High School Aerospace Engineering Curriculum Essentials Document

Transcription

1 High School Aerospace Engineering Curriculum Essentials Document Boulder Valley School District Department of CTEC January 2014

2 Introduction Aerospace Engineering Course This document is intended to be a complete teaching curriculum, not just a guide or an outline. The curriculum is composed of units, which contain lessons and activities. The teacher guidelines and resource materials are integrated, via links, into the curriculum to make it easier for teachers to have access to the teaching tools needed to implement the course. Each Unit begins with a Purpose, a listing of Concepts, Essential Questions, and Lessons for the Unit with a recommendation for Unit Evaluations. The Concepts are the broad learning objectives for the unit. The intent of the Essential Questions, in combination with the Purpose of each lesson that is an anticipatory set, is to create a framework for teachers and students to focus student learning. Course specific projects can be developed by the students to solve problems posed by the questions. The Concepts and Essential Questions along with the anticipatory set should be communicated to the students at the beginning of every Unit to establish the focus of the unit s learning objectives. Each Unit is composed of lessons. Included in the Lessons are the Concepts specific to each Lesson; a listing of technology, science, mathematics, and English language arts national standards; Performance Objectives aligned with the national standards; Assessment suggestions; Essential questions aligned with the Concepts; Key Terms; a Day-by-Day Lesson plan; and a listing of instructional resources to aid instruction. Each of these components is clearly discussed and described in the Lesson Template and Activities, Projects, Problems Template found in the Course Implementation Suggestions section. Each Lesson is to begin with the instructor presenting the Lesson s Purpose and Essential Questions to the students for them to think about and to develop solutions to, by the end of the Lesson. These questions are repeated for students at the end of an activity that is designed to help students focus their thoughts, learn skills, and apply those skills to solve problems, a key tenet of project-based learning. This curriculum is designed to be taught to high school students within a typical high school schedule. This means that a class which meets each day for 40 minutes, 175 days a year should be able to cover the content of this course. Some minor adjustments will need to be made by those schools that teach under a double block system. For the most part, this will simply entail combining two days worth of activities into one.

3 Aerospace Engineering Overview Course Description Aerospace Engineering (AE) is the study of the engineering discipline which develops new technologies for use in aviation, defense systems, and space exploration. The course explores the evolution of flight, flight fundamentals, navigation and control, aerospace materials, propulsion, space travel, orbital mechanics, ergonomics, remotely operated systems and related careers. In addition the course presents alternative applications for aerospace engineering concepts. Aerospace Engineering is a high school level course that is appropriate for 11 th or 12 th grade students interested in Aerospace. It is recommended that students are concurrently enrolled in college preparatory mathematics and science courses and have successfully completed CIM. AE is one of the specialization courses in the Project Lead The Way high school engineering program. The course applies and concurrently develops secondary-level knowledge and skills in mathematics, science, and technology. Assessments Explanation Students will explore the evolution of flight from the prospective of technology advancement. Interpretation Students will interpret the impact society has had on the evolution of flight. Students will interpret the impact the evolution of flight has had on society. Application Students will apply evolution of flight research findings to determine the cause and effect relationship of the aerospace industry Empathy Students will reflect on the evolution of flight from the perspectives each time period affected by its evolution. Self-knowledge Students will apply knowledge of the evolution of flight to the discovery of current and future flight advancements. Topics at a Glance Evolution of Flight Propulsion Physics of Flight Space Travel Flight Planning and Navigations Orbital Mechanics Materials and Structures Alternative Applications Propulsion Flight Physiology Aerospace Careers Remote Systems

4 Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. 1. CTE Essential Skills: Academic Foundations ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster. Prepared Graduate Competencies in the CTE Essential Skills standard: Complete required training, education, and certification to prepare for employment in a particular career field Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities 2. CTE Essential Skills: Communications Standards ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information Prepared Graduate Competencies in the CTE Essential Skills standard: Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace 3. CTE Essential Skills: Problem Solving and Critical Thinking ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation. Prepared Graduate Competencies in the CTE Essential Skills standard: Employ critical thinking skills independently and in teams to solve problems and make decisions Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

5 Conduct technical research to gather information necessary for decision-making 4. CTE Essential Skills: Safety, Health, and Environmental ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance Prepared Graduate Competencies in the CTE Essential Skills standard: Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health 5. CTE Essential Skills: Leadership and Teamwork ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives Prepared Graduate Competencies in the CTE Essential Skills standard: Employ leadership skills to accomplish organizational skills and objectives 6. CTE Essential Skills: Employability and Career Development ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills Prepared Graduate Competencies in the CTE Essential Skills standard: Indentify and demonstrate positive work behaviors and personal qualities needed to be employable Develop skills related to seeking and applying for employment to find and obtain a desired job

6 COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS Colorado s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado s best kept secret for: Relevant & rigorous learning Raising achievement among all students Strengthening Colorado s workforce & economy Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs. ALIGNMENT REQUIRED BY SB Preschool through elementary and secondary education - aligned standards - adoption - revisions. 2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section , C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards. STANDARDS REVIEW AND ALIGNMENT PROCESS Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved: NATIONAL BENCHMARK REVIEW Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes. COLORADO CONTENT TEAMS REVIEW The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading,

7 writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.) ACADEMIC ALIGNMENT REVIEW In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed. CURRENT STATUS One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs. 52 pathways with validated academic alignments 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways) 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge. Available for review at:

8 Lesson 1.1 Evolution of Flight Preface Flight is rooted deep within cultures around the world from the time of ancient myth to the development of the international space station. The evolution of flight parallels the evolution of science, engineering, and industry. Exposing students to the engineering problems faced during the development of flight, will lay a foundation of appreciation of the challenges that engineers face when developing flying machines. In this lesson, students will be introduced to the evolution of flight through the cause and effect relationship of flight advances. Concepts 1. Understanding the evolution of flight instills an appreciation of past engineering accomplishments. 2. Knowledge of aerospace history provides insight to future challenges involving travel through the atmosphere and space. 3. Aerospace engineers typically work in teams to design smaller components of a larger system. The success of the entire system relies on each component to function correctly and to interact correctly with each other. 4. Success often comes from learning from failures which is demonstrated throughout the history of aerospace development. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the

9 components in the system especially those in the feedback loop. BM Z: BM AA: BM BB: BM CC: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures.

10 BM J: A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM M: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. The Renaissance, a time of rebirth of the arts and humanities, was also an important development in the history of technology. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and exchange of information. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology

11 History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Standards for English Language Arts Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works. Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

12 Performance Objectives It is expected that students will: Create a historical perspective on Aerospace industry and Aerospace technology to provide context for subsequent curriculum lessons. Summarize historical precedence in problem solving. Explain cause and effect relationships in design. Explain that aerospace terminology and expanded history are integral parts of design. Assessment Explanation Students will explore the evolution of flight from the prospective of technology advancement. Interpretation Students will interpret the impact society has had on the evolution of flight. Students will interpret the impact the evolution of flight has had on society. Application Students will apply evolution of flight research findings to determine the cause and effect relationship of the aerospace industry Empathy Students will reflect on the evolution of flight from the perspectives each time period affected by its evolution. Self-knowledge Students will apply knowledge of the evolution of flight to the discovery of current and future flight advancements. Essential Questions 1. What role has technology played in the evolution of flight? 2. What role has society played in the evolution of flight? 3. What role has the evolution of flight played in the culture of the world? 4. How does knowledge of aerospace history provide insight to future challenges involving travel through the atmosphere and space?

13 Key Terms Term Definition Aerospace Engineer Develops new technologies for use in aviation, defense systems, and space exploration, often specializing in areas such as structural design, guidance, navigation and control, instrumentation and communication, and production methods. Aircraft ATC FAA NASA A device that is used or intended to be used for flight in the air. Air Traffic Control, A system is to prevent a collision between aircraft operating in the system and to organize and expedite the flow of traffic, and to provide support for National Security and Homeland Defense. Federal Aviation Administration. The U.S. Federal Aviation Administration is an operating mode of the Department of Transportation responsible for the safety of civil aviation. National Aeronautics and Space Administration. The United States government agency that is responsible for science and technology related to air and space. NACA National Advisory Committee for Aeronautics. From March 3, 1915 until October 1, 1958, the National Advisory Committee for Aeronautics (NACA) provided advice and carried out much of the cutting-edge research in aeronautics in the United States. Day-by-Day Plans Time: 8 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 1.1 Teacher Notes. Day 1: The teacher will distribute course and school specific materials relating to Aerospace Engineering course expectations and procedures. The teacher will distribute an engineering notebook to each student or have students create their own. Note: The teacher will determine whether students will record their notes in a daily journal, portfolio, or their engineering notebook. For purposes of written directions in the day-by-day for each lesson in this course, it will be assumed that students will record their notes in a journal. The journal may be a three-ring binder, spiral bound notebook, or electronic. The teacher will distribute Sample Engineering Notebook to each student and discuss what constitutes acceptable and unacceptable entries. The teacher will present Engineering Notebook.ppt while students take notes in their journal.

14 The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Evolution of Flight.ppt while students take notes in their journal. Day 2-3: NOTE: Two sets of resources are available for the following project. The project can be completed as a video or PowerPoint format. Choose the appropriate resource as indicated by (video) or (PPT) at the end of each resource. Video o The teacher will distribute and explain Project Aerospace Evolution Documentary (video). o The teacher will present an introduction to Project 1.1.1a Windows Live Movie Maker Getting Started (video) and Project 1.1.1b Move Maker Step by Step (video). PPT o The teacher will distribute and explain Project Aerospace Evolution Documentary (PPT). Students will take notes in their journal. The teacher will direct students through Project Aerospace Evolution Documentary steps 1 through 3. Teacher will assign Project Aerospace Evolution Documentary steps 1 through 3 for homework if students do not finish during class. Optional: The teacher may wish to assign Key Terms 1.1 Crossword Puzzle after all key terms have been introduced. Day 4: Day 5-6: Day 7: The teacher will direct students through Project Aerospace Evolution Documentary steps 4 through 9. Students will complete Project Aerospace Evolution Documentary step 10. Students will complete Project Aerospace Evolution Documentary. Day 8: The teacher will show final Project Aerospace Evolution Documentary to the class. The students Project Aerospace Evolution Documentary will be evaluated using Project Aerospace Evolution Documentary Rubric. Instructional Resources Presentations Engineering Notebook Evolution of Flight Word Documents

15 Key Terms 1.1 Crossword Puzzle Sample Engineering Notebook Project Aerospace Evolution Documentary (video) Project 1.1.1a Windows Live Movie Maker Getting Started (video) Project 1.1.1b Move Maker Step by Step (video) Project Aerospace Evolution Documentary (PPT) Answer Keys and Rubrics Key Terms 1.1 Crossword Puzzle Answer Key Project Aerospace Evolution Documentary Rubric Teacher Guidelines Teacher Notes Reference Sources American National Standards Institute (2010). U.S. government agencies. Retrieved from Bureau of Labor Statistics (2010). Occupational outlook handbook, edition. Retrieved from Crouch, T. (2004). Wings. New York: W.W. Norton & Company. Dalton, S. (1999). The Miracle of flight. Kingston, Ontario: Bookmakers Press Inc.. Garber, S. (2007, October 10). Sputnik and The Dawn of the Space Age. Retrieved from Grant, R.G. (2007). Flight the complete history. New York: DK Publishing. Federal Aviation Administration (2010). Air Traffic Organization Policy. Retrieved from html.1 International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. National Aeronautics and Space Administration (2010). NASA education. Retrieved from National Aeronautics and Space Administration (2010). US centennial of flight commission. Retrieved from ech1.htm National Archives (2010). Electronic code of federal regulations. Retrieved from ext&node=14: &idno=14

16 National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press.

17 Lesson 1.2 Physics of Flight Preface Flying inspires imagination in many people. In the last lesson students explored the rich history of leaving the Earth s surface. In this lesson students will see how science, engineering and imagination come together to make flying possible. Students will apply aerodynamic equations to solve aerospace engineering problems and apply that knowledge to design, build and test gliders. Concepts 1. Aircraft have fixed and moveable surfaces to control forces and change flight direction. 2. The center of gravity of an object is where its weight is concentrated. 3. Four major forces act on an aircraft flying in the Earth s atmosphere. 4. Atmospheric conditions impact aircraft performance. 5. Lift and drag are generated by fluid flow around an airfoil. 6. Aircraft performance can be simulated in a safe and cost effective environment. 7. Wind tunnels allow the performance of shapes to be tested in real fluid flow. 8. Gliders are designed to fly long distances without a system to produce thrust. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: Systems, which are the building blocks of technology, are embedded

18 within larger technological, social, and environmental systems. BM Y: BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause

19 cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of

20 factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: BM P: BM Q: BM R: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM O: BM P: Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality.

21 BM L: Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM O: BM P: Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. The interchangeability of parts increases the effectiveness of manufacturing processes. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. BM J: Infrastructure is the underlying base or basic framework of a

22 system. BM K: BM L: BM M: BM N: Structures are constructed using a variety of processes and procedures. The design of structures includes a number of requirements. Structures require maintenance, alteration, or renovation periodically to improve them or to alter their intended use. Structures can include prefabricated materials. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Motions and forces Conservation of energy and increase in disorder Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Energy in the earth system Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor

23 Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Measurement Problem Solving Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely.

24 Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 4 Standard 5 Standard 8 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Performance Objectives It is expected that students will: Determine the center of gravity location of an aircraft. Explain how aircraft are designed for stability and control. Design and analyze an airfoil considering lift and drag. Use the lift and draft equations to calculate associated forces and conditions. Describe the requirements for a glider to remain stable in flight. Design and construct a glider that meets the design requirements provided by the instructor. Summarize test data to evaluate glider performance against design criteria. Assessment Explanation Students will describe the forces acting on an aircraft.

25 Students will describe how aircraft surfaces are moved to control an aircraft in flight. Application Students will determine the center of gravity location of an aircraft. Students will design an airfoil to meet a design constraint. Students will calculate atmospheric conditions. Students will explain how to identify the various factors that affect the lift and drag forces generated by an airfoil. Students will calculate aerodynamic forces using the lift and drag equations. Students will design and build a glider. Self-knowledge Students will determine the information needed to solve a complex problem and locate credible information. Essential Questions 1. How are aircraft controlled in flight? 2. How is lift created for an aircraft? 3. What is essential for aircraft to fly? 4. What are the real world solutions to the challenge of long distance or duration flight? 5. What factors affect lift and drag? Key Terms Term Definition Aileron Airfoil Angle of Attack Aspect Ratio Boundary Layer Center of Gravity Cockpit Small-hinged sections on the outboard portion of a wing that are used to generate a rolling motion for an aircraft. Any surface, such as a wing, which provides aerodynamic force when it interacts with a moving stream of air. The angle formed by the wing chord line and the relative wind. The relationship between the length and width of a wing. A thin layer of air next to the surface of an airfoil which shows a reduction in speed due to the air s viscosity. The common reference point for the three axes of the aircraft. The space in the fuselage of a small airplane containing seats for the pilot, copilot, and sometimes passengers.

26 Controllability Dihedral Drag Dynamic Stability Elevator Empennage Flaps Fuselage Glider The capability of an aircraft to respond to your flight inputs, especially with regard to attitude and flight path. The mounting of wings so that the wingtips and higher than the wingroot. Acts in the opposite direction of flight, opposes the forwardacting force of thrust, and limits the forward speed of the aircraft. Out of its own accord, an aircraft eventually returns to and remains at its equilibrium position over a period of time. A rear horizontal stabilizer that controls up and down or pitching motion of the aircraft nose. The tail assembly of an aircraft, including the horizontal and vertical stabilizers, elevators and rudder. Control surfaces attached to the trailing edge of the wing extending outward from the fuselage to the midpoint of each wing. Flaps can increase the lifting efficiency of the wing and decrease stall speed. Houses the cabin, the cockpit and is a common attachment point for the other major components. An aircraft that is designed to fly without an engine. Horizontal Stabilizer A structure that creates up and down forces at the tail to keep the fuselage aligned in pitch with the relative wind. The structure itself is horizontal while the forces it creates are vertical. High hypersonic Aircraft speeds between Mach 10 and 25. Hypersonic Aircraft speeds between Mach 5 and 10. Keel Effect Lapse Rate Lateral Axis Leading Edge Lift The flat surfaces located behind the center of gravity tend to weathervane with the wind. The rate at which temperature decreases with an increase in altitude. The horizontal line that passes through the center of gravity of the aircraft, perpendicular to its flight path. The part of the airfoil that meets the airflow first. The force that created by the effect of airflow as it passes over and under the wing.

27 Longitudinal Axis M Maneuverability Pitch Powerplant Stability Stall Static Stability A straight line parallel to the length of the fuselage but that runs through the aircraft s center of gravity. Mach. A decimal number representing the true airspeed relationship to the local speed of sound. Characteristic of the aircraft that permits you to maneuver it easily and allows it to withstand the stress resulting from the maneuver. Motion around the lateral axis caused by deflection in the elevator controlled by moving the yoke forward and aft. Consists of both the engine and propeller in a small airplane. Aircraft stability is the characteristic of an airplane in flight that causes it to return to a condition of equilibrium, or steady flight, after it is disturbed. Caused by the separation of airflow from the wing s upper surface resulting in a rapid decrease in lift. Forces and moments on the body caused by a disturbance tend initially to return the body toward its equilibrium position. Subsonic Aircraft speeds under Mach 1. Supersonic Aircraft speeds between Mach 1 and 5. Taper Thrust Trailing Edge Reynolds Number Roll Rudder Vertical Axis Vertical Stabilizer A reduction in the chord of a wing as measured from the root to the tip of the wing. Forward-acting force which opposes drag and propels the aircraft through the air. The last point on an airfoil that interacts with the airflow around the wing. The ratio of inertial forces to viscous forces. Rolling motion about the longitudinal axis caused by ailerons deflecting in opposite directions and controlled by twisting the yoke. A rear vertical stabilizer that controls side-to-side or yawing motion of the aircraft nose. A straight line through the center of gravity of the aircraft and at 90 to lateral and longitudinal axis. A structure that creates left to right forces to keep the fuselage aligned in yaw with the relative wind. The structure itself is vertical while the forces it creates are horizontal.

28 Wash In/Wash Out Weight Wing Wing Planform Wing Span Yaw A built in twist in the wing so that the trailing edge at the wingtip is raised (Wash out) or lowered (Wash in). This significantly affects the slow flight and stall characteristics of the wing. A force caused by the gravitational attraction of the Earth. Generates the lifting force that helps the airplane fly when air flows around it. The outline shape of a wing when viewed from above. The distance from wing tip to wing tip of a wing planform. The movement about the vertical axis produced by the rudder and controlled by pedals. Day-by-Day Plans Time: 22 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 1.2 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Aircraft Control Surfaces and Components.ppt while students take notes in their journal. The teacher will distribute and explain Activity Aircraft Control Surfaces and Components. The students will complete Activity Aircraft Control Surfaces and Components. The teacher will evaluate Activity Aircraft Control Surfaces and Components using Activity Aircraft Control Surfaces and Components Answer Key. Optional: The teacher may wish to assign Key Terms 1.2 Crossword Puzzle after all key terms have been introduced. Day 2: The teacher will present Forces of Flight and Stability.ppt while students take notes in their journal. The teacher will distribute Activity Center of Gravity. Students will complete Activity Center of Gravity. The teacher will evaluate Activity Center of Gravity using Activity Center of Gravity Answer Key. Day 3-4: The teacher will present Airfoil.ppt while students take notes in their journal.

29 Teacher will distribute Activity Airfoil, Activity 1.2.3a Airfoil Construction Guide, and Activity 1.2.3b Airfoil ROBOTC Program. Students will complete Activity Airfoil. The teacher will evaluate Activity Airfoil using Activity Airfoil Answer Key. Day 5: The teacher will present Atmosphere.ppt while students take notes in their journal. The teacher will introduce and distribute Activity Atmospheric Conditions. Students will complete Activity Atmospheric Conditions. The teacher will evaluate Activity Atmospheric Conditions using Activity Atmospheric Conditions Answer Key. The teacher will present Aerodynamic Forces.ppt while students take notes in their journal. Students will complete Activity Aerodynamic Forces. The teacher will evaluate Activity Aerodynamic Forces using Activity Aerodynamic Forces Answer Key. Day 6-7: The teacher will present Airfoil Simulation.ppt. The teacher will introduce and distribute Activity Airfoil Simulation. Students will complete Activity Airfoil Simulation. Optional: The following activities are in addition to the required curriculum. A wind tunnel is required. The teacher will present Airfoil Construction.ppt. The teacher will introduce and distribute Activity Airfoil Construction. Students will complete Activity Airfoil Construction. The teacher will present Wind Tunnel Testing.ppt while students take notes in their journal. Students will complete Activity Airfoil Testing. Day 8: The teacher will present Gliders in Flight.ppt while students take notes in their journal. Discuss the fundamental principles controlling glider flight and stability and introduce the goal of developing a glider design for long distance flight. The teacher will present Gliders AERY Software Intro.ppt for interface, procedures, and output interpretation instructions. The teacher will distribute Activity Using AERY Software.

30 Students will complete Activity Using AERY Software. Day 9: The teacher will distribute Project Glider Design: Challenge One. NOTE: Students will encounter a challenge at this point. After Challenge Two, have the students modify both Challenge 1 and 2 as minimally as possible to make a stable design. Students will complete Project Glider Design: Challenge One. Day 10: The teacher will distribute Project Glider Design: Challenge Two and Project a Glider Design Challenge Report. Students will complete Project Glider Design: Challenge Two. Day 11-13: The teacher will distribute and explain Problem Glider Design: Long Distance Flight, Project a Glider Design Research Funding Call for Phase One Proposals and Project b Glider Design: Research Journal Template. The teacher will introduce students to the flight testing equipment and process flow chart for the project. Students will begin to work on glider design. Students will make daily engineering notebook entries using Project b Glider Design: Research Journal Template as a guide. Students will submit their Project a Glider Design Research Funding Call for Phase One Proposals for construction authorization. Day 14-16: The teacher will present Balsa Glider Construction.ppt and lead students in a discussion about tools, materials, and construction techniques for glider construction. Students will build gliders. Students will continue to make daily engineering notebook entries using Project b Glider Design: Research Journal Template as a guide. Day 17: The teacher will distribute Project Glider Design: Flight Test Data and Project Glider Design: Competitive Flights. The teacher will introduce the launch apparatus and flight testing data form and review evaluation rubric for the glider design lesson. The teacher will monitor and guide student progress. Students will build gliders. Students will make a Research Journal entry. Day 18: The teacher will set up and demonstrate the launch equipment with procedures, and then monitor student collection of flight test data.

31 Students will collect and summarize flight test data. Students will optimize glider designs based on preliminary flight test data. Students will make a Research Journal entry. Day 19: The teacher will review Project b Competitive Flights Rubric with students. The teacher will demonstrate Project a Glider Design: Competitive Flights Spreadsheet. Students will perform competition flights, two per team. Students will enter data into the competition spreadsheet. Students will optimize glider designs based on competition flight data. Students will make a Research Journal entry. Day 20: The teacher will monitor and guide student progress. Students will launch gliders and collect flight data. Students will make a Research Journal entry. Day 21: The teacher will guide a class discussion focused on competition data and glider design elements. The teacher will distribute Project Glider Design: Phase Two Research Funding Request. Students will summarize findings regarding optimal design for a long distance glider. Students will complete Project Glider Design: Phase Two Research Funding Request. Day 22: Students will submit Project Glider Design: Phase Two Research Funding Request for commercial manufacturing. The teacher will evaluate the submission using Project b Glider Design: Competitive Flights Rubric. Students will submit their Glider Design Research Journal. Instructional Resources Presentations Aircraft Control Surfaces and Components Forces of Flight and Stability Airfoil Atmosphere Aerodynamic Forces Airfoil Simulation

32 Airfoil Construction (Optional) Wind Tunnel Testing (Optional) Gliders in Flight Gliders AERY Software Intro Balsa Glider Construction Documents Key Terms 1.2 Crossword Puzzle Activity Aircraft Control Surfaces and Components Activity Center of Gravity Activity Airfoil Activity 1.2.3a Airfoil Construction Guide Activity 1.2.3b Airfoil ROBOTC Program Activity Atmospheric Conditions Activity Aerodynamic Forces Activity Airfoil Simulation Activity Airfoil Construction (Optional) Activity Airfoil Test (Optional) Activity Using AERY Software Project Glider Design: Challenge One Project Glider Design: Challenge Two Project a Glider Design Challenge Report Problem Glider Design: Long Distance Flight Project a Glider Design Research Funding Call for Phase One Proposals Project b Glider Design: Research Journal Template Project Glider Design: Flight Test Data Project Glider Design: Competitive Flights Project a Glider Design: Competitive Flights Spreadsheet Project Glider Design: Phase Two Research Funding Request Answer Keys and Rubrics Key Terms 1.2 Crossword Puzzle Answer Key Activity Aircraft Control Surfaces and Components Answer Key Activity Center of Gravity Answer Key Activity Airfoil Answer Key Activity Atmospheric Conditions Answer Key Activity Aerodynamic Forces Answer Key

33 Project b Competitive Flights Rubric Project b Glider Design: Competitive Flights Rubric Teacher Guidelines Teacher Notes Reference Sources Aviation Glossary. (2010). Aviation glossary. Retrieved from Anderson, J.D. (2000). Introduction to flight (4th ed.). New York, NY: McGraw- Hill Higher Education. Davies, M., Bazirjian, R., Strauch, K., & Speck, V. (2002). Charleston conference proceedings New York: Libraries Unlimited, Inc. International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. Jeppesen Sanderson, Inc. (1989). Aviation fundamentals. Englewood: Jeppesen Sanderson, Inc. (2006). Guided flight discovery private pilot images [CD-ROM]. Englewood, CO: Jeppesen Sanderson, Inc. Jeppesen, Inc. (2007). Guided flight discovery private pilot. Englewood, CO: Jeppesen Sanderson, Inc. Mycroft s Home. (January 8, 2005). AERY model glider design software. Retrieved from National Aeronautics and Space Administration (2010). 16 foot tran. Retrieved from National Aeronautics and Space Administration (2010). Power Point presentations. Retrieved from 12/airplane/topics.htm National Aeronautics and Space Administration (2010). Hypersonic aerodynamics. Retrieved from National Aeronautics and Space Administration (2010). Wilber and Or. Retrieved from National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. University of British Columbia. (1999). The flight of a balsa glider. Retrieved from

34 Lesson 1.3 Flight Planning and Navigation Preface Effectively navigating to a destination is a skill that humankind has developed out of necessity. Very early in our history, humans needed to navigate to locate food and to return home. Sailors navigated across oceans, sometimes for the first time. Today your family can drive to your favorite vacation destination without getting lost. Pilots navigate their aircraft to airports in other cities, while astronauts navigate a space vehicle to another planet. Computer simulators provide opportunities for the development of navigation skills. Computer simulators are highly integrated into aviation training programs. Difficult conditions which rarely occur in the real world can be realistically simulated. Crews learn to manage such conditions without endangering crew or equipment. These simulators are used for planning and then executing the flight to verify the plan s accuracy. This lesson will introduce the students to the fundamentals of flight, navigation and the use of simulators. Concepts 1. Simulations are widely used in the aerospace industry to develop skills which can be effectively applied to the actual device. 2. Each flight should be planned in advance of the actual flight. 3. Pilots then apply the principles of navigation to safely travel to their destinations. 4. The Global Positioning System, GPS, is a complex system designed to provide accurate location information to many users. 5. The history of navigation is intertwined with technology development. 6. Air traffic is coordinated within a complex system to improve safety and efficiency. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market.

35 Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: BM Z: BM AA: BM BB: BM CC: BM FF: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies.

36 BM K: The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM J: The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment. BM K: BM L: Humans devise technologies to reduce the negative consequences of other technologies. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: BM I: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM J: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and exchange of information.

37 BM G: BM H: BM I: BM O: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM J: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: Identify criteria and constraints and determine how these will affect

38 the design process. BM O: BM P: BM Q: BM R: Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM N: BM O: BM P: Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM O: BM P: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means.

39 BM Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move. The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM O: BM P: BM R: Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. The interchangeability of parts increases the effectiveness of manufacturing processes. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. BM J: Infrastructure is the underlying base or basic framework of a system. BM K: BM L: BM M: BM N: Structures are constructed using a variety of processes and procedures. The design of structures includes a number of requirements. Structures require maintenance, alteration, or renovation periodically to improve them or to alter their intended use. Structures can include prefabricated materials.

40 National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Abilities necessary to do scientific inquiry Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Energy in the earth system Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Natural and human-induced hazards Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge

41 Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Measurement Problem Solving Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

42 analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 4 Standard 5 Standard 8 Standard 12 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Explain the progression of navigation technology and its influence on navigation. Demonstrate aircraft control through the use of a flight simulator. Plan a flight and accurately navigate this plan using a flight simulator. Explain why simulators are valuable tools for preparing pilots to fly aircraft. Use the Global Positioning System, GPS, unit to navigate.

43 Assessment Explanation Students will explain the differences between atmospheric flight and space flight. Students will explain why navigation is hindered by existing technology. Explain why simulators are valuable tools for preparing pilots to fly aircraft. Interpretation Students will pilot a simulated aircraft. Students will demonstrate the flight characteristics of an airplane through the use of a flight simulator. Students will use a map to determine a compass heading and distance from an origin to a destination. Application Students will make an accurate flight plan in their local area. Students will estimate the direction and time it takes to reach a destination. Students will create a map and use it to navigate. Perspective Students will describe which factors early explorers compensated for to improve navigation accuracy. Empathy Students will describe explain how the technologies of today would have assisted Columbus crossing the Atlantic Ocean for the first time. Students will describe the dangers faced by space explorers. Self-knowledge Students will describe the skills needed to plan an actual flight. Students will reflect on their work in journals by recording their thoughts and ideas. Essential Questions 1. How can skills and knowledge learned from a simulator be applied to a physical aircraft? 2. What are the advantages and disadvantages of training to fly in a simulator versus a real aircraft. 3. How important is technology to a navigator? 4. What risks are present during space flight?

44 Key Terms Term Definition AGL ADF Bearing Dead Reckoning DME FMS GA GPS IFR ILS Indicated Airspeed INS Knots Above Ground Level. Altitude expressed in feet measured above ground level. Automatic Direction Finder. An aircraft radio navigation system which senses and indicates the direction to an L/MF non-directional radio beacon (NDB) ground transmitter. The horizontal direction to or from any point, usually measured clockwise from true north, magnetic north, or some other reference point through 360 degrees. Navigation of an airplane solely by means of computations based on airspeed, course, heading, wind direction and speed, groundspeed, and elapsed time. Distance Measuring Equipment. Equipment (airborne and ground) used to measure, in nautical miles, the slant range distance of an aircraft from the DME navigational aid. Flight Management System. A computer system that uses a large database to allow routes to be preprogrammed and fed into the system by means of a data loader. All civil aviation operations other than scheduled air services and nonscheduled air transport operations for remuneration or hire. Global Positioning System. A system which provides highly accurate position and velocity information and precise time, on a continuous global basis, to an unlimited number of properly equipped users. Instrument Flight Rules. Rules governing the procedures for conducting instrument flight. Instrument Landing System. A precision instrument approach system which normally consists of the following electronic components and visual aids: localizer, glideslope, outer marker, middle marker, and approach lights. The speed shown on the aircraft airspeed indicator. Inertial Navigation System. An RNAV system which is a form of self-contained navigation. Measure of the speed of aircraft and boats measured as nautical mile per hour or 6076 feet per hour.

45 LAAS L/MF LORAN Magnetic Course Magnetic Deviation Magnetic Variation MSL NDB Pilotage RNAV Sextant TACAN True Airspeed True Course True North UHF Local Area Augmentation System. Ground-based augmentation to GPS that focuses its service on the airport area (approximately mile radius) for precision approach, departure procedures, and terminal area operations. Low or Medium Frequency. A frequency range between 190 and 535 khz with the medium frequency above 300 khz. Long Range Navigation. An electronic navigational system by which hyperbolic lines of position are determined by measuring the difference in the time of reception of synchronized pulse signals from two fixed transmitters. Course of a vessel in relation to magnetic north. Amount by which a ship s magnetic compass needle points to one side or the other of magnetic north. A compass error resulting from the fact that at most points on the Earth s surface the direction of the magnetic lines of force is not toward the geographic North Pole or South Pole. Mean Sea Level. Non-directional Beacon. An L/MF or UHF radio beacon transmitting non-directional signals whereby the pilot of an aircraft equipped with direction-finding equipment can determine their bearing to or from the radio beacon and "home" on or track to or from the station. Navigation by visual reference to landmarks. Area Navigation (RNAV) provides enhanced navigational capability to the pilot. A sextant is a tool for measuring the angular altitude of a star above the horizon. Tactical Air Navigation. An ultra-high frequency electronic rhotheta air navigation aid which provides suitably equipped aircraft a continuous indication of bearing and distance to the TACAN station. The airspeed of an aircraft relative to undisturbed air. A course corrected for variation and deviation that is referenced to geographic north. Geographic north. Ultrahigh Frequency. The frequency band between 300 and 3,000 MHz.

46 VFR VHF VOR VORTAC Vx Vy WAAS Waypoint Visual Flight Rules. Rules that govern the procedures for conducting flight under visual conditions. Very High Frequency. The frequency band between 30 and 300 MHz. Very High Frequency Omnidirectional Range Station. A groundbased electronic navigation aid transmitting very high frequency navigation signals, 360 degrees in azimuth, oriented from magnetic north. A navigation aid providing VOR azimuth, TACAN azimuth, and TACAN distance measuring equipment (DME) at one site. The speed at which the aircraft will produce the most gain in altitude in a given distance (best angle of climb). The speed at which the aircraft will produce the most gain in altitude in the least amount of time (best rate of climb). Wide Area Augmentation System. Extremely accurate navigation system developed for civil aviation. A predetermined geographical position. Day-by-Day Plans Time: 18 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 1.3 Teacher Notes. Day 1-3: The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Navigation History.ppt while students take notes in their journal. The teacher will present Radio Navigation.ppt while students take notes in their journal. Teacher will distribute and explain Activity Introduction to Navigation. Students will complete Activity Introduction to Navigation. The teacher will assess the student s completion of Activity Introduction to Navigation using Activity Introduction to Navigation Answer Key. Teacher will distribute Quiz 1.3 Radio Navigation. Students will complete Quiz 1.3 Radio Navigation. The teacher will assess the student s completion of Quiz 1.3 Radio Navigation using Quiz 1.3 Radio Navigation Answer Key. Optional: The teacher may wish to assign Key Terms 1.3 Crossword Puzzle after all key terms have been introduced.

47 Day 4-5: The teacher will demonstrate how to simulate flying an Ultralight aircraft. Demonstrate takeoff and simple maneuvers such as turns, ascents, and descents. See the Lesson 1.3 Teacher Notes for guidance. Students will complete the Activity Flight Simulator Introduction. Day 6-8: The teacher will present Navigation and Flight Planning.ppt. Teacher will distribute and explain Activity Cross Country Solo. Students will complete Activity Cross Country Solo. Students will be made aware of the Young Eagles program which is administered through the Experiment Aircraft Association, EAA. Students may have the opportunity to actually fly a flight plan in a small airplane. Students may also contact a local small airport and take a Discovery Flight with a flight instructor. Optional Activity Students will consider takeoff distance, runway length, fuel burn during taxi, climb, cruise, descent, landing, and final taxi using performance charts for a Cessna 172 aircraft. Charts are available in the optional Cessna 172 pilot s operating handbook. Day 9-10: The teacher will present Air Traffic Control.ppt. The teacher will distribute Activity Air Traffic Control. The teacher will show the Kidscontrol video available from the NASA ATC Simulator website. Note that the video may be downloaded for more convenient viewing. Students will complete Activity Air Traffic Control. The teacher will assess the student s completion of Activity Air Traffic Control using Activity Air Traffic Control Answer Key. Day 11: The teacher will present GPS Navigation.ppt. The teacher will distribute the user s manual and the Garmin etrex Venture HC GPS Unit. NOTE: The teacher may find the user s manual at the Garmin website: Select the model purchased, select Manual, and then download the user s manual. The teacher will demonstrate the Garmin etrex Venture HC interface GPS Unit, procedures, and output interpretation. Students will take notes and ask questions for clarification. Students will practice using the GPS unit. Day 12-13: The teacher will distribute and explain Activity GPS Route Chart Creation and Activity GPS Route Planning. Students will gather the data required for Activity GPS Route Planning.

48 The teacher will introduce students to the simulated airspace area and its contents. Day 14: Students will complete Activity GPS Route Chart Creation. Day 15-16: Day 17-18: The teacher will introduce students to flight planning. The teacher will distribute Activity GPS Route Planning. Students will take notes and ask questions for clarification. Students will complete Activity GPS Route Planning. The teacher will distribute and explain Activity GPS Route Execution. The teacher will monitor and guide student progress. Students will complete Activity GPS Route Execution. Students will complete simulated flights using textual and visual GPS information. Optional Activity: Students (with or without teacher) may take a field trip to go Geocaching. Students should be permitted to check out GPS units for use, much like library books or technology equipment. Instructional Resources Presentations Navigation History Radio Navigation Navigation and Flight Planning Air Traffic Control GPS Navigation Word Documents Key Terms 1.3 Crossword Puzzle Activity Introduction to Navigation Quiz 1.3 Radio Navigation Activity Flight Simulator Introduction Activity Cross Country Solo Activity Air Traffic Control Activity GPS Route Chart Creation Activity GPS Route Planning Activity GPS Route Execution Answer Keys and Rubrics Key Terms 1.3 Crossword Puzzle Answer Key

49 Activity Introduction to Navigation Answer Key Quiz 1.3 Radio Navigation Answer Key Activity Air Traffic Controller Answer Key Teacher Guidelines Teacher Notes Reference Sources Bartlett, T. (2009). The book of navigation. New York, NY: Skyhorse Publishing. Federal Aviation Administration (2009). Retrieved August 25, 2009, from Federal Aviation Administration, (2008). Federal Aviation Regulations and Aeronautical Information Manual. Newcastle, WA: Aviation Supplies & Academics, Inc. International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA. istockphoto. Retrieved from woman-using-a-gps.php Jeppesen (2007). Guided flight discovery private pilot [CD-ROM]. Englewood, CO: Jeppesen. Maloney, E (1994). Chapman Piloting: Seamanship & Small Boat Handling. New York, NY: The Hearst Corporation. Munns, H. (1991). Unlocking the chart s secrets. In Cruising fundamentals (p 81). Marina Del Ray, CA: American Sailing Association and International Marine. National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Executive Committee for Space-Based Positioning, Navigation, and Timing (2009). Retrieved August 25, 2009, from National Space-Based Positioning, Navigation, and Timing Coordination Office (2009). Retrieved August 25, 2009, from Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Navigation. In Jeppesen Private pilot: Guided flight discovery (pp ). (2007). Englewood, CO: Jeppesen SkyVector (2009). Retrieved September 22, 2009, from United States Coast Guard (2009). Retrieved August 30, 2009, from

50 Lesson 2.1 Materials and Structures Preface The aerospace industry is diversified in task and craft, ranging from glider design to space re-entry vehicle design. Regardless of the diversity of the industry, aerospace design is centered on the understanding of materials and structures. Proper material selection and structural component configuration allow for craft safety and performance needs to be achieved and exceeded. In this lesson students will design a aircraft structural component, create composite and test composite samples. Concepts 1. Aerospace material selection is based upon many factors including mechanical, thermal, electromagnetic, and chemical properties. 2. Structural design, including centroid location, moment of inertia, and a material s modulus of elasticity, are important considerations for an aircraft. 3. Static equilibrium occurs when the sum of all forces acting on a body is equal to zero. 4. Composites combine different materials to create a material with properties superior to that of the individual materials. 5. Material testing provides a reproducible evaluation of material properties. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: Systems, which are the building blocks of technology, are embedded

51 within larger technological, social, and environmental systems. BM Y: BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause

52 cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM H: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. BM J: BM K: BM L: The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment. Humans devise technologies to reduce the negative consequences of other technologies. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM J: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of

53 design. BM H: BM I: BM J: BM K: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality,

54 efficiency, and productivity of the final product. BM P: BM Q: BM R: Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: BM O: BM P: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: BM L: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM M: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. Energy resources can be renewable or nonrenewable. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to

55 select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM O: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move. The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM M: BM N: BM O: Materials have different qualities and may be classified as natural, synthetic, or mixed. Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time. Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and

56 constraints. BM P: BM Q: BM R: The interchangeability of parts increases the effectiveness of manufacturing processes. Chemical technologies provide a means for humans to alter or modify materials and to produce chemical products. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. BM J: Infrastructure is the underlying base or basic framework of a system. BM K: BM L: BM M: BM N: Structures are constructed using a variety of processes and procedures. The design of structures includes a number of requirements. Structures require maintenance, alteration, or renovation periodically to improve them or to alter their intended use. Structures can include prefabricated materials. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Structure of atoms Structure and properties of matter Chemical reactions Motions and forces

57 Conservation of energy and increase in disorder Interactions of energy and matter Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Environmental quality Natural and human-induced hazards Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate

58 geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Measurement Data Analysis and Probability Problem Solving Communication Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.

59 Standards for English Language Arts Standard 4 Standard 5 Standard 8 Standard 12 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Research the properties of materials used in the aerospace industry. Calculate and use properties of material. Design and analyze a frame system 3D modeling software. Create composite material. Determine material properties through testing. Assessment Explanation Students will explain the difference between the basic properties of materials, such as electrical, magnetic, mechanical, and physical. Students will explain how loads are transmitted through a structure. Interpretation Students will write journal entries reflecting on their learning and experiences. Application Students will create a structure for use in an aircraft. Students will determine material properties. Empathy Students will describe the deformation that a structural member undergoes as loads are applied and removed from the member. Self-knowledge

60 Students will reflect on their work by recording their thoughts and ideas in journals. They may use self-assessments as a basis for improvement. Essential Questions 1. Why is it crucial for designers and engineers to construct accurate free body diagrams of the parts and structures that they design? 2. Why must designers and engineers calculate forces acting on bodies and structures? 3. How does an engineer predict the performance and safety for a selected material? 4. What significance does material selection have on product design? Key Terms Term Axial Stress Centroid Composite Compression Definition A force with its resultant passing through the centroid of a particular section and being perpendicular to the plane of the section. A force in a direction parallel to the long axis of the structure. The geometric center of an area. A material made of multiple layers of fibers held together with a matrix. When a material is reduced in volume by the application of pressure; the reciprocal of the bulk modulus. Cross-Sectional Area A surface or shape exposed by making a straight cut through something at right angles to the axis. Deformation Ductility Failure Point Fatigue Flange Machinability Any alteration of shape or dimensions of a body caused by stresses, thermal expansion or contraction, chemical or metallurgical transformations, or shrinkage and expansions due to moisture change. The amount of plasticity that precedes failure Condition caused by collapse, break, or bending, so that a structure or structural element can no longer fulfill its purpose. The loss of the load-bearing ability of a material under repeated load application, as opposed to a single load. A broad ridge or pair of ridges projecting at a right angle from the edge of a structural shape in order to strengthen or stiffen it. The way a material responds to specific machining techniques.

61 Modulus of Elasticity The ratio of the increment of some specified form of stress to the increment of some specified form of strain, such as Young's modulus, the bulk modulus, or the shear modulus. Also known as coefficient of elasticity, elasticity modulus, elastic modulus. Moment of Inertia Resilience Static Equilibrium Stiffness Strain Stress Structure Tension Toughness A mathematical property of a cross section that is concerned with a surface area and how that area is distributed about a centroidal axis. A mechanical property of a material that shows how effective the material is absorbing mechanical energy without sustaining any permanent damage. A condition where there are no net external forces acting upon a particle or rigid body and the body remains at rest or continues at a constant velocity. The ability of a material to resist deflection or stretching. Change in the length of an object in some direction per unit. The force acting across a unit area in a solid material resisting the separation, compacting, or sliding that tends to be induced by external forces. Something made up of interdependent parts in a definite pattern of organization, such as trusses, frames, or machines. The condition of a string, wire, or rod that is stretched between two points. Mechanical property of a material that indicates the ability of the material to handle overloading before it fractures. Day-by-Day Plans Time: 20 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 2.1 Teacher Notes. Day 1: Day 2: The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will present Aerospace Materials.ppt. Students will take notes during the presentation in their journals. Optional: The teacher may wish to assign Lesson 2.1 Key Terms Crossword for homework after all key terms have been introduced. The teacher will present Mechanical Properties and Forces.ppt. Students will take notes during the presentation in their journals.

62 The teacher will explain and distribute Activity Aerospace Materials Investigation. Students will begin working on Activity Aerospace Materials Investigation. Students will continue to complete Activity Aerospace Materials Investigation. Day 3-4: The teacher will explain and distribute Activity Autodesk Inventor Frame Generator Introduction. Students will begin working on Activity Autodesk Inventor Frame Generator Introduction. Day 5: Day 6: Students will complete Activity Autodesk Inventor Frame Generator Introduction. The teacher will review and collect Activity Autodesk Inventor Frame Generator Introduction from students. The teacher will evaluate student submissions with Activity Autodesk Inventor Frame Generator Introduction Answer Key. The teacher will explain and distribute Activity Autodesk Inventor Generator Frame Analysis. Students will begin working on Activity Autodesk Inventor Frame Generator Analysis. Day 7: Students will complete Activity Autodesk Inventor Frame Generator Analysis. The teacher will review and collect Autodesk Inventor Frame Generator Analysis from students. The teacher will evaluate student submissions with Autodesk Inventor Frame Generator Analysis Answer Key. Day 8-14: The teacher will explain and distribute Project Frame Design Engine and Project Frame Design Engine Mount Template. Students will begin working on Project Frame Design Engine. Students will complete Project Frame Design Engine. Optional: The teacher will explain and distribute Project Frame Design Fuselage. Students will begin working on Project Frame Design Fuselage. Students will complete Project Frame Design Fuselage. Day 15-16: Students will present Project Frame Design Engine to the class. Day 17-18:

63 The teacher will present Composite.ppt. The teacher will distribute and explain Activity Preparing Composite Sample, Activity Composite Plastic Fabrication, Activity Demolding and Finishing Composite Sample. Students will work on and complete Activity Preparing Composite Sample, Activity Composite Plastic Fabrication, Activity Demolding and Finishing Composite Sample. The teacher will evaluate student work using Activity Preparing Composite Sample Rubric, Activity Composite Plastic Fabrication Rubric, and Activity Demolding Finishing Composite Sample Rubric. Day 19-20: NOTE: Two sets of resources are available depending on whether the class will use a Composite Testing Device constructed from basic materials or an SSA1000. Choose the appropriate resource as indicated by Composite Testing Device or SSA100. Composite Testing Device The teacher will confirm that the material testing device is ready using the guide found in the Teacher Notes. The teacher will distribute and explain Activity Testing Composite Samples and Activity 2.1.8a Testing Composite Sample Student Data and optional Logger Pro Resource Sheet from the Student Resources. Students will work on and complete Activity Testing Composite Samples and Activity 2.1.8a Testing Composite Sample Student Data. The teacher will evaluate student work using Activity Testing Composite Samples Rubric. SSA100 The teacher will confirm that the material testing device is ready using the guide found in the Teacher Notes. The teacher will distribute and explain Activity Testing Composite Samples (SSA100), Activity 2.1.8a Testing Composite Sample Student Data and optional Logger Pro Resource Sheet from the Student Resources. Students will work on and complete Activity Testing Composite Samples and Activity 2.1.8a Testing Composite Sample Student Data. The teacher will evaluate student work using Activity Testing Composite Samples Rubric. Instructional Resources Presentations Aerospace Materials Material Processing Videos (optional) available to download from the AE curriculum page on the virtual academy Mechanical Properties and Forces Composite

64 Word Documents Lesson 2.1 Key Terms Crossword Activity Aerospace Materials Investigation Activity Autodesk Inventor Frame Generator Introduction Activity Autodesk Inventor Frame Generator Analysis Project Frame Design Engine Project Frame Design Engine Mount Template Optional: Project Frame Design Fuselage Activity Preparing Composite Sample Activity Composite Plastic Fabrication Activity Demolding and Finishing Composite Sample Composite Testing Device Activity Testing Composite Samples Activity 2.1.8a Testing Composite Sample Student Data SSA1000 Activity Testing Composite Samples (SSA100) Activity 2.1.8a Testing Composite Sample Student Data Answer Keys and Rubrics Lesson 2.1 Key Terms Crossword Answer Key Activity Autodesk Inventor Frame Generator Introduction Answer Key Activity Autodesk Inventor Frame Generator Analysis Answer Key Activity Preparing Composite Sample Rubric Activity Composite Plastic Fabrication Rubric Activity Demolding Finishing Composite Sample Rubric Activity Testing Composite Samples Rubric Teacher Guidelines Teacher Notes Logger Pro Resource Reference Sources Campbell, F. (2006). Manufacturing technology for aerospace structural materials. San Diego: Elsevier Science Ltd. Cutler, J. (1992). Understanding aircraft structures. Osney Mead: Sheridan House Inc.

65 Black, T., Kohser, R. (2008). Degarmo s materials & processes in manufacturing. Danvers, MA: John Wiley & Sons, Inc. Hunt, E., Reid, D.,Space, D., Titlon, F. (2011). Commercial airliner environmental control system. The Boeing Company. Retrieved from International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA. Lambie, J. (1984). Composite construction for homebuilt aircraft. Hummelstown, PA: Aviation Publishers. Megson, T., Megson, T, (Firm), Butterworth-Heinemann, Curtis, Howard, Cook, Michael, Filippone, Antonio, Barnard, R., & Philpott, D. (2010). Aircraft flight. Burlington: Pearson Education Ltd. National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Raymer, D. (2006). Aircraft design. Reston: American Institute of Aeronautics & Astronautics. Lesson 2.2 Propulsion Preface Aircraft require a force to sustain flight. For example a glider uses upward rising air to increase its potential energy which it converts into lift by descending. Powered aircraft rely on internally generated thrust to sustain flight. Within the atmosphere an aircraft propulsion system uses air and fuel for the combustion process which then provides thrust. Beyond the atmosphere spacecraft produce thrust through a variety of methods since air is not available in the vacuum of space. In the lesson students will explore various ways thrust is produced for aircraft and space craft. Students will also design, build and test their own model rockets. Concepts 1. Energy transformed between forms of energy produces propulsion. 2. Newton s Three Laws of Motion are central to the idea of propulsion. 3. Engines vary in terms of efficiency, speed, and altitude. 4. Air and fuel are used for combustion. 5. Engine configuration impacts flight performance.

66 6. Rocket engines produce thrust through rapid expansion of gases. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

67 BM G: BM H: BM I: BM J: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM H: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. BM I: BM J: BM K: BM L: With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making. The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment. Humans devise technologies to reduce the negative consequences of other technologies. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values.

68 BM I: BM J: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM J: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think

69 abstractly. BM K: BM L: A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: BM P: BM Q: BM R: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.

70 BM O: BM P: Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: BM L: BM M: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM L: BM M: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. It is possible to build an engine to perform work that does not exhaust thermal energy to the surroundings. Energy resources can be renewable or nonrenewable. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM O: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using

71 symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move. The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM M: BM N: BM O: BM P: BM Q: BM R: Materials have different qualities and may be classified as natural, synthetic, or mixed. Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time. Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. The interchangeability of parts increases the effectiveness of manufacturing processes. Chemical technologies provide a means for humans to alter or modify materials and to produce chemical products. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. BM J: Infrastructure is the underlying base or basic framework of a system. BM L: The design of structures includes a number of requirements.

72 BM N: Structures can include prefabricated materials. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Structure and properties of matter Chemical reactions Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Origin and evolution of the earth system Origin and evolution of the universe Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Environmental quality Natural and human-induced hazards

73 Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Measurement Data Analysis and Probability Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop

74 and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability. Problem Solving Communication Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 4 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5 Standard 7 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose

75 and audience. Standard 8 Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Performance Objectives It is expected that students will: Design an engine for an aircraft. Determine the thrust of an engine. Design an effective model rocket. Research and investigate rocket engines for use in a rocket. Test a model rocket to perform as predicted. Identify the main propulsion systems and the parts of a rocket engine. Compare the advantages and disadvantages of various rocket systems. Explain the rocket types used by various spacecraft. Explain how Newton s three laws of motion relate to rocket propulsion. Assessment Explanation Students will describe the advantages and disadvantages of various rocket systems. Students will explain the rocket types used by various spacecraft. Students will explain the purpose of converging diverging nozzles in rocket and gas turbine systems. Interpretation Students will use data collected from engine testing to predict flight performance. Students will analyze data collected to determine design effectiveness. Application Students will design an engine to meet design criteria. Essential Questions 1. How does an airplane fly? 2. How does an airplane produce thrust? 3. If air is so thin, how does an airplane manage to push itself forward? 4. How are a propeller and a jet engine so similar? How do they differ? 5. Why do some airplanes have more than one engine?

76 Key Terms Term Center of Pressure Definition The point on the surface of an object about which the object s surface area is centered. Compression Stroke The piston moves back towards the cylinder head. Exhaust Stroke Gas Turbine Intake stroke Payload Power stroke Propellant Turbofan Turbojet Expels the burned gases from the chamber. A device that create a hot exhaust gas which was passed through a nozzle to produce thrust. The piston moves away from the piston head on the intake stroke. The cargo carried by a rocket. When the spark plug fires and the compressed mixture is ignited to begin the power stroke. A mixture of fuel and oxidizer that burns to produce rocket thrust. A turbojet engine that has a large ducted fan mounted on the shaft ahead of the compressor. A type of gas turbine engine. Day-by-Day Plans Time: 18 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 2.2 Teacher Notes. Day 1-2: The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Newton s Laws.ppt while students take notes in their journal. The teacher will distribute and explain Activity Action and Reaction, Activity 2.2.1a Action Reaction Construction Guide, and Activity Action Reaction ROBOTC Program. Students will complete the Activity Action and Reaction. Optional: The teacher may wish to assign Key Terms 2.2 Crossword Puzzle after all key terms have been introduced. Day 3-4: The teacher will present Aircraft Engines.ppt while students take notes in their journal.

77 Day 5-6: Day 6-7: The teacher will distribute Activity Engine Simulator. Students will complete Activity Engine Simulator. The teacher will evaluate Activity Engine Simulator using Activity Engine Simulator Answer Key. Distribute the Project Turbine Engine Design, Written Report Template, and Written Report Rubric. Students will complete the Project Turbine Engine Design. Students will be evaluated using the Written Report Rubric. The teacher will present Rocket Propulsion.ppt while students take notes in their journal. The teacher will present Rocket Engine Test.ppt while students take notes in their journal. The teacher will distribute Activity Rocket Engine Test and Estes Time-Thrust Curves. Students will complete Activity Rocket Engine Test. Day 8-12: The teacher will present Rocket Components and Design.ppt while students take notes in their journal. Note that instructions to construct a rocket using composite materials are available in Lesson 2.2 Teacher Notes. The teacher will distribute Project Rocket Design and Build. Students will work on Project Rocket Design and Build. Students will complete the design and construction of their rockets for Project Rocket Design and Build. The teacher will evaluate Project Rocket Design and Build using Project Rocket Design and Build Rubric. Day 13-14: The teacher will present Rocket Launch.ppt while students take notes in their journal. The teacher will launch their rockets while gathering data for their Project Rocket Launch. Day 15-16: Students will complete the Project Rocket Performance Analysis. The teacher will evaluate Project Rocket Performance Analysis using Project Rocket Performance Analysis Rubric. Day 17-18: The teacher will present Space Propulsion.ppt while students take notes in their journal. The teacher will distribute Project Space Propulsion.

78 Students will complete Project Space Propulsion. Instructional Resources Presentations Newton s Laws Aircraft Engines Rocket Propulsion Rocket Engine Test Rocket Launch Space Propulsion Documents Key Terms 2.2 Crossword Puzzle Activity Action and Reaction Activity 2.2.1a Action Reaction Construction Guide Activity Action Reaction ROBOTC Program Activity Engine Simulator Project Turbine Engine Design Written Report Template Written Report Rubric Activity Rocket Engine Test Project Rocket Design and Build Project Rocket Launch Project Rocket Performance Analysis Project Space Propulsion Answer Keys and Rubrics Key Terms 2.2 Crossword Puzzle Answer Key Activity Engine Simulator Answer Key Project Rocket Design and Build Rubric Project Rocket Performance Analysis Rubric Teacher Guidelines Teacher Notes Estes Rockery 101 Estes Model Rocket Engines Estes Engine Chart Estes Time-Thrust Curves

79 Estes Igniters Estes Model Rocket Launch Systems Reference Sources Estes (2011). Educator publications. Retrieved from Hunecke, K. (1997). Jet Engines fundamentals of therory, design and operation (A. Vanags-Baginskis Trans.). Marlborough, England: The Crowood Press. (Original work published 1987) International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. Jeppesen, Inc. (2007). Guided flight discovery private pilot. Englewood, CO: Jeppesen Sanderson, Inc. Microsoft, Inc. (n.d.). Clip art. Retrieved from Model Rocket Launch Systems, Estes (2010). Retrieved from National Aeronautics and Space Administration (2010). Rockets educator guide. Retrieved from Rockets.html National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Navigation. In Jeppesen Private pilot: Guided flight discovery (pp ). (2007). Englewood, CO: Jeppesen Simmon, W. (1993). Model rocketry technical manual. Retrieved from Sutton, G, & Biblarz, O. (2001). Rocket propulsion elements: an introduction to the engineering of rockets. New York, NY: John Wiley & Sons, Inc. Wickerson, J. (2006). Holistic Gas Turbine Basic [Presentation]. Rolls-Royce plc.

80 Lesson 2.3 Flight Physiology Preface As we have discovered throughout this course, human flight has made significant technological advances since the Wright brothers. However, one critical system component has remained relatively unchanged: the human system. The study of flight Physiology or human factors is focused on the ability of the human body to adapt to the demands placed on it by flight. Through understanding the human element, aerospace engineers can design systems that minimize the risk to humans. In this lesson students will gain an understanding of how the human body is affected by flight and its role within the aircraft design. Concepts 1. The capabilities and limitations of the human body need to be understood by pilots, crews, and aerospace engineers. 2. An aerospace engineer considers the human interaction with the machine for more effective designs. 3. The human body consists of systems that work together to ensure functionality and life. 4. Extreme environments and forces can harm or kill a human. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM L: BM M: Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the

81 components in the system especially those in the feedback loop. BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of

82 a series of refinements to a basic invention. BM H: BM J: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices

83 and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: BM P: BM Q: BM R: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: BM O: BM P: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: Synthesize data, analyze trends, and draw conclusions regarding the

84 effect of technology on the individual, society, and environment. BM L: BM M: Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural systems. Standard 14: Students will develop an understanding of and be able to select and use medical technologies. BM J: Collect information and evaluate its quality. BM K: BM L: BM M: BM K: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural systems. Medical technologies include prevention and rehabilitation, vaccines and pharmaceuticals, medical and surgical procedures, genetic engineering, and the systems within which health is protected and maintained. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication,

85 health and safety, and agriculture. BM K: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Motions and forces Life Science Standard C: As a result of activities in grades 9-12, all students should develop an understanding of The cell Interdependence of organisms Behavior of organisms Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of

86 Natural and human-induced hazards History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Geometry Measurement Problem Solving Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and

87 strategies of others; use the language of mathematics to express mathematical ideas precisely. Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics). Standard 4 Standard 5 Standard 8 Standard 12 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Determine individual human factors.

88 Identify applications of human factors in aerospace engineering. Apply human factors in an aerospace engineering design. Explore an aviation accident and report on its causes. Assessment Explanation Students will describe how the human eye perceives the environment. Interpretation Students will develop their own theory of why an aircraft accident occurred based on an accident investigation report. Application Students will research information to compile a story of an accident. Perspective Students will review accident information to postulate the contributing factors to the accident. Empathy Students will describe how an aircraft would need to be modified to accommodate human limitations. Self-knowledge Students will adjust their own communication method to accurately relay information. Essential Questions 1. How do the human limitations of perception impact aircraft design? 2. How does the human eye perceive the environment? 3. How can your reaction time be improved? 4. What are common causes of aircraft accidents? Key Terms Term AID Blind Spot Cone Definition Accident Incident Database produced by the FAA. The small circular area in the retina where the optic nerve enters the eye that is devoid of rods and cones and is insensitive to light. Any of the conical photosensitive receptor cells of the vertebrate retina that functions in color vision.

89 Depth Perception Hypoxia NTSB Photopic Vision Pupil Retina Rod The ability to judge the distance of objects and the spatial relationship of objects at different distances. Occurs when the tissues in the body do not receive enough oxygen. National Transportation Safety Board. Use of color-sensitive cones for direct vision in good light. The opening in the iris, which admits light into the interior of the vertebrate eye; muscles in the iris regulate its size. The sensory membrane that lines most of the large posterior chamber of the vertebrate eye; composed of several layers including one containing the rods and cones; functions as the immediate instrument of vision by receiving the image formed by the lens and converting it into chemical and nervous signals which reach the brain by way of the optic nerve. Any of the long rod-shaped photosensitive receptors in the retina that are responsive to faint light. Day-by-Day Plans Time: 11 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 2.3 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will announce that students must bring in a variety of gloves for an upcoming activity. The teacher will present Introduction to Flight Physiology and Human Factors.ppt. Students will take notes during the presentation in their journals. The teacher will show the video Physiology of Flight Noise and Vibration in Aviation (13:03) which is available to download from the AE curriculum page on the Virtual Academy. Students will take notes during the video in their journals. Optional: The teacher may wish to assign Key Terms 2.3 Crossword Puzzle after all key terms have been introduced. Day 2-4: The teacher will show the video Physiology of Flight Vision in Aviation (15:11) which is available to download from the AE curriculum page on the Virtual Academy. Students will take notes during the video in their journals.

90 The teacher will introduce and distribute Activity Visual Perception. The teacher will direct students to view the Discovery Channel video clip #3 at The teacher will distribute Activity Student Response Sheet and explain the way each group will rotate through the activity stations. Students will complete Activity Student Response Sheet. Day 5: Day 6: The teacher will distribute and explain Activity Reaction Time. Students will begin Activity Reaction Time. Students will finish Activity Reaction Time. The teacher will distribute Activity Flight Control Design. Students will complete Activity Flight Control Design. Day 7-8: The teacher will show the video Physiology of Flight Flying and Hypoxia (14:23) which is available to download from the AE curriculum page on the Virtual Academy. Students will take notes during the video in their journals. The teacher will introduce and distribute Activity Build a Block. Students will complete Activity Build a Block. Day 9-10: The teacher will introduce Activity NTSB Reports. Students will complete Activity NTSB Reports. Day 11: Students will present Activity NTSB Reports. Instructional Resources Presentations Introduction to Flight Physiology and Human Factors Videos Download the videos below from the from the AE curriculum page on the virtual academy Physiology of Flight Vision in Aviation (15:11) Physiology of Flight Noise and Vibration in Aviation (13:02) Physiology of Flight Flying and Hypoxia (14:23) Documents

91 Activity Visual Perception Activity Student Response Sheet Activity Reaction Time Activity Flight Control Design Activity Build a Block Activity NTSB Reports Key Terms 2.3 Crossword Puzzle Answer Keys and Rubrics Key Terms 2.3 Crossword Puzzle Answer Key Teacher Guidelines Teacher Notes Reference Sources Hawkins H. & Orlady, H. (Ed.). (1993). Human factors in flight (2nd ed.). Brookfield, VT: Ashgate Publishing Limited. International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA. Jeppesen Sanderson, Inc. (1989). Aviation fundamentals. Englewood: Jeppesen, Inc. (2007). Guided flight discovery private pilot. Englewood, CO: Jeppesen Sanderson, Inc. National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Reinhart, R.O. (2008). Basic flight physiology (3rd ed.). New York: McGraw-Hill. Wiener E.L. & Nagel D.C. (Eds.). (1989). Human factors in aviation: Cognition and perception (2nd ed.). San Diego, CA: Academic Press.

92 Lesson 3.1 Space Travel Preface Space is considered a resource for the benefit all of humankind. This resource is protected and its development is coordinated through a system of agreements between many nations and disputes are resolved through the application of Space Law. After gaining the approval of the United Nations Office of Outer Space then a voyage into Space can begin. Space travel requires a complex system with many highly skilled people working together to lower the risk of mishap. In this lesson students will gain a perspective of the immense scale of the universe. Students will also explore the growing space debris problem and design a mitigation system. Concepts 1. The universe exists in a scale that is difficult to conceptualize. 2. Space law is a system based on international agreements designed to promote the use of space for the good of all humankind. 3. The exploration of space is successful through learning from previous missions and the development of technology and systems. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the

93 components in the system especially those in the feedback loop. BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees.

94 Standard 5: Students will develop an understanding of the effects of technology on the environment. BM H: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. BM J: BM K: BM L: The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment. Humans devise technologies to reduce the negative consequences of other technologies. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM J: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.

95 BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: BM P: BM Q: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process.

96 BM R: Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM P: Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: BM L: BM M: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM L: BM M: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. It is possible to build an engine to perform work that does not exhaust thermal energy to the surroundings. Energy resources can be renewable or nonrenewable. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform,

97 persuade, entertain, control, manage, and educate. BM O: BM P: BM Q: Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move. The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM M: BM P: BM Q: BM R: Materials have different qualities and may be classified as natural, synthetic, or mixed. The interchangeability of parts increases the effectiveness of manufacturing processes. Chemical technologies provide a means for humans to alter or modify materials and to produce chemical products. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation

98 Change, constancy, and measurement Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Energy in the earth system Origin and evolution of the earth system Origin and evolution of the universe Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Personal and community health Population growth Natural resources Environmental quality Natural and human-induced hazards Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives

99 Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Problem Solving Communication Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

100 Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works. Standard 2 Standard 4 Standard 5 Standard 7 Standard 8 Standard 9 Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g. philosophical, ethical, aesthetic) of human experience Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Performance Objectives It is expected that students will: Describe the relative sizes of celestial bodies.

101 Apply space law to an accident involving space hardware. Explain how technology development is intertwined into the culture of a nation. Design a space junk mitigation system. Assessment Explanation Students will explain how space junk effects space travel. Interpretation Students will use space law to determine how an issue would be judged in an international court. Application Students will design a protection system prototype for a space craft. Perspective Students will argue differences in opinion for space laws. Empathy Students will demonstrate how the space race affects cultures. Essential Questions 1. What is the universe? 2. How old is the universe? 3. Why do we have space law? 4. Why is space junk so dangerous? Key Terms Term Asteroids Comets ESA Galaxy Definition Small bodies composed of rock and metal in orbit about the sun. Small bodies composed of ice and rock in various orbits about the sun. European Space Agency. An assembly of stars and related matter and gas, all held together by mutual gravity. Kessler Syndrome Light-year A prediction of a future cascading of collisions in orbit. The distance that light travels in one year, about 6 trillion miles.

102 Moon NGO Planet Satellite A natural satellite of a planet. Non-Government Organizations. An orbiting body large enough to become round by the force of its own gravity and large enough to dominate the vicinity of its orbit. A small body which orbits a larger one. A natural or an artificial moon. UN United Nations. An organization established on 24 October 1945 by 51 countries committed to preserving peace through international cooperation and collective security. Universe All that we see and cannot see. Day-by-Day Plans Time: 11 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 3.1 Teacher Notes. Day 1-2: The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will present What is Space.ppt while students take notes. The teacher will distribute and introduce Activity Sizing up the Universe. The teacher will complete Activity Sizing up the Universe. The teacher will assess work using Activity Sizing up the Universe Answer Key. Optional: The teacher may wish to assign Key Terms 3.1 Crossword Puzzle after all key terms have been introduced. Day 3-4: The teacher will present Space Law.ppt while students take notes. The teacher will distribute and introduce Project Space Law. The students will complete Project Space Law. Day 5: The teacher will present Race to the Moon.ppt while students take notes. The teacher will present Commercial Human Space Systems.ppt while students take notes. Host a class discussion on the transition from government sponsored space travel to commercial participation. Day 6-11: The teacher will present Space Junk.ppt while students take notes.

103 The teacher will distribute and introduce Project Space Junk Mitigation. The students will complete Project Space Junk Mitigation. The students will present Project Space Junk Mitigation. Instructional Resources Presentations What is Space Space Law Race to the Moon Commercial Human Space Systems Space Junk Word Documents Activity Sizing Up the Universe Project Space Law Project Space Junk Mitigation Key Terms 3.1 Crossword Puzzle Answer Keys and Rubrics Activity Sizing up the Universe Answer Key Teacher Guidelines Teacher Notes Key Terms 3.1 Crossword Puzzle Answer Key Reference Sources International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA. Jet Propulsion Laboratory. (2011). Basics of space flight. Retreived from Kessler, D. (2009). The kessler syndrome. Retrieved from National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press.

104 Smithsonian Institution. (2010). The universe: An introduction. Retrieved from dex.html. United Nations (UN). (2010). The UN in brief. Retrieved from

105 Lesson 3.2 Orbital Mechanics Preface Many years ago it was common knowledge that the sun revolved around the Earth. Through the work of scientists and scholars new theories were developed and proven through observations and scientific research. These advancements form the basis what is accepted as orbital mechanics today. This lesson will provide students with an introduction to and basic understanding of laws governing and describing satellite orbits. Students will learn about the Keplerian Element Set and Kepler s Laws of Motion. They will understand why there are many different types of satellite orbits and how different orbits are well-suited for different satellite missions. Concepts 1. Orbital mechanics provides a means for describing orbital behavior of bodies. 2. The same laws that govern satellite orbits also govern celestial body (e.g. comets, planets and moons) orbits. 3. All objects exert an attraction force to each other. 4. Objects orbit other objects in a pattern governed by forces exerted on each other. 5. Objects in orbit are continuously falling toward the body about around which they orbit. 6. Orbital elements can be used to fully define a satellite s orbit, allowing the accurate prediction of the precise location of the satellite at a given time. 7. A satellite s mission is a major factor when designing its orbit. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM K: The rate of technological development and diffusion is increasing rapidly. BM L: BM M: Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate

106 compromises in complex real-life problems. BM X: BM Z: BM AA: BM BB: BM CC: BM EE: BM FF: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM H: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. BM J: The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the

107 environment. BM L: Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: BM I: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM M: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. The Renaissance, a time of rebirth of the arts and humanities, was also an important development in the history of technology. The Information Age places emphasis on the processing and exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.

108 Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM K: BM L: A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: Identify criteria and constraints and determine how these will affect the design process. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: BM O: BM P: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM M: Design forecasting to evaluate the results of altering natural

109 systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM O: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Structure and properties of matter Motions and forces Conservation of energy and increase in disorder

110 Interactions of energy and matter Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Energy in the earth system Origin and evolution of the earth system Origin and evolution of the universe Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze

111 mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Measurement Data Analysis and Probability Problem Solving Communication Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 3 Students apply a wide range of strategies to comprehend,

112 interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics). Standard 4 Standard 7 Standard 8 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Performance Objectives It is expected that students will: Describe the contributions to orbital theory of the discipline s historical figures. Define the six orbital parameters that describe an orbit. Design and simulate the path of an orbiting body. Calculate the energy of an orbiting body. Assessment Explanation Students will describe orbital pattern in terms of Keplerian Element Set. Describe the historical backgrounds of orbital mechanics. Define the different shapes of the conic sections. Interpretation Students will draw an orbit based on a Keplerian Element Set. Distinguish between the different types of orbits. Analyze the ground traces of different satellites to identify the orbital elements. Application Students will design a satellite orbit based on its mission. Calculate energy required for orbit.

113 Essential Questions 1. How do satellites impact our daily lives? 2. What is an orbit and how is it described? 3. What keeps an object in orbit? 4. Who is credited with first accurately describing orbits? 5. What are Kepler s laws and how are they used in orbital mechanics? Key Terms Term Apogee Definition The point in an orbit that is farthest from Earth. Argument of Perigee Abbreviated as ω. The orientation of the orbit within the orbital plane. Eccentricity Ellipse Geostationary Earth Orbits Inclination Low Earth Orbit Molniya Orbit Perigee Polar Orbit Right Ascension of the Ascending Node Semi-major Axis True Anomaly Describes the roundness of an orbit. The two dimensional shape that is produced by a plane fully intersecting a cone Abbreviated as GEO. Orbits where satellite stays in one spot with respect to Earth The angle between the earth s equatorial plane and the plane of the orbit. Abbreviated as LEO. Orbits which are relatively close to the Earth. Abbreviated as Moly. A highly inclined, highly elliptical orbit. The point in an orbit that is closest to earth The inclination of a polar orbit is 90 degrees. Abbreviated as RAAN. The angle measured along the equatorial plane between a vector pointing to a fixed reference point in space and the point on the orbit where the orbital motion is from south to north across the equator. Abbreviated as a. Describes the size of the ellipse. The angle between the perigee point and the satellite s location measured in the direction of the satellite s motion. Day-by-Day Plans Time: 19 days

114 NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 3.2 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Orbital Mechanics Historical Perspective.ppt while students take notes in their journal. The teacher will distribute and introduce Activity Historical Figures in Orbital Mechanics, Activity Historical Figures in Orbital Mechanics Poster Rubric and Activity Historical Figures in Orbital Mechanics Presentation Rubric. Students will work on Activity Historical Figures in Orbital Mechanics. Optional: The teacher may wish to assign Key Terms 3.2 Crossword Puzzle after all key terms have been introduced. Day 2-3: The teacher will present Orbital Patterns.ppt while students take notes in their journal. Students will compete their work on Activity Historical Figures in Orbital Mechanics. Day 4-5: Day 6: The students will present Activity Historical Figures in Orbital Mechanics. The teacher will evaluate Activity Historical Figures in Orbital Mechanics using Activity Historical Figures in Orbital Mechanics Poster Rubric and Activity Historical Figures in Orbital Mechanics Presentation Rubric. The teacher will present Orbital Patterns.ppt while students take notes in their journal. The teacher will present Orbital Mechanics Modeling.ppt slide 1-16 while students take notes in their journal. Note: The same Orbital Mechanics Modeling presentation is available with video-based animations to download from the AE curriculum page on the Virtual Academy. The teacher will distribute Quiz Orbit Types. Students will complete Quiz Orbit Types. Teacher will assess Quiz Orbit Types using Quiz Orbit Types Answer Key. Day 7: Day 8-9: The teacher will present Orbital Mechanics Modeling.ppt slide while students take notes in their journal. Note Slide 15 will provide a refresher to students for the first part of the presentation. The teacher will distribute Quiz Orbit Description. Students will complete Quiz Orbit Description. Teacher will assess Quiz Orbit Description using Quiz Orbit Description Answer Key.

115 The teacher will present Orbital Mechanics Modeling.ppt slide while students take notes in their journal. The teacher will distribute Quiz Special Orbits. Students will complete Quiz Special Orbits. Teacher will assess Quiz Special Orbits using Quiz Special Orbits Answer Key. The teacher will distribute Activity Orbital Mechanics Modeling. Students will complete Activity Orbital Mechanics Modeling. Teacher will assess Activity Orbital Mechanics Modeling using Activity Orbital Mechanics Modeling Answer Key. Day 10-11: The teacher will present Orbital Mechanics Physics.ppt while students take notes in their journal. The teacher will distribute and introduce Activity Orbital Mechanics Physics. Students will complete Activity Orbital Mechanics Physics. The teacher will evaluate Activity Orbital Mechanics Physics using Activity Orbital Mechanics Physics Answer Key. Day 12-15: The teacher will present Satellite Tool Kit.ppt while students take notes in their journal. The teacher will distribute and introduce Activity Satellite Tool Kit. Students will work on and complete Activity Satellite Tool Kit. Day 16-19: The teacher will distribute and introduce Project Where is ISS. Students will work on and complete Project Where is ISS. Instructional Resources Presentations Orbital Mechanics Historical Perspective Orbital Patterns AGI Simulation Files (Download from the AE curriculum page on the Virtual Academy) Orbital Mechanics Modeling Optional Orbital Mechanics Modeling (Video-Based Animations) Download from the AE curriculum page on the Virtual Academy Orbital Mechanics Physics Satellite Tool Kit Word Documents Activity Historical Figures in Orbital Mechanics

116 Quiz Orbit Types Quiz Orbit Description Quiz Special Orbits Activity Orbital Mechanics Modeling Activity Orbital Mechanics Physics Activity Satellite Tool Kit Project Where is ISS Key Terms 3.2 Crossword Puzzle Answer Keys and Rubrics Quiz Orbit Types Answer Key Quiz Orbit Description Answer Key Quiz Special Orbits Answer Key Activity Orbital Mechanics Modeling Answer Key Activity Orbital Mechanics Physics Teacher Guidelines Teacher Notes Key Terms 3.2 Crossword Puzzle Answer Key Reference Sources Analytical Graphics, Inc. (2009). Curriculum and resources. Retrieved from International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. National Aeronautics and Space Administration (2010). Basics of flight. Retrieved from National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Smithsonian National Air and Space Museum (2009). Retrieved from

117 Lesson 4.1 Alternative Applications Preface Designing shapes to direct air to perform a useful function is often thought of the sole domain of Aerospace Engineers. Mechanical, Civil and other Engineers apply the same aerodynamic principles to design windmills, automobiles, cooling systems and shapes of building to minimize wind load. An aerospace engineer is typically part of a larger design team working on a larger project. A well-functioning team performs their work with consideration of the impact on other team member s work. Concepts 1. Aerospace concepts traditionally considered applicable to flight can be used in a variety of applications and industries. 2. Fluid movement is an important consideration in the design of many products. 3. Air travel impacts society and the environment in many ways. 4. Efficiency is major criteria for aircraft design. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop.

118 BM Z: BM AA: BM BB: BM CC: BM DD: BM EE: BM FF: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes. Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM I: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM I: BM J: BM K: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 5: Students will develop an understanding of the effects of

119 technology on the environment. BM G: Humans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing and recycling. BM H: BM I: BM J: BM K: BM L: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making. The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment. Humans devise technologies to reduce the negative consequences of other technologies. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: BM J: BM N: BM O: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how. The Industrial Revolution saw the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time. The Information Age places emphasis on the processing and

120 exchange of information. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: BM L: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be solved using technology. Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: Identify criteria and constraints and determine how these will affect

121 the design process. BM O: BM P: BM Q: BM R: Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: BM O: BM P: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: BM L: BM M: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural systems. Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. BM K: Agriculture includes a combination of businesses that use a wide array of products and systems to produce, process, and distribute food, fiber, fuel, chemical, and other useful products.

122 Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM L: BM M: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. It is possible to build an engine to perform work that does not exhaust thermal energy to the surroundings. Energy resources can be renewable or nonrenewable. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM O: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: BM M: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move. The design of intelligent and non-intelligent transportation systems

123 depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM M: BM N: BM O: BM P: BM Q: BM R: Materials have different qualities and may be classified as natural, synthetic, or mixed. Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time. Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. The interchangeability of parts increases the effectiveness of manufacturing processes. Chemical technologies provide a means for humans to alter or modify materials and to produce chemical products. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. BM J: Infrastructure is the underlying base or basic framework of a system. BM K: BM L: BM M: BM N: Structures are constructed using a variety of processes and procedures. The design of structures includes a number of requirements. Structures require maintenance, alteration, or renovation periodically to improve them or to alter their intended use. Structures can include prefabricated materials. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium

124 Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Physical Science Standard B: As a result of activities in grades 9-12, all students should develop an understanding of Structure and properties of matter Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Earth and Space Science Standard D: As a result of activities in grades 9-12, all students should develop an understanding of Energy in the earth system Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Personal and community health Population growth Natural resources Environmental quality Natural and human-induced hazards Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives

125 Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Measurement Data Analysis and Probability Problem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability. Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving.

126 Communication Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works. Standard 4 Standard 5 Standard 7 Standard 8 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and

127 communicate knowledge. Standard 11 Standard 12 Students participate as knowledgeable reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Apply aerospace engineering concepts into design or industries not intended for flight. Describe the impact of air travel on society and the environment. Apply concepts of the product life cycle to the aerospace industry. Identify alternative methods of sustainability for flight in the future. Justify the need for efficiency in design relating to cost and economic impact. Assessment Interpretation Students will research aircraft data and make estimates for approximate fuel consumption calculations. Application Perspective Students will design an airfoil to convert moving air into mechanical energy. Students will apply aerodynamic concepts to alternative applications. Students will propose rationale for aircraft efficiency design. Essential Questions 1. How are lift and drag calculations applied to parachute design? 2. How is air movement transferred into useable electrical energy? 3. How is the impact of airliner fuel efficiency on a commercial carrier and our society? Key Terms Term Anemometer Generator Definition An instrument for measuring the force or velocity of wind; a wind gauge. A device for converting mechanical energy to electrical energy.

128 Wind Turbine A term used for a wind energy conversion device that produces electricity; typically having one, two, or three blades. Day-by-Day Plans Time: 11 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 4.1 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions, in order to provide a lesson overview. The teacher will present Beyond Aircraft.ppt while students take notes. The teacher will distribute and introduce Project Wind Turbine Design. Students will begin work on Project Wind Turbine Design. Day 3-4: Students will complete and present Project Wind Turbine Design. Day 5: The teacher will distribute and introduce Problem Aircraft Efficiency. Students will begin work on Problem Aircraft Efficiency. Day 6-7: Students will complete and present Problem Aircraft Efficiency. Day 8: The teacher will distribute and introduce Problem Parachute Design. Students will begin work on Problem Parachute Design Day 9-11: Students will complete and present Problem Parachute Design. Instructional Resources Presentations Beyond Aircraft Word Documents Project Wind Turbine Design Problem Aircraft Efficiency Problem Parachute Design Teacher Guidelines Teacher Notes

129 Reference Sources Department of Energy, (2010). Wind energy. Retrieved from Department of Energy, (2010). Energy basics. Retrieved from Department of Energy. (2010). Wind Energy Resource Atlas of the United States. Retrieved from International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. istockphoto. (2011). Tandem jump #2. Retrieved from istockphoto. (2010). Renewable energy. Retrieved from National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Lesson 4.2 Remote Systems Preface Remote systems are often highly sophisticated devices that perform tasks believed to be both monotonous and dangerous, including surveillance, intelligence, and combat engagement. Their use reduces the risk to human injury or death which is a major motivation for development. Remote systems operate with or without direct operator input and can be operated for extended periods of time, ranging from days to months. They range in size from backpack-deployable devices, deepwater exploration vehicles and planetary rovers. Remote system design is distinguishable within the aerospace industry based upon the domain or environment in which the system operates and includes air, ground, maritime, and space. Today s remote system design advances are results of improvements in technology. In this lesson students will develop a historical perspective of remote systems to place the development in context. Students will also develop robotic hardware and software skills to prepare for a simulated planetary exploration mission.

130 Concepts 1. Remote system designs are used in air, ground, maritime, and space environments. 2. Remote system design is based upon the integrated system design of mechanical, electrical, and software systems. 3. Remote systems use sensor feedback to modify behavior. 4. Operator input is established through the use of an operator interface and a means to communicate with the remote system. 5. Remote systems can be designed to perform an extended operation with little human input or impact. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM J: The nature and development of technological knowledge and processes are functions of the setting. BM K: BM L: BM M: The rate of technological development and diffusion is increasing rapidly. Inventions and innovations are the results of specific, goal-directed research. Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM X: BM Y: BM Z: BM AA: BM BB: BM CC: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints. New technologies create new processes.

131 BM DD: BM EE: BM FF: Quality control is a planned process to ensure that a product, service, or system meets established criteria. Management is the process of planning, organizing, and controlling work. Complex systems have many layers of controls and feedback loops to provide information. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function BM H: BM J: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious. BM J: Ethical considerations are important in the development, selection, and use of technologies. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM H: When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. BM I: BM L: With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making. Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: BM J: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. A number of different factors, such as advertising, the strength of the economy, the goals of a company and the latest fads contribute to shaping the design of and demand for various technologies.

132 Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Standard 8: Students will develop an understanding of the attributes of design. BM H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. BM I: BM J: BM K: Design problems are seldom presented in a clearly defined form. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: BM K: BM L: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. The process of engineering design takes into account a number of factors. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace. BM J: BM K: Technological problems must be researched before they can be solved. Not all problems are technological, and not every problem can be

133 solved using technology. BM L: Many technological problems require a multidisciplinary approach. Standard 11: Students will develop abilities to apply the design process. BM M: Identify the design problem to solve and decide whether or not to address it. BM N: BM O: BM P: BM Q: BM R: Identify criteria and constraints and determine how these will affect the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Develop and produce a product or system using a design process. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM M: BM N: BM O: BM P: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. Operate systems so that they function in the way they were designed. Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J: Collect information and evaluate its quality. BM K: BM L: BM M: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology. Design forecasting to evaluate the results of altering natural

134 systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another. BM K: BM L: BM M: BM N: Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others. It is possible to build an engine to perform work that does not exhaust thermal energy to the surroundings. Energy resources can be renewable or nonrenewable. Power systems must have a source of energy, a process, and loads. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. BM M: BM N: BM O: BM P: BM Q: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. There are many ways to communicate information, such as graphic and electronic means. Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. BM J: Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture. BM K: BM L: Intermodalism is the use of different modes of transportation, such as highways, railways, and waterways as part of an interconnected system that can move people and goods easily from one mode to another. Transportation services and methods have led to a population that is regularly on the move.

135 BM M: The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. BM L: Servicing keeps products in good operating condition. BM M: BM N: BM O: BM P: BM Q: BM R: Materials have different qualities and may be classified as natural, synthetic, or mixed. Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time. Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production. Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. The interchangeability of parts increases the effectiveness of manufacturing processes. Chemical technologies provide a means for humans to alter or modify materials and to produce chemical products. Marketing involves establishing a product s identity, conducting research on its potential, advertising it, distributing it, and selling it. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes. Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function Science As Inquiry Standard A: As a result of activities in grades 9-12, all students should develop Understanding about scientific inquiry Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Abilities of technological design Understandings about science and technology

136 Science in Personal and Social Perspectives Standard F: As a result of activities in grades 9-12, all students should develop understanding of Personal and community health Population growth Natural resources Environmental quality Natural and human-induced hazards Science and technology in local, national, and global challenges History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Nature of scientific knowledge Historical perspectives Principles and Standards for School Mathematics Number and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates. Algebra Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts. Geometry Measurement Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems. Instructional programs from pre-kindergarten through grade 12 should enable all students to understand

137 measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Problem Solving Connections Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Standards for English Language Arts Standard 3 Standard 4 Standard 5 Standard 6 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students apply knowledge of language structure, language

138 conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Standard 7 Standard 8 Standard 12 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Describe the impact of a communication delay on the success of a mission. Design and create a functional remote system, including integration of structural, mechanical, electrical, and software systems. Demonstrate proper setup and operation of remote system sensor inputs. Interpret remote system data and create a visual data representation. Operate a remote system through a series of performance tasks including autonomous navigation. Assessment Explanation Students will explore the remote system evolution from the perspective of technology advancement. Students will design a remote system. Students will plan sensor type, functions, and program. Students will devise remote system structural elements. Students will design remote system propulsion. Students will design remote system electrical configuration. Students will test remote system communication and processing. Interpretation Students will interpret sensor input. Students will establish system design criteria. Students will interpret electrical, programming, and construction schematics. Application

139 Students will design, build and operate a remote system. Students will apply system communication and processing information to the development and creation of operational remote system control. Students will program software to gather sensor data to make decisions autonomously. Perspective Students will establish remote system protocols and design according to design requirements. Students will correlate how the development of unmanned systems required software advancement. Empathy Students will reflect on remote system design from perspectives of varying end-users as well as persons affected by the use of the system. Self-knowledge Students will search for a solution to any lack of knowledge about the remote system design or program. Essential Questions 1. What factors not related specifically to design criteria affect remote system design? 2. What individual components or sub groups make up remote system design? 3. How are remote system subgroups distinguished? 4. What is the process for establishing remote system operations? 5. How is remote system data interpreted within the system and by the user? 6. What are the advantages and disadvantages of remote systems? 7. How can distance be calculated from a time measurement and translated into an elevation? 8. What modern-day applications for remote systems go beyond current uses? Key Terms Term Analog Digital Encoder Input Definition A way of representing some physical quantity, such as temperature or velocity, by a proportional continuous voltage or current. A way of representing a physical quantity by a series of binary numbers. A digital circuit that produces an output code depending on which of its inputs is activated. Information fed into a data processing system or computer.

140 Latitude Longitude Output Potentiometer Servo Motor Latitude is a coordinate that is used to specify positions on a sphere. The latitude of a place is the distance of the place to the equator, measured in degrees along a circle between the two poles. Longitude is a coordinate that is used to specify positions on a sphere. The longitude of a place is the distance of the place to the prime meridian, measured in degrees along a circle at a fixed distance to the poles of the sphere. The information produced by a computer. A switch that can provide variable motion control. It can vary the resistance within the switch, which affects both the current and voltage flowing out of the switch. Any motor that is modified to give feedback concerning the motor's speed, direction of rotation, and number of revolutions. Topographical Map UAV A map showing the three-dimensional nature of the terrain surface (elevations and landforms) as well as other ground features. Unmanned Air Vehicle or Unmanned Aerial Vehicle. Day-by-Day Plans Time: 25 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 4.2 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will present Unmanned Systems.ppt. Students will take notes during the presentation in their journals. Optional: The teacher may wish to assign Key Terms 4.2 Crossword Puzzle after all key terms have been introduced. Day 2-3: NOTE: Two sets of resources are available for the following project. The project can be completed as a video or PowerPoint format. Choose the appropriate resource as indicated by (video) or (PPT) at the end of each resource. Video o The teacher will distribute and explain Project Unmanned Systems Investigation (video). o Students will be given a due date for Activity Unmanned Systems Investigation (video).

141 Day 4: o Students will begin Activity Unmanned Systems Investigation (video). PPT o The teacher will distribute and explain Project Unmanned Systems Investigation (PPT). o Students will be given a due date for Activity Unmanned Systems Investigation (PPT). o Students will begin Activity Unmanned Systems Investigation (PPT). The teacher will divide students into groups of four. The teacher will distribute one Vex kit per student group. The teacher will distribute and explain Activity Human Robot Exploration. Students will be given a due date for Activity Human Robot Exploration. Day 5-6: The teacher will present Introduction to VEX Robotics Platform and ROBOTC Software while students take notes. The teacher will introduce the Robotics Reference to students as a general resource. It is available for download in the VEX / ROBOTC Resources page of the Virtual Academy The teacher will explain VEX Cortex Configuration over USB found in the Robotics Reference document to help students connect the Cortex and communicate with the computer. The teacher will distribute Activity Inputs and Outputs and AE Testbed Build Instructions. In teams of two or three, students will complete Activity Inputs and Outputs while the teacher keeps students on task and answers any questions during the process. Students will answer the Activity Inputs and Outputs conclusion questions individually for homework. Day 7: The teacher will review and collect Activity Inputs and Outputs from students. The teacher will evaluate student submissions with Activity Inputs and Outputs Answer Key. The teacher will present Program Design while students take notes. The teacher will distribute and explain Program Design resource found in the Robotics Reference document. The teacher will distribute and explain Activity Basic Outputs Programming. Students will complete Activity Basic Outputs Programming.

142 The teacher will keep students on task, answer any questions during the process, and provide feedback for the programs that students are asked to demonstrate. Students will answer Activity Basic Outputs Programming conclusion questions for homework. Day 8: The teacher will review and collect Activity Basic Outputs Programming from students. The teacher will evaluate student submissions with Activity Basic Outputs Programming Answer Key and Activity Basic Outputs Programming ROBOTC Program Answer Key. Day 9: The teacher will distribute and explain Activity Basic Inputs Programming. Students will complete Activity Basic Inputs Programming. The teacher will keep students on task, answer any questions during the process, and provide feedback for the programs that students are asked to demonstrate. Students will answer Activity Basic Inputs Programming conclusion questions for homework. The teacher will review and collect Activity Basic Inputs Programming from students. The teacher will evaluate student submissions with Activity Basic Inputs Programming Answer Key and Activity Basic Inputs Programming ROBOTC Program Answer Key. The teacher will present While and If-Else Loops while students take notes. The teacher will distribute and explain Activity While and If-Else Loops. Students will complete Activity While and If-Else Loops. The teacher will keep students on task, answer any questions during the process, and provide feedback for the programs that students are asked to demonstrate. Students will answer Activity While and If-Else Loops conclusion questions for homework. Day 10: The teacher will review and collect Activity While and If-Else Loops. The teacher will evaluate student submissions with Activity While and If- Else Loops Answer Key and Activity While and If-Else Loops ROBOTC Program Answer Key. The teacher will present Variable and Functions while students take notes. The teacher will distribute and explain Activity Variable and Functions. Students will complete Activity Variable and Functions.

143 The teacher will keep students on task, answer any questions during the process, and provide feedback for the programs that students are asked to demonstrate. The teacher will review and collect Activity Variable and Functions from students. The teacher will evaluate student submissions with Activity Variable and Functions Answer Key and Activity Variable and Functions Answer Key ROBOTC Program. Day 11-14: The teacher will distribute and explain Activity Satellite Flight Data, Activity 4.2.8a Satellite Flight Robot Construction Guide, Activity 4.2.8b Satellite Flight ROBOTC Program and Activity 4.2.8c Satellite Flight Excel Data Sheet. The teacher will ensure that the path is ready according to the Activity 4.2.8d Satellite Flight Path Construction Guide. Students will build the terrain model. Students will complete Activity Gather Elevation Data. The teacher will distribute Activity Create Topographical Map. Students will complete Activity Create Topographical Map. Day 15-16: The teacher will distribute and explain the RECBOT Building Instructions. Students will build the RECBOT using the RECBOT Building Instructions. Day 17-18: The teacher will distribute and explain Project Path Finder. Students will complete Project Path Finder. Day 19-24: Day 25: The teacher will distribute and explain Project Rover Navigation. Students will complete Project Rover Navigation. The students will present Project Unmanned Systems Investigation to the class. The students Project Unmanned Systems Investigation will be evaluated using Project Unmanned Systems Investigation Rubric. Instructional Resources Presentations Unmanned Systems Introduction to VEX Robotics Platform and ROBOTC Software Program Design While and If-Else Loops Variable and Functions Documents

144 Project Unmanned Systems Investigation (video) Project Unmanned Systems Investigation (PPT) Activity Human Robot Exploration Activity Inputs and Outputs Activity Basic Outputs Programming Activity Basic Inputs Programming Activity While and If-Else Loops Activity Variable and Functions RECBOT Building Instructions Activity Satellite Flight Data Activity 4.2.8a Satellite Flight Robot Construction Guide Activity 4.2.8b Satellite Flight ROBOTC Program Activity 4.2.8c Satellite Flight Excel Data Sheet Activity 4.2.8d Satellite Flight Path Construction Guide Activity Create Topographical Map Project Path Finder Project Rover Navigation Key Terms 4.2 Crossword Puzzle Answer Keys and Rubrics Key Terms 4.2 Crossword Puzzle Answer Key Activity Inputs and Outputs Answer Key Activity Basic Outputs Programming Answer Key Activity Basic Outputs Programming ROBOTC Program Answer Key Activity Basic Inputs Programming Answer Key Activity Basic Inputs Programming ROBOTC Program Answer Key Activity While and If-Else Loops Answer Key Activity While and If-Else Loops ROBOTC Program Answer Key Activity Variable and Functions Answer Key Activity Variables and Functions ROBOTC Program Answer Key Project Unmanned Systems Investigation Rubric Teacher Guidelines Troubleshooting Guide (Virtual Academy à VEX / ROBOTC Resources) VEX Inventor s Guide (Virtual Academy à VEX / ROBOTC Resources) Robotics Reference (Virtual Academy à VEX / ROBOTC Resources) AE Testbed Build Instructions (Virtual Academy ( VEX / ROBOTC Resources) Teacher Notes

145 Reference Sources Drew, J., Shaver, R., Lynch, K., Amouzegar, M., & Snyder, D. (2005). Unmanned aerial vechicle end-to-end support considerations. Santa Monica, CA: RAND Corporation. Gerrish, H. (1999). Electricity and electronics. Tinley Park: The Goodheart-Willcox Company, Inc. International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA. Kimerling, A., Buckley, A., Muehrcke, P., & Muehrcke, J. (2009). Map use: Reading and analysis. Redlands, CA: ESRI Press. White, S. (2006). Military robots. New York, NY: Children s Press. National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. Newcome, L. (2004). Unmanned aviation. Reston,VA: Aiaa. Thrun, S. (2005). Robotics: Science and systems. Cambridge, MA: The MIT Press. Wagnon, R. (Ed.). (2009). Fy unmanned systems integrated roadmap. Department of Defense. Zaloga, S., & Palmer, I. (2008). Unmanned aerial vehicles. New York, NY: Osprey Publishing.

146 Lesson 4.3 Aerospace Careers Preface Aerospace and related industries provide career opportunities for students to apply the concepts learned in this course. One approach is to envision a future life and the steps necessary to achieve this status. In this lesson students will prepare an advertisement and interview to compete with peers for an opportunity to be profiled in a nationwide news broadcast. Concepts 1. Career planning should consider many factors. 2. Career planning should begin by exploring one s own interests and understanding possible options. 3. The wide variety of career paths available to students requires careful consideration for future professional success. Standards and Benchmarks Addressed Standards for Technological Literacy Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM H: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. BM J: Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM I: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. BM J: BM K: Ethical considerations are important in the development, selection, and use of technologies. The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. Standard 5: Students will develop an understanding of the effects of technology on the environment. BM L: Decisions regarding the implementation of technologies involve the

147 weighing of tradeoffs between predicted positive and negative effects on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. BM H: Different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values. BM I: The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures. Standard 7: Students will develop an understanding of the influence of technology on history. BM G: Most technological development has been evolutionary, the result of a series of refinements to a basic invention. BM H: BM I: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. Standard 9: Students will develop an understanding of engineering design. BM J: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. BM P: Use computers and calculators to access, retrieve, organize and process, maintain, interpret, and evaluate data and information in order to communicate. National Science Education Standards Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop Understandings about science and technology History and Nature of Science Standard G: As a result of activities in grades 9-12, all students should develop understanding of Science as a human endeavor Historical perspectives Standards for English Language Arts

148 Standard 3 Standard 4 Standard 5 Standard 7 Standard 8 Standard 11 Standard 12 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students participate as knowledgeable reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). Performance Objectives It is expected that students will: Develop a career plan to achieve their vision as a future professional. Conduct an interview with a professional. Prepare a presentation for peer review. Assessment Explanation Students will describe the steps required to achieve a degree of their choosing. Interpretation

149 Students will review college information and develop their high school course of study. Application Perspective Empathy Students will develop a plan for college preparation. Students will envision a future as a successful professional. Students will recognize the balance between professional and personal life. Self-knowledge Students will envision their future and develop a career plan to achieve this vision. Essential Questions 1. How do you prepare for a future as an aerospace professional? 2. What do you want to be remembered for as a professional? 3. What college would you like to attend? 4. What degree would you like to earn? Key Terms Term Avionics Definition Electronics that are used onboard for piloting an aircraft. Avionics systems enable interaction with aircraft systems including navigation, communication, and flight control. Day-by-Day Plans Time: 8 days NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 4.3 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. NOTE: Two sets of resources are available for the following project. The project can be completed as a video or PowerPoint format. Choose the appropriate resource as indicated by (video) or (PPT) at the end of each resource. Video The teacher will distribute and introduce Project Future Professional (video) and Project Future Professional Rubric (video). PPT

150 The teacher will distribute and introduce Project Future Professional (PPT) and Project Future Professional Rubric (PPT). The teacher will present Aerospace and Related Careers.ppt while students take notes in their engineering notebooks. Students will begin to work on the Project Future Professional. Day 2-6: Day 7-8: Students will continue to work on and complete the Project Future Professional. Students will present the Project Future Professional to their peers. The class will choose the most successful project. The Project Future Professional will be evaluated using Project Future Professional Rubric. Instructional Resources Presentations Aerospace and Related Careers Word Documents Project Future Professional (video) Project Future Professional (PPT) Answer Keys and Rubrics Project Future Professional Rubric (video) Project Future Professional Rubric (PPT) Teacher Guidelines Teacher Notes Reference Sources Department of Energy. (2010). Wind energy. Retrieved from Department of Energy. (2010). Energy basics. Retrieved from Department of Energy. (2010). Wind energy resource atlas of the United States. Retrieved from International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA. National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE.

151 National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press. United States Air Force. (2010). Air force technology. Retrieved from