & Good Conduct Medal. This is awarded after 17 years of continuous service which most servicemen received in recognition of Long Service & Good Conduct.
In June 1978 I was promoted to Chief Technician and became the Avionics (Aircraft Electronic Systems) Trade Manager. The Deployments were very hard physical work but very exciting and interesting, however on rare occasions we had time to relax and enjoy playing cards in the middle of the field where we were camped.
Even with all of the responsibility I had, my desire to invent things that would be useful did not diminish. One of the problems servicing Aircraft in a field or the woods is that you can easily drop your tools and nuts and bolts that you take out of the cockpit in the grass making it almost impossible to find. So I invented a small platform that could be placed on the Aircraft when servicing which I am demonstrating and using. This was affectionately known as the ‘Bird Table’ and was adopted by the RAF for all Harrier Aircraft.
Once a Year, the whole Squadron flew to Sardinia an Italian Island in the Mediterranean Sea. As the Avionics Trade manager it was my responsibility to ensure the Weapon Aiming Systems were good. Again I was very successful helping the Squadron to break all records for the most weapons on target. In addition on this occasion the Directors of the company that made the Weapon Aiming Computer were watching. At the end of the exercise I was the Guest of Honour at the Officers Dinner. However, at the weekends my team and I traveled to the north of the island where we stayed at a camp site at a small village near the sea which was very clear.
After serving 2 years at RAF Gutersloh in June 1978 my greatest honour came from Her Majesty the Queen. I was awarded the British Empire Medal (B.E.M) known as the Medal of the Order Of The British Empire for Meritorious Service, the highest peace time award that could be awarded to me. This was for Meritorious Service to the RAF and Great Britain. However it was also a reflection of all of our squadrons personnel who I was very proud of and grateful for their cooperation throughout my time at 4 squadron.
The Queens Ambassador to West Germany, Sir Oliver Wright presented the B.E.M to me at the British Embassy in Bonn the capital of West Germany. It was one of the proudest days of my life.
My tour on the Harrier Force was a very memorable and enjoyable one working with a great bunch of guys in all weathers and conditions, that’s including the officers as well as the men. Being on a Harrier squadron for the first time made you feel part of a family where you work and care for each other although like families we had disagreements. However, this experience would help me in the coming years.
RAF Cottesmore – Tri – National Tornado Training Establishment (TTTE)
A new aircraft was coming into the RAF known as the Tornado and it would be going to the Tri National Tornado Training Establishment (TTTE) at RAF Cottesmore in Lincolnshire. I was posted from Germany to RAF Cottesmore in Jul 1979 and assigned to be part of the TTTE Planning Team. It was extremely pleasing to be part of a new Aircraft introduction into the RAF especially the Tornado which was bristling with Avionics. After spending 4 months on the Planning Team I was advised that I would be on the first Tornado Automatic Navigation and Aiming Complex (ANAC) training course at the Tornado Maintenance School (TMS) also at RAF Cottesmore. After completion of the Tornado training course my assignment was to be initially in charge of the first Tornado Aircraft Servicing Flight (ASF) which would undertake Acceptances of the Tornado Aircraft from British Aerospace (BAe) the manufacturer in 1980.
After the ANAC course I was joined by another Chief Technician who was associated with the Airframe and Engines to prepare ASF for the arrival of the first Tornado aircraft. The two Tornado’s arrived in the afternoon of the 1st July 1980 at ASF (ZA320) and (ZA322) which I personally was involved with. The following day with the Tornado’s in the Hangar I had to check the systems in the Cockpits. Although we had done our training on a training rig in the TMS, when power was applied it was a quite shock and a bit nerve racking making sure I pressed the correct buttons etc. However, in only a short time my guys and I became very familiar with the aircraft which was a highly complex integrated flight and navigation system.
Images: Gacman67
The Tornado played a significant part in my life not only in the RAF but many years later in my civil life. Being in charge of the whole team of personnel, inspecting and accepting the Tornado, it helped me to develop my management skills as well as my technical skills. It also allowed me to invent many types of equipment to make the servicing of the Tornado much easier for which I received Certificates of Merit and some cash in the following year.
For 3 years working with the British Aerospace manufacturers and their representative, accepting and proposing changes to the initial Tornado’s and the procedures used during manufacture and servicing at ASF the Tornado was progressing well. During this time I was supported very much by my ASF Officers. In 1982, I was again honoured by the Royal Air Force, German Air Force and the Italian Air Force, Senior Officers for meritorious service to the TTTE.
In April 1983 I was promoted to Flight Sergeant (Flt Sgt) which was again an honour as promotion to this rank is very rare. However, as I found out it was not only for meritorious service to the TTTE but I was to become the Officer In Charge of the Harrier Ground Servicing School (HGSS) at RAF Wittering in April 1983 where I had served many years earlier.
RAF Wittering – Harrier Ground Servicing School
Being the Officer In Charge of the Harrier Ground Servicing School (HGSS) was a very important position. I was informed upon taking up the position that I had been specifically selected due to in depth knowledge and skill that I had gained during my time in RAF Germany on the Harrier Force and because of my Training Qualifications (‘A’ Class Instructor) gained at RAF Cosford some years earlier. This was my office in HGSS and the Station Commander reviewing my Certificates of Merit for Inventions and Service to the RAF.
Having reviewed the Harrier training and considering the feedback from the RAF Germany Squadrons regarding the First Line Servicing I was authorised to change the Inertial Navigation Attack System training course to better reflect the needs of the Squadrons and the Second Line Servicing Bays. This was a significant change reducing the time for the First Line Servicing by 50% but included the knowledge use of the INAS First Line test equipment. This was possible as I installed an INAS training rig in HGSS after approval for the specialised power system from the Station Commander.
After only 3 months I was informed that the Squadrons were very pleased with the changes. For the meritorious service to the RAF whilst serving in Strike Command as a Chief Technician, I was awarded the highest certificate possible, The Commendation by the Air Officer Commanding In Chief, of Strike Command in June 1983.
Whilst at the HGSS I was assigned to lead a team of Harrier technicians from a UK RAF Harrier Squadron to support 6 RAF Harriers on board Her Majesty’s Ship (HMS Invincible) one of the UK’s Aircraft Carriers. We boarded the ship in Newcastle on the river Tyne next to my home town Gateshead. It was very dangerous on the flight deck where all of the aircraft were especially when they were taking off and landing. When they were landing vertically we had to hold the chains securing the other aircraft to the deck. However, it was very exciting and I learnt a great deal about the Royal Navy (RN). I did not know that one day I would be on board HMS Invincible again many years later in Singapore. After completing our mission we were flown back to RAF Wittering by Sea King helicopters which belonged to the ship.
Whilst at RAF Wittering HGSS I was awarded another Certificate for one of my inventions for the Tornado Aircraft when at RAF Cottesmore TTTE. A Tornado and Harrier aircraft were positioned side by side when presenting me with the Certificate of Merit. The Newspapers were invited to write an article with photographs including this one about my inventions.
RAF Laarbruch – 20 Squadron Germany
After 2 years at the HGSS I was then assigned to RAF Laarbruch in North Germany in May 1985 to be the Flight Sergeant in charge of one of two engineering shifts (150 men) on 20 Squadron again, but this time it had Tornado aircraft not Harriers.
RAF Laarbruch in northern Germany would be the last RAF station I would serve on in the RAF but it was a memorable and at times very hard work. As the Squadron had to be ready for action at any time we operated 24 hrs a day. The Aircraft engineers were divided into two teams (shifts). I was in charge of one shift and another Flight Sergeant in charge of the other.
In 1985 the squadron was sent to the United States of America (USA) to the Nellis USA Tactical Air Command base just outside Las Vegas. I was in charge of my Team and responsible for the final go-ahead for our Tornado Aircraft to take off.
In 1986 the Squadron joined the whole of RAF Germany in a major military exercise. Little did I know that this would be my most difficult but most satisfying test of my management skills in my RAF career. Although I cannot go into detail I and my team were on duty for 48 hours and I was in charge of a significant amount of aircraft and men as part of the exercise. When the exercise finished I walked outside the shelter not having seen daylight for 48 hrs and decided that after 25 years in the RAF it was time for a new career as a civilian. Some days later I applied to leave the RAF. I thought that this was going to be easy having given 25 years of my life to the RAF, how wrong I was. My Squadron boss called me in and told me it was likely that I would be getting my promotion to Warrant Officer so why did I want to leave the RAF. Although being a Warrant Officer the highest promotion I could get, it would see me remain in the RAF till I was 55 years old.
When my application to leave the RAF came back the RAF refused to let me leave for eighteen months saying I was too valuable to the RAF. After applying to the RAF Germany Air Officer Commanding stating that I would still be helping the RAF but as a civilian Training Officer at British Aerospace, I was allowed to leave to start my new career as a civilian 7 weeks later after returning to England from Germany in Jun 1986. This was the end of my RAF career which I loved so much. Little did I know that I would be involved with the RAF creating aircraft training and simulation for the rest of my working life working for British Aerospace and then starting my own company Computerised Training Systems Ltd in August1988.
Thank you for taking the time to read my story. I hope you found it interesting
This is the story of the cars that have been part of my life which shows the design technology change over the past 64 years and the types of car I have been fortunate enough to have had the pleasure of driving, in order, from a young teenager to a senior citizen.
Austin A35 1956 to 1959
The Austin A35 was the first type of car I drove when I was 17 years old (1958) learning to drive at the Driving School in Keighley Yorkshire. There was a 2 and 4 door version. The 2 door de-luxe saloon had a 948 cc engine with a manual gearbox having a top speed of 71.9 mph and could accelerate from 0-60 mph in 30.1 seconds. The fuel consumption was around 41.5 miles per gallon. This was a rear wheel drive.
Ford Consul Mk1 1951- 1956
Image: Redsimon at English Wikipedia
The Ford Consul Mk 1 was the first type of car I owned albeit a used one. It had a 1500cc engine with a 3 speed manual gearbox operated by gear lever on the steering column allowing for a bench front seat. It had a top speed of 72mph and could accelerate from 0-60 mph in 28 seconds. The fuel consumption was around 26 miles per gallon. This was a rear wheel drive.
Morris Minor Traveller 1966 to1971
After the Ford Consul I had a used Morris Minor Traveller that some of the wood frame on the back needed to be repaired which I did. It had a 1098cc engine with a 4 speed gearbox having a top speed of 77 mph and could accelerate 0-50 mph in 15.5 seconds. The fuel consumption was around 38 miles per gallon. It was a very reliable car. This was a rear wheel drive.
Austin A40 Farina Mk II 1961 to1967
Image:Oxyman
The A40 had two passenger doors and a tailgate door. It had a 1098cc engine with a 4 speed gearbox similar to the Morris Minor having a top speed of 75 mph and could accelerate 0-50 mph in 17.5 seconds. The fuel consumption was around 37 miles per gallon. This was a rear wheel drive.
Austin 1100 Mk II 1967 to 1971
Image:Charles01
The Austin 1100 Mk II had many variants with a 1275cc engine but the one I had a 1098cc transverse engine driving the front wheels and 4 speed gearbox. Driving a front wheel drive car was slightly different to a rear wheel drive car especially when cornering. It had a top speed of 78 mph and could accelerate 0-60 mph in 19.5 seconds. The fuel consumption was around 32 miles per gallon.
Ford Zephyr Mk IV 1966 to 1972
Image: Charles 01
The Ford Zephyr Mk IV had 2 variants one with a V4 1996cc engine and a V6 2495cc engine with a 4 speed manual gearbox operated by gear lever on the steering column allowing for a bench front seat. Mine was the V4 version .This was a larger executive car with a long bonnet which housed the engine and spare wheel which made it nose heavy that effected the handling sometimes.
Ford Anglia 105 E 1959 to 1968
The Ford Anglia 105E had a 997cc engine was a 4 cylinder in-line overhead valve with a 4 speed synchromesh gearbox. It had a top speed of 74 mph and could accelerate 0-60 mph in 26.9 seconds. The fuel consumption was around 42 miles per gallon. Although this was a stylish car it was a bit sluggish.
Triumph Herald 12/50 1963 to 1967
Image: Bryn Pinzgauer
The Triumph Herald was designed by an Italian car designer. I had the 2 door version. It had a 1147cc engine with a 4 speed manual gearbox. It had a top speed of 80 mph and could accelerate 0-60 mph in 20.5 seconds. The fuel consumption was around 29 miles per gallon.
Hillman Minx Series V 1963 to 1967
Image: Redsimon
This was a very popular modern looking family car with a reasonably high quality interior. It had a 1592cc engine and a 4 speed gearbox. The gearbox could be automatic or manual via floor or steering column change. Mine was a floor change and it had a top speed of 70 mph and could accelerate 0-60 mph in 32.5 seconds. The fuel consumption was around 27 miles per gallon.
Humber Sceptre Mk III 1965 to 1976
I bought a new Humber Sceptre whilst serving in Royal Air Force Germany (colour as image). This was the top of the Humber range of cars at that time with a very high quality interior including wood-veneer dashboard and trim, leather seats, adjustable steering column with a vinyl roof. It had a 1725cc engine and a 4 speed gearbox with overdrive. It had a top speed of 95 mph and could accelerate 0-60 mph in 12 seconds. The fuel consumption was around 28 miles per gallon. I added a towing attachment to tow my caravan which it did very well. One of the best cars I have owned.
Rover 3500 V8 P6 1968 to 1977
Image:Charles01
The Rover 3500 was the top of the range Rover P6 series giving high quality in all aspects including vinyl roofing. Mine was coloured Blue as the image. It had a 3528cc V8 engine with an automatic gearbox. It had a top speed of 115 mph and could accelerate 0-60 mph in 9.5 seconds. The fuel consumption was around 22 miles per gallon. I owe this car my life as it reacted instantly in a very snowy condition avoiding a head on collision with a lorry on an English country road although I ended up in a hedgerow at an angle of 45 degrees. This was the last car I had whilst serving in the Royal Air Force.
BMW 518i L E34 1987 to 1996
Image: Mic
Now a civilian the first new car I had was a BMW 518i L E34 having right hand steering and rear wheel drive. It was a luxury car with leather seats and wood-veneer trim. It had a 1800cc 4 cylinder petrol engine with a 5 speed manual transmission. It had a top speed of 123 mph and could accelerate 0-60 mph in 12.3 seconds. The fuel consumption was around 27 miles per gallon. Only days after receiving my brand new car I went to Sweden via North Sea Ferries on business and it was snowing and freezing in Sweden but the car performed very well.
BMW 730iL E32 1986 to 1994
Image: Charles 01
The BMW 730iL (Long wheel base (L)) I had coloured black was a larger luxury car with typical BMW very high quality interior with a Petrol 2986cc 6 cylinder in line engine and 4 speed automatic gear box. It was also the one of the first BMW’s to have traction control to the rear wheel drive. It had a top speed of 138 mph and could accelerate 0-60 mph in 9.3 seconds. The fuel consumption was around 17 to 34 miles per gallon.
BMW 750iL E32 V12 1987 to 1994
The BMW 750iL E32 V12 was the Flagship Luxury Sedan. It had a 4988cc petrol V12 cylinder engine and a 5 speed automatic gearbox driving the rear wheels via the traction control system producing 296 hp. It had a top speed of 155 mph and could accelerate 0-60 mph in 7.4 seconds. The fuel consumption was around 14 to 32 miles per gallon. My car was 2 years old right hand drive but it really was the ultimate driving machine that I reached 130 mph in on the way to Basel in Switzerland, the fastest I have ever driven and yet it was so smooth. However, at that speed it was very thirsty!! The image below is my actual car BMW 750iL at Basal in Switzerland doing a presentation of ‘Computer Based Training’ to the EASA organisation for the worlds Airlines. The number plate reflects “Hogg for Computerised Training Systems Ltd (CTS) (my own company) H 4 CTS.
Mercedes 320E W124 1993 to 1996
Image: Johannes Maximilian / Wikimedia Commons
Although the BMW 750iL was a super car it just used too much petrol for normal driving around town. I therefore swapped it for a Mercedes 320E W124 model which was light and dark green as the image. This was the top of the range luxury car with typical Mercedes very high quality interior and right hand drive. It had a 3199cc in line 6 cylinder petrol engine with 5 speed manual gear box or a 4 speed automatic gearbox like mine. It had a top speed of 146 mph and could accelerate 0-60 mph in 8.2 seconds. The fuel consumption was around 26 miles per gallon.
Peugeot 306 1993 to 2002
Image: Rudolf Stricker
As I now started to work in Singapore where purchasing a car was very expensive I leased the Peugeot 306 Phase 1 car which was a front wheel drive car with basic interior design. It had a 1587cc 4 cylinder petrol engine with 5 speed manual gear box. It had a top speed of 113 mph and could accelerate 0-60 mph in 13.1 seconds. The fuel consumption was around 36 miles per gallon.
Rover 75 1999 to 2005
Image: Kieran White
As I was now working in Singapore and Malaysia and I again leased the Rover 75 to replace the Peugeot 306. The Rover 75 was an Executive luxury car with wood-veneer dashboard and trim and leather seats. It had a 1798cc 4 cylinder petrol engine with 5 speed automatic gear box. It had a top speed of 118 mph and could accelerate 0-60 mph in 12.3 seconds. The fuel consumption was around 30 miles per gallon. It was a joy to drive especially on long journeys.
BMW 520i E34 1988 to 1996 (Actual car)
I was now living and working in Singapore and Malaysia. This was my actual 12 year old BMW 520i E34 that I bought in Singapore which was originally dark green that I had changed to the colour you see. It had a 1991cc 6 cylinder petrol engine with 4 speed automatic gear box. It had a top speed of 134 mph and could accelerate 0-60 mph in 10.4 seconds. The fuel consumption was around 30 miles per gallon. Being 12 years old I did have problems with the gearbox which was changed but most difficult of all the timing belt broke requiring a full engine overhaul due to two of the valves penetrated the pistons. However still a comfortable car.
Ford Granada Mk III 1985 to 1994
Image: Unknown
I returned to the UK for a special project for 14 months so I bought an old Ford Granada for £600 colour dark green as the image but it needed a lot of cleaning inside and out. However once I had done it looked very good just like the image and it was a very comfortable car. Unusually it had front headlight washer wipers. It had a 1991cc V6 cylinder petrol engine with 4 speed automatic gear box. It had a top speed of 140 mph and could accelerate 0-60 mph in 8.1 seconds. The fuel consumption was around 30 miles per gallon. However I only had it 6 months and a lorry backed in to the front of my parked car behind the lorry which I had to write it off. So saddening as it was a very good and comfortable car .
Ford Mondeo Mk II 1993 to 2000 (actual car)
As my Ford Granada had been written off I bought a Ford Mondeo Mk II 1.6i GLX. This was the actual car that I bought for £900. It had a 1597cc with a manual 5 speed gearbox. It had a top speed of 112 mph and could accelerate 0-60 mph in 12.7 seconds. The fuel consumption was around 37 miles per gallon. This was a very good car fitted with a tow hook and lasted me until I left the UK a few months later.
Hyundai / Inocom Matrix GL 2001 to 2010
I bought a one year old Hyundai (Inocom) Matrix a small Silver colour Inocom MPV when returning to Malaysia to live in 2004. It had a 1795cc engine front wheel drive with a 4 speed automatic gearbox. It had a top speed of 106 mph and could accelerate 0-60 mph in 12.7 seconds. The fuel consumption was around 27 miles per gallon. Although small it was roomy inside and it was very comfortable to drive with large windows. I enjoyed having the Matrix as it was good in the town and on the expressway.
Honda Accord 2.4 2006 to 2007 (actual car)
After the Matrix in 2006 I decided to buy a Executive Asian car in preference to a BMW or Mercedes which were better suited to the Malaysian climate. I bought the new 2006 Honda Accord 2.4 (actual car) a high quality modern car all round having wood-veneer trim and leather seats and smooth external lines. It has a 2354cc iVTEC engine with 5-speed gearbox (with 2 overdrive gears) provides for a very smooth ride and gear changes are extremely smooth and picking up speed is effortless. The road holding and ride is excellent. It has a top speed of 124 mph and can accelerate 0-60 mph in 7.4 seconds. The fuel consumption is around 33 miles per gallon. I have had this car from new in 2006 and 16 years later keeping it well maintained with a complete paint respray it still looks as good as new. This has been the best all round car I have ever had and likely to be my last as I’m 82 but I still love having and driving it.
Some of my Fathers cars I used to Drive
Riley 1.5 RMA 1945 to1952
The Riley RMA was a luxury car which had a 1498cc 4 cylinder engine and was equipped with hydro-mechanical brakes and an independent suspension using torsion bars in front. The body frame (not to be confused with the chassis) was made of wood in the English tradition, and the car featured traditional styling. The car was capable of reaching 75 mph (121 km/h). The RMA was produced from 1945 until 1952 when it was replaced by the RME.
Armstrong Siddeley Lancaster 18 1945 to 1953
Image: charles01
The Armstrong Siddeley Lancaster that my father had was the same colour as the Image and a luxury interior for that time. We lived in the country in Norfolk England and my father found the car in an old friends garage not being used for years. It had a 2309cc 6 cylinder engine with a manual 4 speed pre-selector gearbox. It had a top speed of 80 mph and could accelerate 0-60 mph in 24 seconds. The fuel consumption was around 19 miles per gallon. Driving this car was a bit heavy and its braking system had hydraulic front and cable rear brakes. We had to take it a special garage Appleyards in Leeds England for servicing.
Armstrong Siddeley Sapphire 346 1952 to 1958
Image: charles01
The Armstrong Siddeley 346 Sapphire that my father had was the same colour as the Image. It had a 3435cc 6 cylinder engine with a manual 4 speed pre-selector gearbox. It had a top speed of 100 mph and could accelerate 0-60 mph in 13 seconds. The fuel consumption was around 19 miles per gallon. Driving this car was like driving a Rolls Royce with the quality to go with it. It was very powerful and responsive for this period and size of the car. We had to take it a special garage Appleyards in Leeds England for servicing. Armstrong Siddeley produced cars until 1960 when the company was merged eventually with Rolls Royce.
Austin A60 Cambridge 1961 to 1969
Image: charles01
My father bought a new Austin A60 Cambridge coloured Blue as above which used the modern Italian Pininfarina styling. It had front independent suspension using coil springs and a rear live axle with anti roll bars front and rear. It had a 1622cc 4 cylinder engine with a manual 4 speed gearbox. It had a top speed of 80 mph and could accelerate 0-60 mph in 25 seconds. The fuel consumption was around 29 miles per gallon . The interior was well equipped for a family car with wood grained panel, thick carpet and leather seats . It was also very comfortable to drive and a very smooth ride.
Volkswagen (VW) Beetle 1200 1965 to 1966
Image: Vwexport1300
After some time my father changed his A60 for a new VW 1200 colour as the image but right hand drive. It had a 1192cc 4 cylinder air cooled engine with a manual 4 speed gearbox in the rear of the car. It had a top speed of 72 mph, however other performance details are not readily available . The VW 1200 had two major advantages especially during winter in Great Britain when it was freezing or snow covered. It had an air cooled engine avoiding frozen engine water and the internal heaters were almost instant and the other, was its road holding abilities due to a low centre of gravity and relatively wide wheel base. The VW 1200 was great to drive in all weathers.
<a href="https://astra283.wordpress.com/wp-admin/site-editor.php?calypsoify=1&block-editor=1&frame-nonce=af705db4bc&origin=https%3A%2F%2Fwordpress.com&environment-id=production&support_user&_support_token&postType=wp_template&postId=pub%2Flivro%2F%2Fhome#site-title-pseudo-link">Training designer</a> - avionic & Aircraft Engineer -- BRYAN HOGGb.e.m 