Constantly Computed Impact Point (CCIP) is a function with a weapon's sighting system. It provides a depiction of the calculated point of impact, that works out from the launch platform's movement, the target's movement, gravity, projectile launch velocity, projectile drag, and other factors that can be entered, where a projectile will land and displays the information on the Heads Up Display (HUD).
The crosshairs will move around dependent on where the computer predicts the selected rocket, bullet or bomb will hit. Normally a radar lock is necessary, but when strafing or bombing a ground target (A/G mode; A/A mode will simply put the hairs in the centre of the HUD), the crosshairs will move along the ground.
This system is normally used in aircraft or other large vehicles or large static weapons, but it may be possible that the system could be or has been condensed into something that can fit on the top of man portable firearms too.
This system is sometimes combined with an autorelease system so that an aircraft can lock a low drag bomb onto a target from a safe distance, and the bomb can then be released while the aircraft is in a high G climb (when the target would no longer be visible over the aircraft's nose) so that the aircraft does not need to overfly the target.
Famous quotes containing the words constantly, impact and/or point:
“You have constantly urged the idea that you were persecuted because you did not come from West-Point, and you repeat it in these letters. This, my dear general, is I fear, the rock on which you have split.”
—Abraham Lincoln (1809–1865)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)
“If twins are believed to be less intelligent as a class than single-born children, it is not surprising that many times they are also seen as ripe for social and academic problems in school. No one knows the extent to which these kind of attitudes affect the behavior of multiples in school, and virtually nothing is known from a research point of view about social behavior of twins over the age of six or seven, because this hasn’t been studied either.”
—Pamela Patrick Novotny (20th century)