BM I: Design problems are seldom presented in a clearly defined form BM J: The design needs to be continually checked and critiqued, and the
Project 4.2.10 Path Finder Project 4.2.11 Rover Navigation
Key Terms 4.2 Crossword Puzzle Answer Keys and Rubrics
Key Terms 4.2 Crossword Puzzle Answer Key Activity 4.2.3 Inputs and Outputs Answer Key
Activity 4.2.4 Basic Outputs Programming Answer Key
Activity 4.2.4 Basic Outputs Programming ROBOTC Program Answer Key Activity 4.2.5 Basic Inputs Programming Answer Key
Activity 4.2.5 Basic Inputs Programming ROBOTC Program Answer Key Activity 4.2.6 While and If-Else Loops Answer Key
Activity 4.2.6 While and If-Else Loops ROBOTC Program Answer Key Activity 4.2.7 Variable and Functions Answer Key
Activity 4.2.7 Variables and Functions ROBOTC Program Answer Key Project 4.2.1 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
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). Fy2009–2034 unmanned systems integrated roadmap. Department of Defense.
Zaloga, S., & Palmer, I. (2008). Unmanned aerial vehicles. New York, NY: Osprey Publishing.
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: Ethical considerations are important in the development, selection, and use of technologies.
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.
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: The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials. BM I: 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
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 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 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.
Standard 7 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.
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.
Standard 11 Students participate as knowledgeable reflective, creative, and critical members of a variety of literacy communities.
Standard 12 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.
Students will review college information and develop their high school course of study.
Application
Students will develop a plan for college preparation. Perspective
Students will envision a future as a successful professional. Empathy
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 Definition
Avionics 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 4.3.1 Future Professional (video)andProject 4.3.1 Future Professional Rubric (video).
The teacher will distribute and introduce Project 4.3.1 Future Professional (PPT) andProject 4.3.1 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 4.3.1 Future Professional.
Day 2-6:
Students will continue to work on and complete the Project 4.3.1 Future Professional.
Day 7-8:
Students will present the Project 4.3.1 Future Professional to their peers. The class will choose the most successful project.
The Project 4.3.1 Future Professional will be evaluated usingProject 4.3.1 Future Professional Rubric.
Instructional Resources Presentations
Aerospace and Related Careers Word Documents
Project 4.3.1 Future Professional (video)