High School Aerospace Engineering Curriculum Essentials Document

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High School

Aerospace Engineering

Curriculum

Essentials

Document

Boulder Valley School District Department of CTEC

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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.

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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 11th_{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.

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 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.

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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.

 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

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 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

 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

 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

 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

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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 08-212

22-7-1005. 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 23-60-104, 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,

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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.

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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: The rate of technological development and diffusion is increasing rapidly.

BM L: Inventions and innovations are the results of specific, goal-directed research.

BM M: 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 within larger technological, social, and environmental systems. BM Y: The stability of a technological system is influenced by all of the

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components in the system especially those in the feedback loop. BM Z: Selecting resources involves trade-offs between competing values,

such as availability, cost, desirability, and waste.

BM AA: 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.

BM BB: Optimization is an on going process or methodology of designing or making a product and is dependent on criteria and constraints. BM CC: 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: Technological innovation often results when ideas, knowledge, or

skills are shared within a technology, among technologies, or across other fields.

BM I: Technological ideas are sometimes protected through the process of patenting. The protection of a creative idea is central to the sharing of technological knowledge.

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 H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious.

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 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.

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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: 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. BM M: The Renaissance, a time of rebirth of the arts and humanities, was

also an important development in the history of technology. BM N: The Industrial Revolution saw the development of continuous

manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.

BM O: 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

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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 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 6 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.

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

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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?

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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 A device that is used or intended to be used for flight in the air. ATC 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.

FAA 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. NASA 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.

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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 1.1.1 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 1.1.1 Aerospace Evolution Documentary (PPT).

Students will take notes in their journal.

The teacher will direct students through Project 1.1.1 Aerospace Evolution Documentary steps 1 through 3.

Teacher will assign Project 1.1.1 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:

The teacher will direct students through Project 1.1.1 Aerospace Evolution Documentary steps 4 through 9.

Day 5-6:

Students will complete Project 1.1.1 Aerospace Evolution Documentary step 10.

Day 7:

Students will complete Project 1.1.1 Aerospace Evolution Documentary. Day 8:

The teacher will show final Project 1.1.1 Aerospace Evolution Documentary to the class.

The students Project 1.1.1 Aerospace Evolution Documentary will be evaluated using Project 1.1.1 Aerospace Evolution Documentary Rubric. Instructional Resources Presentations Engineering Notebook Evolution of Flight Word Documents

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Key Terms 1.1 Crossword Puzzle Sample Engineering Notebook

Project 1.1.1 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 1.1.1 Aerospace Evolution Documentary (PPT) Answer Keys and Rubrics

Key Terms 1.1 Crossword Puzzle Answer Key

Project 1.1.1 Aerospace Evolution Documentary Rubric Teacher Guidelines

Teacher Notes

Reference Sources

American National Standards Institute (2010). U.S. government agencies. Retrieved from http://www.standardsportal.org/usa_en/USG/faa.aspx Bureau of Labor Statistics (2010). Occupational outlook handbook, 2010-11

edition. Retrieved from http://www.bls.gov/oco/ocos027.htm 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 http://history.nasa.gov/sputnik/

Grant, R.G. (2007). Flight the complete history. New York: DK Publishing.

Federal Aviation Administration (2010). Air Traffic Organization Policy. Retrieved from

http://www.faa.gov/air_traffic/publications/atpubs/ATC/atc0201.html#atc 0201.html.1

International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA.

National Aeronautics and Space Administration (2010). NASA education. Retrieved from http://www.nasa.gov/audience/forstudents

National Aeronautics and Space Administration (2010). US centennial of flight commission. Retrieved from

http://www.centennialofflight.gov/essay/Evolution_of_Technology/NACA/T ech1.htm

National Archives (2010). Electronic code of federal regulations. Retrieved from

http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=3b1d9293eae33aeb0b3f9b278d7ed22b&rgn=div8&view=t ext&node=14:1.0.1.1.1.0.1.1&idno=14

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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.

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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.

BM L: Inventions and innovations are the results of specific, goal-directed research.

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within larger technological, social, and environmental systems. BM Y: The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. BM Z: Selecting resources involves trade-offs between competing values,

BM DD: Quality control is a planned process to ensure that a product, service, or system meets established criteria.

BM EE: Management is the process of planning, organizing, and controlling work.

BM FF: Complex systems have many layers of controls and feedback loops to provide information.

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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: 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. BM O: 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: Design problems are seldom presented in a clearly defined form. BM J: The design needs to be continually checked and critiqued, and the

ideas of the design must be redefined and improved. BM K: 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 abstractly.

BM K: A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.

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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: Technological problems must be researched before they can be solved.

BM K: Not all problems are technological, and not every problem can be 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: Identify criteria and constraints and determine how these will affect the design process.

BM O: Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.

BM P: 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.

BM Q: Develop and produce a product or system using a design process. 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 three-dimensional 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: Operate systems so that they function in the way they were

designed.

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.

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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: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine.

BM N: Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate.

BM P: There are many ways to communicate information, such as graphic and electronic means.

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.

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: 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.

BM P: 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.

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system.

BM K: Structures are constructed using a variety of processes and procedures.

BM L: The design of structures includes a number of requirements. BM M: Structures require maintenance, alteration, or renovation

periodically to improve them or to alter their intended use. 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 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

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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

three-dimensional 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. Measurement 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.

Problem Solving 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.

Communication 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.

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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. 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 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 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:

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

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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 Small-hinged sections on the outboard portion of a wing that are used to generate a rolling motion for an aircraft.

Airfoil Any surface, such as a wing, which provides aerodynamic force when it interacts with a moving stream of air.

Angle of Attack The angle formed by the wing chord line and the relative wind. Aspect Ratio The relationship between the length and width of a wing.

Boundary Layer A thin layer of air next to the surface of an airfoil which shows a reduction in speed due to the air’s viscosity.

Center of Gravity The common reference point for the three axes of the aircraft. Cockpit The space in the fuselage of a small airplane containing seats for

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Controllability The capability of an aircraft to respond to your flight inputs, especially with regard to attitude and flight path.

Dihedral The mounting of wings so that the wingtips and higher than the wingroot.

Drag Acts in the opposite direction of flight, opposes the forward-acting force of thrust, and limits the forward speed of the aircraft.

Dynamic Stability Out of its own accord, an aircraft eventually returns to and remains at its equilibrium position over a period of time.

Elevator A rear horizontal stabilizer that controls up and down or pitching motion of the aircraft nose.

Empennage The tail assembly of an aircraft, including the horizontal and vertical stabilizers, elevators and rudder.

Flaps 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.

Fuselage Houses the cabin, the cockpit and is a common attachment point for the other major components.

Glider 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 The flat surfaces located behind the center of gravity tend to weathervane with the wind.

Lapse Rate The rate at which temperature decreases with an increase in altitude.

Lateral Axis The horizontal line that passes through the center of gravity of the aircraft, perpendicular to its flight path.

Leading Edge The part of the airfoil that meets the airflow first.

Lift The force that created by the effect of airflow as it passes over and under the wing.

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Longitudinal Axis A straight line parallel to the length of the fuselage but that runs through the aircraft’s center of gravity.

M Mach. A decimal number representing the true airspeed relationship to the local speed of sound.

Maneuverability Characteristic of the aircraft that permits you to maneuver it easily and allows it to withstand the stress resulting from the maneuver.

Pitch Motion around the lateral axis caused by deflection in the elevator controlled by moving the yoke forward and aft. Powerplant Consists of both the engine and propeller in a small airplane. Stability 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.

Stall Caused by the separation of airflow from the wing’s upper surface resulting in a rapid decrease in lift.

Static Stability 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 A reduction in the chord of a wing as measured from the root to the tip of the wing.

Thrust Forward-acting force which opposes drag and propels the aircraft through the air.

Trailing Edge The last point on an airfoil that interacts with the airflow around the wing.

Reynolds Number The ratio of inertial forces to viscous forces.

Roll Rolling motion about the longitudinal axis caused by ailerons deflecting in opposite directions and controlled by twisting the yoke.

Rudder A rear vertical stabilizer that controls side-to-side or yawing motion of the aircraft nose.

Vertical Axis A straight line through the center of gravity of the aircraft and at 90° to lateral and longitudinal axis.

Vertical Stabilizer 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.

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Wash In/Wash Out 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.

Weight A force caused by the gravitational attraction of the Earth. Wing Generates the lifting force that helps the airplane fly when air

flows around it.

Wing Planform The outline shape of a wing when viewed from above. Wing Span The distance from wing tip to wing tip of a wing planform. Yaw 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 1.2.1 Aircraft Control Surfaces and Components.

The students will complete Activity 1.2.1 Aircraft Control Surfaces and Components.

The teacher will evaluate Activity 1.2.1 Aircraft Control Surfaces and Components using Activity 1.2.1 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 1.2.2 Center of Gravity. Students will complete Activity 1.2.2 Center of Gravity.

The teacher will evaluate Activity 1.2.2 Center of Gravity using Activity 1.2.2 Center of Gravity Answer Key.

Day 3-4:

The teacher will present Airfoil.ppt while students take notes in their journal.

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Teacher will distribute Activity 1.2.3 Airfoil, Activity 1.2.3a Airfoil Construction Guide, and Activity 1.2.3b Airfoil ROBOTC Program. Students will complete Activity 1.2.3 Airfoil.

The teacher will evaluate Activity 1.2.3 Airfoil using Activity 1.2.3 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 1.2.4 Atmospheric Conditions.

Students will complete Activity 1.2.4 Atmospheric Conditions.

The teacher will evaluate Activity 1.2.4 Atmospheric Conditions using Activity 1.2.4 Atmospheric Conditions Answer Key.

The teacher will present Aerodynamic Forces.ppt while students take notes in their journal.

Students will complete Activity 1.2.5 Aerodynamic Forces.

The teacher will evaluate Activity 1.2.5 Aerodynamic Forces using Activity 1.2.5 Aerodynamic Forces Answer Key.

Day 6-7:

The teacher will present Airfoil Simulation.ppt.

The teacher will introduce and distribute Activity 1.2.6 Airfoil Simulation.

Students will complete Activity 1.2.6 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 1.2.7 Airfoil Construction.

Students will complete Activity 1.2.7 Airfoil Construction.

The teacher will present Wind Tunnel Testing.ppt while students take notes in their journal.

Students will complete Activity 1.2.8 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.

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Students will complete Activity 1.2.9 Using AERY Software.

Day 9:

The teacher will distribute Project 1.2.10 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 1.2.10 Glider Design: Challenge One. Day 10:

The teacher will distribute Project 1.2.11 Glider Design: Challenge Two and Project 1.2.11a Glider Design Challenge Report.

Students will complete Project 1.2.11 Glider Design: Challenge Two. Day 11-13:

The teacher will distribute and explain Problem 1.2.12 Glider Design: Long Distance Flight, Project 1.2.12a Glider Design Research Funding Call for Phase One Proposals and Project 1.2.12b 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 1.2.12b Glider Design: Research Journal Template as a guide.

Students will submit their Project 1.2.12a 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 1.2.12b Glider Design: Research Journal Template as a guide.

Day 17:

The teacher will distribute Project 1.2.13 Glider Design: Flight Test Data and Project 1.2.14 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.

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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 1.2.14b Competitive Flights Rubric with students.

The teacher will demonstrate Project 1.2.14a 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 1.2.15 Glider Design: Phase Two Research Funding Request.

Students will summarize findings regarding optimal design for a long distance glider.

Students will complete Project 1.2.15 Glider Design: Phase Two Research Funding Request.

Day 22:

Students will submit Project 1.2.15 Glider Design: Phase Two Research Funding Request for commercial manufacturing. The teacher will evaluate the submission using Project 1.2.15b 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

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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 1.2.1 Aircraft Control Surfaces and Components Activity 1.2.2 Center of Gravity

Activity 1.2.3 Airfoil

Activity 1.2.3a Airfoil Construction Guide Activity 1.2.3b Airfoil ROBOTC Program Activity 1.2.4 Atmospheric Conditions Activity 1.2.5 Aerodynamic Forces Activity 1.2.6 Airfoil Simulation

Activity 1.2.7 Airfoil Construction (Optional) Activity 1.2.8 Airfoil Test (Optional)

Activity 1.2.9 Using AERY Software

Project 1.2.10 Glider Design: Challenge One Project 1.2.11 Glider Design: Challenge Two Project 1.2.11a Glider Design Challenge Report Problem 1.2.12 Glider Design: Long Distance Flight

Project 1.2.12a Glider Design Research Funding Call for Phase One Proposals

Project 1.2.12b Glider Design: Research Journal Template Project 1.2.13 Glider Design: Flight Test Data

Project 1.2.14 Glider Design: Competitive Flights

Project 1.2.14a Glider Design: Competitive Flights Spreadsheet Project 1.2.15 Glider Design: Phase Two Research Funding Request Answer Keys and Rubrics

Key Terms 1.2 Crossword Puzzle Answer Key

Activity 1.2.1 Aircraft Control Surfaces and Components Answer Key Activity 1.2.2 Center of Gravity Answer Key

Activity 1.2.3 Airfoil Answer Key

Activity 1.2.4 Atmospheric Conditions Answer Key Activity 1.2.5 Aerodynamic Forces Answer Key

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Project 1.2.14b Competitive Flights Rubric

Project 1.2.15b Glider Design: Competitive Flights Rubric Teacher Guidelines

Teacher Notes

Reference Sources

Aviation Glossary. (2010). Aviation glossary. Retrieved from http://aviationglossary.com/aircraft-terms-definition/

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 2002. New York: Libraries Unlimited, Inc.

International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA.

Jeppesen Sanderson, Inc. (1989). Aviation fundamentals. Englewood: 1989. 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 http://home.comcast.net/~estenson/aery/aery.htm.

National Aeronautics and Space Administration (2010). 16 foot tran. Retrieved from http://grin.hq.nasa.gov/IMAGES/SMALL/GPN-2000-001300.jpg National Aeronautics and Space Administration (2010). Power Point

presentations. Retrieved from http://www.grc.nasa.gov/WWW/K-12/airplane/topics.htm

National Aeronautics and Space Administration (2010). Hypersonic aerodynamics. Retrieved from http://www.grc.nasa.gov/WWW/BGH/shorth.html

National Aeronautics and Space Administration (2010). Wilber and Or. Retrieved from http://grin.hq.nasa.gov/IMAGES/SMALL/GPN-2002-000126.jpg 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 http://www.physics.ubc.ca.

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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.

BM L: Inventions and innovations are the results of specific, goal-directed research.

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BM X: Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. BM Y: The stability of a technological system is influenced by all of the components in the system especially those in the feedback loop. BM Z: Selecting resources involves trade-offs between competing values,

BM FF: Complex systems have many layers of controls and feedback loops to provide information.