newport-mesa unified school district office of secondary

Newport-Mesa Unified School District Office of Secondary Curriculum and Instruction

High School Course of Study

Course Title Aerospace Engineering 1A/B Course Code [Office use only]

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Transcript Title: Aerospace Engineering 1A/B Grades Levels: 9-12 (Pref 11) Board Adoption Date:

Content Area: Interdisciplinary GPA Scale: 4.0 Date Course Submitted: March 2017

Credential Req: Single Subject Secondary and/or CTE Credential Graduation Subject Areas: Electives Textbook to be used: N/A

UC/CSU “A-G” Area Approvals: G School Site that wrote and submitted the course:

Project Lead the Way wrote the course- Costa Mesa High School submitting for board approval

Prerequisite(s): Introduction to Engineering Design, Principles of Engineering

Next course(s): Engineering Design and Development

COURSE DESCRIPTION (catalog summary): Students explore fundamentals of flight in air and space through software simulations and hands-on experiences. Students learn how these concepts apply to a career in aerospace engineering and to other engineering fields.

GOALS (expected performance outcomes for students): Students explore the fundamentals of flight in air and space as they bring the concepts to life by designing and testing components related to flight such as an airfoil, propulsion system, and a rocket. They learn orbital mechanics concepts and apply these by creating models using industry-standard software. They also apply aerospace concepts to alternative applications such as a wind turbine and parachute. Students simulate a progression of operations to explore a planet, including creating a map of the terrain with a model satellite and using the map to execute a mission using an autonomous robot.

CALIFORNIA CONTENT STANDARDS (how the course aligns with California and/or national curriculum standards): The course is aligned with Next Generation Science Standards; Common Core State Standards for Mathematical Practice (HS); Common Core State Standards for English Language Arts; Standards for Technological Literacy; and Career Technical Education Standards for the Engineering Design Pathway.

EVALUATION (how the effectiveness of the course will be monitored and assessed): The class is comprised of formative and summative assessments. Each unit consists of culminating projects. Students are required to take the End of Course Assessment, which a national assessment for all student in PLTW courses. Students receive a proficiency score.




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Unit 1 10-11 weeks

Key Vocabulary Standards (referenced) Model Tasks Tools / Texts

Introduction to Aerospace

1.1- Evolution of

Flight 1.2- Physics of

Flight 1.3- Flight

Planning and Navigation

Aerospace Engineer Aircraft ATC Air Traffic Control FAA Federal Aviation Administration. NASA National Aeronautics and Space Administration. NACA National Advisory Committee for Aeronautics Aileron Airfoil Angle of Attack Aspect Ratio Boundary Layer Center of

CTE Standards for Engineering Design Pathway C1.1 Know historical and current events that have relevance to engineering design. C1.2 Understand the development of graphic language in relation to engineering design. C2.1 Use the appropriate methods and techniques for employing all engineering design equipment. C2.2 Apply conventional engineering design processes and procedures accurately, appropriately, and safely. C2.3 Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway. C3.1 Know how the various measurement systems are used in engineering drawings. C3.2 Understand the degree of accuracy necessary for engineering design. C5.3 Know the CADD components and the operational functions of CADD systems. C10.2 Use sketching techniques

Lesson 1.1 Evolution of Flight The goal of this lesson is for students to develop a foundational understanding of aerospace accomplishments. Achievements in aerospace engineering are set within the context of applying science, technology, math, and engineering to solve problems. Students develop their skills of working with a team and then within a larger group of the entire class while researching and discussing achievements in aerospace. 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. Day by day plans

• PLTW- Learning

Management System- my.pltw.org

Resources 1.1 Presentations • Engineering

Notebook • Evolution of

Flight Word Documents • 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




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Gravity Cockpit Controllability Dihedral Drag Dynamic Stability Elevator Empennage Flaps Fuselage Glider Horizontal Stabilizer High hypersonic Hypersonic Keel Effect Lapse Rate Lateral Axis

as they apply to a variety of architectural and engineering models. C10.3 Use freehand graphic communication skills to represent conceptual ideas, analysis, and design concepts. C11.1 Develop a binder of representative student work for presentation. C11.2 Produce a compact disc, Web site, or other digital-media portfolio. C11.3 Know how to give an effective oral presentation of a portfolio. Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Standard 4: Students will develop an understanding of the cultural, social, economic,

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. _ 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:

Documentary (PPT)

Answer Keys and Rubrics • Key Terms 1.1

Crossword Puzzle Answer Key

• Project 1.1.1 Aerospace Evolution Documentary Rubric

Resources 1.2 Presentations • Aircraft Control

Surfaces and Components

• Forces of Flight and Stability

• Airfoil • Atmosphere • Aerodynamic

Forces • Airfoil Simulation • Airfoil

Construction (Optional)

• Wind Tunnel Testing (Optional)

• Gliders in Flight • Gliders AERY

Software Intro • Balsa Glider

Construction




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Leading Edge Lift Longitudinal Axis M Mach Maneuverability Pitch Powerplant Stability Stall Static Stability Subsonic Supersonic Taper Thrust Trailing Edge Reynolds Number Roll Rudder

and political effects of technology. Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Standard 7: Students will develop an understanding of the influence of technology on history. Standard 8: Students will develop an understanding of the attributes of design. Standard 9: Students will develop an understanding of engineering design. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Standard 11: Students will develop abilities to apply the design process. Standard 12: Students will develop the abilities to use and maintain technological products and systems. Standard 13: Students will develop the abilities to assess

_ 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

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




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Vertical Axis Vertical Stabilizer Wash In/Wash Out Weight Wing Wing Platform Wing Span Yaw AGL Above Ground Level. ADF Automatic Direction Finder. Bearing Dead Reckoning DME Distance Measuring Equipment. FMS Flight Management System.

the impacts of products and systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. National Science Education Standards Unifying 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

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. Lesson 1.2 Physics of Flight The goal of this lesson is for students to build a foundational understanding of how flight within the Earth’s atmosphere is possible. Students learn about the parts of an aircraft, how aircraft are controlled, and how the four forces of flight interrelate. Each of the forces of flight is explored individually to emphasize their impact. Students use a simulator to design an airfoil and analyze performance under changing conditions. An option is included for students to design,

• 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:




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GA GPS Global Positioning System IFR Instrument Flight Rules. ILS Instrument Landing System. Indicated Airspeed INS Inertial Navigation System. Knots LAAS Local Area Augmentation System. L/MF Low or Medium Frequency LORAN Long Range Navigation. Magnetic

_ Understanding about scientific inquiry Physical Science Standard B: _ Motions and forces _ Conservation of energy and increase in disorder Earth and Space Science Standard D: _ Energy in the earth system Science and Technology Standard E: _ Abilities of technological design _ Understandings about science and technology Science in Personal and Social Perspectives Standard F _ Natural and human-induced hazards _ Science and technology in local, national, and global challenges Principles and Standards for School Mathematics 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

build, and test an airfoil in a wind tunnel if available. Students apply their knowledge and skills through a series of activities and projects to design, optimize, build, and test a competitive glider. 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. Day by day plans 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

Phase Two Research Funding Request

Answer Keys and Rubrics • Key Terms 1.2


• 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

• Project 1.2.14b Competitive Flights Rubric

• Project 1.2.15b Glider Design: Competitive Flights Rubric

Resources




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Course Magnetic Deviation Magnetic Variation MSL Mean Sea Level. NDB Non-directional Beacon. Pilot age RNAV Sextant TACAN Tactical Air Navigation. True Airspeed True Course True North UHF Ultrahigh Frequency. VFR Visual Flight Rules. VHF Very High

outside of mathematics - 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. - to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols - 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 - to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools,

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. _ 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

Resources 1.3 Presentations • Navigation

History • Radio Navigation • Navigation and

Flight Planning • Air Traffic

Control • GPS Navigation Word Documents • Key Terms 1.3

Crossword Puzzle

• Activity 1.3.1 Introduction to Navigation

• Quiz 1.3 Radio Navigation

• Activity 1.3.2 Flight Simulator Introduction

• Activity 1.3.3 Cross Country Solo

• Activity 1.3.4 Air Traffic Control

• Activity 1.3.5 GPS Route Chart Creation

• Activity 1.3.6 GPS Route Planning

• Activity 1.3.7 GPS Route Execution

Answer Keys and




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Frequency. VORTAC Vx Vy WAAS Wide Area Augmentation System. Waypoint

and formulas to determine measurements. 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

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

Rubrics • Key Terms 1.3


• Activity 1.3.1 Introduction to Navigation Answer Key

• Quiz 1.3 Radio Navigation Answer Key

• Activity 1.3.4 Air Traffic Controller Answer Key




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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 communicate knowledge. 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).

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. _ The teacher will distribute Activity 1.2.9 Using AERY Software. _ Students will complete Activity 1.2.9 Using AERY Software. Day 9: _ The teacher will distribute Project 1.2.10 Glider Design: Challenge _ Students will complete Project 1.2.10 Glider Design: Challenge One. Day 10:




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_ 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




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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. _ 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




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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




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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 Lesson 1.3 Flight Planning and Navigation The goal of this lesson is for students to fly an aircraft using simulation software and learn how aircraft are safely coordinated. In this lesson students use a flight simulator to experience how aircraft respond to control systems. Students are introduced to navigation systems such as the Global Positioning System (GPS). Students apply their knowledge of GPS to plan a route and exchange this plan with another group to evaluate the plan’s accuracy. Students learn how aircraft are safely coordinated through Air Traffic Control (ATC). Students apply this knowledge to scenarios where students make decisions in a simulated environment. Concepts 1. Simulations are widely used in the aerospace industry to develop skills which can be effectively applied to the actual device.




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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. Day by day plans 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 1.3.1 Introduction to Navigation. _ Students will complete Activity 1.3.1 Introduction to Navigation. _ The teacher will assess the student’s completion of Activity 1.3.1 Introduction to Navigation using Activity 1.3.1 Introduction to Navigation Answer Key.




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_ 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. 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. _ Students will complete the Activity 1.3.2 Flight Simulator Introduction. Day 6-8: _ The teacher will present Navigation and Flight Planning.ppt. _ Teacher will distribute and explain Activity 1.3.3 Cross Country Solo. _ Students will complete Activity 1.3.3 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




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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 1.3.4 Air Traffic Control. _ The teacher will show the Kidscontrol video available from the NASA ATC Simulator website. _ Students will complete Activity 1.3.4 Air Traffic Control. _ The teacher will assess the student’s completion of Activity 1.3.4 Air Traffic Control using Activity 1.3.4 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. _ 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.




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_ Students will practice using the GPS unit. Day 12-13: _ The teacher will distribute and explain Activity 1.3.5 GPS Route Chart Creation and Activity 1.3.6 GPS Route Planning. _ Students will gather the data required for Activity 1.3.6 GPS Route Planning. _ The teacher will introduce students to the simulated airspace area and its contents. Day 14: _ Students will complete Activity 1.3.5 GPS Route Chart Creation. Day 15-16: _ The teacher will introduce students to flight planning. _ The teacher will distribute Activity 1.3.6 GPS Route Planning. _ Students will take notes and ask questions for clarification. _ Students will complete Activity 1.3.6 GPS Route Planning. Day 17-18: _ The teacher will distribute and explain Activity 1.3.7 GPS Route Execution. _ The teacher will monitor and guide student progress. _ Students will complete Activity 1.3.7 GPS Route Execution. _ Students will complete simulated flights using textual and visual GPS




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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.

Differentiation

Support -- for students who are struggling with the content

Content: Vocabulary- Key Words Process: Students will construct physical models in order to better understand the key terms of the unit. Product: Word maps, guided notes, explicit written directions, access to online tutorial videos

Extension – for high achieving students.

Content: Lesson 1.2. 7 Airfoil Construction Process: Students will design and test an airfoil design in a wind tunnel. Product: Physical product

Evaluation

Formative Assessments (ongoing & mid-lesson): • 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. • 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. • 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.




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• Explain why simulators are valuable tools for preparing pilots to fly aircraft. • Use the Global Positioning System, GPS, unit to navigate

Summative Assessments (unit final evaluation): PLTW End of Course Assessment




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Unit 2 11-12 weeks


Aerospace Design

2.1- Materials

and Structures

2.2- Propulsion 2.3- Flight

Physiology

Axial Stress Centroid Composite Compression Cross-Sectional Area Deformation Ductility Failure Point Fatigue Flange Machinability Modulus of Elasticity Moment of Inertia Resilience Static Equilibrium

CTE Standards for Engineering Design Pathway C1.1 Know historical and current events that have relevance to engineering design. C2.1 Use the appropriate methods and techniques for employing all engineering design equipment. C2.2 Apply conventional engineering design processes and procedures accurately, appropriately, and safely. C2.3 Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway. C3.1 Know how the various measurement systems are used in engineering drawings. C3.2 Understand the degree of accuracy necessary for engineering design. C5.3 Know the CADD components and the operational functions of CADD systems. C5.4 Apply two-dimensional and three-dimensional CADD operations in creating working and pictorial drawings, notes, and notations C6.2 Apply dimensioning to

Lesson 2.1- Materials and Structures The goal of this lesson is for students to learn about aerospace materials and their application. In this lesson students will explore properties of some aerospace materials. Students will design an aircraft structural component in computer aided design (CAD) simulation software. Students will create and test composite samples which represent structural components used in aircraft construction. 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. Day by day plans

• PLTW-

Learning Management System- my.pltw.org

2.1 Resources Presentations • Aerospace

Materials • Material

Processing Videos

• Mechanical Properties and Forces

• Composite Word Documents • Lesson 2.1

Key Terms Crossword

• Activity 2.1.1 Aerospace Materials Investigation

• Activity 2.1.2 Autodesk Inventor




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Stiffness Strain Stress Structure Tension Toughness Center of Pressure Compression Stroke Exhaust Stroke Gas Turbine Intake stroke Payload Power stroke Propellant Turbofan Turbojet AID Accident Incident Database

various objects and features. C10.2 Use sketching techniques as they apply to a variety of architectural and engineering models. C10.3 Use freehand graphic communication skills to represent conceptual ideas, analysis, and design concepts. C11.3 Know how to give an effective oral presentation of a portfolio. Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 6: Students will develop an understanding of the role of

Day 1: _ 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. Day 2: _ The teacher will present Mechanical Properties and Forces.ppt. _ Students will take notes during the presentation in their journals. _ The teacher will explain and distribute Activity 2.1.1 Aerospace Materials Investigation. _ Students will begin working on Activity 2.1.1 Aerospace Materials Investigation. _ Students will continue to complete Activity 2.1.1 Aerospace Materials Investigation. Day 3-4: _ The teacher will explain and distribute Activity 2.1.2 Autodesk Inventor Frame Generator Introduction. _ Students will begin working on Activity 2.1.2 Autodesk Inventor Frame Generator Introduction. Day 5: _ Students will complete Activity 2.1.2 Autodesk Inventor Frame Generator

Frame Generator Introduction

• Activity 2.1.3 Autodesk Inventor Frame Generator Analysis

• Project 2.1.4 Frame Design – Engine

• Project 2.1.4 Frame Design – Engine Mount Template

• Optional: Project 2.1.4 Frame Design – Fuselage

• Activity 2.1.5 Preparing Composite Sample

• Activity 2.1.6 Composite Plastic Fabrication

• Activity 2.1.7




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Blind Spot Cone Depth Perception Hypoxia NTSB National Transportation Safety Board. Photopic Vision Pupil Retina Rod

society in the development and use of technology. Standard 7: Students will develop an understanding of the influence of technology on history. Standard 8: Students will develop an understanding of the attributes of design. Standard 9: Students will develop an understanding of engineering design. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Standard 11: Students will develop abilities to apply the design process. Standard 12: Students will develop the abilities to use and maintain technological products and systems. Standard 13: Students will develop the abilities to assess the impacts of products and systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Standard 18: Students will

Introduction. _ The teacher will review and collect Activity 2.1.2 Autodesk Inventor Frame Generator Introduction from students. _ The teacher will evaluate student submissions with Activity 2.1.2 Autodesk Inventor Frame Generator Introduction Answer Key. Day 6: _ The teacher will explain and distribute Activity 2.1.3 Autodesk Inventor Generator Frame Analysis. _ Students will begin working on Activity 2.1.3 Autodesk Inventor Frame Generator Analysis. Day 7: _ Students will complete Activity 2.1.3 Autodesk Inventor Frame Generator Analysis. _ The teacher will review and collect 2.1.3 Autodesk Inventor Frame Generator Analysis from students. _ The teacher will evaluate student submissions with 2.1.3 Autodesk Inventor Frame Generator Analysis Answer Key. Day 8-14: _ The teacher will explain and distribute Project 2.1.4 Frame Design Engine and Project 2.1.4 Frame Design Engine Mount Template. _ Students will begin working on Project 2.1.4 Frame Design – Engine. _ Students will complete Project 2.1.4 Frame Design – Engine. _ Optional:

Demolding and Finishing Composite Sample

• Composite Testing Device

• Activity 2.1.8 Testing Composite Samples

• Activity 2.1.8a Testing Composite Sample Student Data

• SSA1000 • Activity

2.1.8 Testing Composite Samples (SSA100)

• Activity 2.1.8a Testing Composite Sample Student Data

Answer Keys and Rubrics • Lesson 2.1




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develop an understanding of and be able to select and use transportation technologies. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. National Science Education Standards Unifying 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: _ Understanding about scientific inquiry Physical Science Standard B: _ Structure of atoms _ Structure and properties of matter _ Chemical reactions _ Motions and forces _ Conservation of energy and increase in disorder _ Interactions of energy and matter Life Science Standard C:

_ The teacher will explain and distribute Project 2.1.4 Frame Design Fuselage. _ Students will begin working on Project 2.1.4 Frame Design Fuselage. _ Students will complete Project 2.1.4 Frame Design – Fuselage. Day 15-16: _ Students will present Project 2.1.4 Frame Design – Engine to the class. Day 17-18: _ The teacher will present Composite.ppt. _ The teacher will distribute and explain Activity 2.1.5 Preparing Composite Sample, Activity 2.1.6 Composite Plastic Fabrication, Activity 2.1.7 Demolding and Finishing Composite Sample. _ Students will work on and complete Activity 2.1.5 Preparing Composite Sample, Activity 2.1.6 Composite Plastic Fabrication, Activity 2.1.7 Demolding and Finishing Composite Sample. _ The teacher will evaluate student work using Activity 2.1.5 Preparing Composite Sample Rubric, Activity 2.1.6 Composite Plastic Fabrication Rubric, and Activity 2.1.7 Demolding Finishing Composite Sample Rubric. Day 19-20: _ 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

Key Terms Crossword Answer Key

• Activity 2.1.2 Autodesk Inventor Frame Generator Introduction Answer Key

• Activity 2.1.3 Autodesk Inventor Frame Generator Analysis Answer Key

• Activity 2.1.5 Preparing Composite Sample Rubric

• Activity 2.1.6 Composite Plastic Fabrication Rubric

• Activity 2.1.7 Demolding Finishing Composite Sample




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_ The cell _ Interdependence of organisms _ Behavior of organisms Earth and Space Science Standard D: _ Origin and evolution of the earth system _ Origin and evolution of the universe Science and Technology Standard E: _ Abilities of technological design _ Understandings about science and technology Science in Personal and Social Perspectives Standard F: _ Environmental quality _ Natural and human-induced hazards _ Science and technology in local, national, and global challenges 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

explain Activity 2.1.8 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 2.1.8 Testing Composite Samples and Activity 2.1.8a Testing Composite Sample Student Data. _ The teacher will evaluate student work using Activity 2.1.8 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 2.1.8 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 2.1.8 Testing Composite Samples and Activity 2.1.8a Testing Composite Sample Student Data. _ The teacher will evaluate student work using Activity 2.1.8 Testing Composite Samples Rubric. Lesson 2.2 The goal for this lesson is for students to develop a deeper understanding of one of the four forces of atmospheric

Rubric • Activity

2.1.8 Testing Composite Samples Rubric

2.2 Resources Presentations • Newton’s

Laws • Aircraft

Engines • Rocket

Propulsion • Rocket

Engine Test • Rocket

Launch • Space

Propulsion Documents • Key Terms

2.2 Crossword Puzzle

• Activity 2.2.1 Action and Reaction

• Activity 2.2.1a Action Reaction Construction Guide




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- 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. - to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols - 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 - to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Standards for English Language

flight – thrust – while understanding the foundation of spacecraft propulsion. In this lesson students will learn about ways thrust is produced for aircraft and spacecraft. Students learn how aircraft propulsion system parameters interrelate using simulation software. Students 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. 6. Rocket engines produce thrust through rapid expansion of gases. Day by day plans 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 2.2.1 Action and Reaction, Activity 2.2.1a Action Reaction Construction Guide, and Activity 2.2.1 Action Reaction ROBOTC Program.

• Activity 2.2.1 Action Reaction ROBOTC Program

• Activity 2.2.2 Engine Simulator

• Project 2.2.3 Turbine Engine Design

• Written Report Template

• Written Report Rubric

• Activity 2.2.4 Rocket Engine Test

• Project 2.2.5 Rocket Design and Build

• Project 2.2.6 Rocket Launch

• Project 2.2.7 Rocket Performance Analysis




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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 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

_ Students will complete the Activity 2.2.1 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. _ The teacher will distribute Activity 2.2.2 Engine Simulator. _ Students will complete Activity 2.2.2 Engine Simulator. _ The teacher will evaluate Activity 2.2.2 Engine Simulator using Activity 2.2.2 Engine Simulator Answer Key. Day 5-6: _ Distribute the Project 2.2.3 Turbine Engine Design, Written Report Template, and Written Report Rubric. _ Students will complete the Project 2.2.3 Turbine Engine Design. _ Students will be evaluated using the Written Report Rubric. Day 6-7: _ 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 2.2.4 Rocket Engine Test and Estes Time-Thrust Curves. _ Students will complete Activity 2.2.4 Rocket Engine Test.

• Project 2.2.8 Space Propulsion

Answer Keys and Rubrics • Key Terms

2.2 Crossword Puzzle Answer Key

• Activity 2.2.2 Engine Simulator Answer Key

• Project 2.2.5 Rocket Design and Build Rubric

• Project 2.2.7 Rocket Performance Analysis Rubric

2.3 Resources Presentations • Introduction

to Flight Physiology and Human Factors

• Videos • Physiology

of Flight Vision in




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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 12 Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).

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 2.2.5 Rocket Design and Build. _ Students will work on Project 2.2.5 Rocket Design and Build. _ Students will complete the design and construction of their rockets for Project 2.2.5 Rocket Design and Build. _ The teacher will evaluate Project 2.2.5 Rocket Design and Build using Project 2.2.5 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 2.2.6 Rocket Launch. Day 15-16: _ Students will complete the Project 2.2.7 Rocket Performance Analysis. _ The teacher will evaluate Project 2.2.7 Rocket Performance Analysis using Project 2.2.7 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

Aviation (15:11)

• Physiology of Flight Noise and Vibration in Aviation (13:02)

• Physiology of Flight Flying and Hypoxia (14:23)

Documents • Activity

2.3.1 Visual Perception

• Activity 2.3.1 Student Response Sheet

• Activity 2.3.2 Reaction Time

• Activity 2.3.3 Flight Control Design

• Activity 2.3.4 Build a Block

• Activity 2.3.5 NTSB Reports

• Key Terms




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2.2.8 Space Propulsion. _ Students will complete Project 2.2.8 Space Propulsion. Lesson 2.3 The goal of this lesson is for students to learn how the human body is affected by flight conditions and its impact on aircraft design. Students will measure various parameters of their vision, reaction time, and communication effectiveness. Students research and present aircraft accident investigation resources. 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. Day by day plans 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

2.3 Crossword Puzzle






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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). _ 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). _ Students will take notes during the video in their journals. _ The teacher will introduce and distribute Activity 2.3.1 Visual Perception. _ The teacher will direct students to view the Discovery Channel video clip #3 at http://dsc.discovery.com/tv/human-body/explorer/explorer.html. _ The teacher will distribute Activity 2.3.1 Student Response Sheet and explain the way each group will rotate through the activity stations. _ Students will complete Activity 2.3.1 Student Response Sheet. Day 5: _ The teacher will distribute and explain Activity 2.3.2 Reaction Time. _ Students will begin Activity 2.3.2 Reaction Time.




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Day 6: _ Students will finish Activity 2.3.2 Reaction Time. _ The teacher will distribute Activity 2.3.3 Flight Control Design. _ Students will complete Activity 2.3.3 Flight Control Design. Day 7-8: _ The teacher will show the video Physiology of Flight Flying and Hypoxia (14:23). _ Students will take notes during the video in their journals. _ The teacher will introduce and distribute Activity 2.3.4 Build a Block. _ Students will complete Activity 2.3.4 Build a Block. Day 9-10: _ The teacher will introduce Activity 2.3.5 NTSB Reports. _ Students will complete Activity 2.3.5 NTSB Reports. Day 11: _ Students will present Activity 2.3.5 NTSB Reports.

Differentiation


Content: Lesson 2.2 Process: Students will be building their own rocket designs. Struggling students will need scaffolded steps and checkpoints along the way. Product: Simplified directions, visual demonstrations, online tutorials, daily project checkpoints, clearly defined rubrics


Content: Lesson 2.1 Process: Students will build a frame design fuselage to use in the Red Bull Air Race. Product: 3d modeled part and presentation




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Evaluation

Formative Assessments (ongoing & mid-lesson): _ 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. _ 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. _ Determine individual human factors. _ 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. Summative Assessments (unit final evaluation): PLTW End of Course Assessment




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Unit 3 7 – 8 weeks


Space 3.1- Space

Travel 3.2- Orbital

Mechanics

Asteroids Comets ESA European Space Agency Galaxy Kessler Syndrome Light-year Moon Planet Satellite UN United Nations. Universe Apogee Argument of Perigee Eccentricity Ellipse

CTE Standards for Engineering Design Pathway C1.1 Know historical and current events that have relevance to engineering design. C1.2 Understand the development of graphic language in relation to engineering design. C2.1 Use the appropriate methods and techniques for employing all engineering design equipment. C2.2 Apply conventional engineering design processes and procedures accurately, appropriately, and safely. C2.3 Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway. C10.2 Use sketching techniques as they apply to a variety of architectural and engineering models. C10.3 Use freehand graphic communication skills to represent conceptual ideas, analysis, and design concepts. C11.3 Know how to give an effective oral presentation of a portfolio.

Lesson 3.1 Space Travel The goal of this lesson is for students to gain a perspective of the immense scale of the universe and our exploration of space. In this lesson students are oriented to the dimensions of space by relating it to distances which they can see in the world close to them. Students learn about the accomplishments in space exploration and the legal system which governs these activities. Students explore the growing space debris problem and design and mock up a space junk 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. Day by day plans Day 1-2: _ The teacher will present Concepts, Key Terms, and Essential Questions in

• PLTW-

Learning Management System- my.pltw.org

Resources 3.1 Presentations • What is

Space • Space Law • Race to the

Moon • Commercial

Human Space Systems

• Space Junk Documents • Activity

3.2.1 Sizing Up the Universe

• Project 3.1.2 Space Law

• Project 3.1.3 Space Junk Mitigation

• Key Terms 3.1




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Geostationary Earth Orbits Inclination Low Earth Orbit Molniya Orbit Perigee Polar Orbit Right Ascension of the Ascending Node Semi-major Axis True Anomaly

Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Standard 7: Students will develop an understanding of the influence of technology on history. Standard 8: Students will develop an understanding of the attributes of design. Standard 9: Students will develop an understanding of engineering design. Standard 10: Students will develop an understanding of the

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 3.1.1 Sizing up the Universe. _ The teacher will complete Activity 3.1.1 Sizing up the Universe. _ The teacher will assess work using Activity 3.1.1 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 3.1.2 Space Law. _ The students will complete Project 3.1.2 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. _ The teacher will distribute and introduce Project 3.1.3 Space Junk

Crossword Puzzle

Answer Keys and Rubrics • Activity

3.1.1 Sizing up the Universe Answer Key

• Teacher Guidelines

• Teacher Notes

• Key Terms 3.1 Crossword Puzzle Answer Key

Resources 3.2 • Orbital

Mechanics Historical Perspective

• Orbital Patterns

• AGI Simulation Files

• Orbital Mechanics Modeling

• Optional Orbital Mechanics Modeling (Video-




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role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Standard 11: Students will develop abilities to apply the design process. Standard 12: Students will develop the abilities to use and maintain technological products and systems. Standard 13: Students will develop the abilities to assess the impacts of products and systems. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. National Science Education Standards Unifying Concepts and Processes: _ Systems, order, and organization

Mitigation. _ The students will complete Project 3.1.3 Space Junk Mitigation. _ The students will present Project 3.1.3 Space Junk Mitigation. Lesson 3.2 Orbital Mechanics The goal of this lesson is for students to understand the need for various types of satellite orbits and how different orbits are well-suited for different satellite missions. 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. Students apply what they learned by creating a model of the International Space Station orbit using Systems Tool Kit (STK). STK is a powerful software package used by aerospace engineers. 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

Based Animations)

• Orbital Mechanics Physics

• Satellite Tool Kit

Documents • Activity

3.2.1 Historical Figures in Orbital Mechanics

• Quiz 3.2.2 Orbit Types

• Quiz 3.2.3 Orbit Description

• Quiz 3.2.4 Special Orbits

• Activity 3.2.5 Orbital Mechanics Modeling

• Activity 3.2.6 Orbital Mechanics Physics

• Activity 3.2.8 Satellite Tool Kit

• Project 3.2.9 Where is ISS




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_ Evidence, models, and explanation _ Change, constancy, and measurement _ Form and function Science As Inquiry Standard A: _ Understanding about scientific inquiry Physical Science Standard B: _ Motions and forces _ Conservation of energy and increase in disorder _ Interactions of energy and matter Earth and Space Science Standard D: _ Energy in the earth system _ Origin and evolution of the earth system _ Origin and evolution of the universe Science and Technology Standard E: _ Abilities of technological design _ Understandings about science and technology Science in Personal and Social Perspectives Standard F: _ Personal and community health _ Population growth Natural resources _ Environmental quality _ Natural and human-induced hazards _ Science and technology in local, national, and global challenges

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. Day by day plans 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 3.2.1 Historical Figures in Orbital Mechanics, Activity 3.2.1 Historical Figures in Orbital Mechanics Poster Rubric and Activity 3.2.1 Historical Figures in Orbital Mechanics Presentation Rubric. _ Students will work on Activity 3.2.1 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 3.2.1 Historical Figures in Orbital Mechanics.

• Key Terms 3.2 Crossword Puzzle

Answer Keys and Rubrics • Quiz 3.2.2

Orbit Types Answer Key

• Quiz 3.2.3 Orbit Description Answer Key

• Quiz 3.2.4 Special Orbits Answer Key

• Activity 3.2.5 Orbital Mechanics Modeling Answer Key

• Activity 3.2.6 Orbital Mechanics Physics




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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 - 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. - to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols - to analyze characteristics and properties of two- and three dimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial

Day 4-5: _ The students will present Activity 3.2.1 Historical Figures in Orbital Mechanics. _ The teacher will evaluate Activity 3.2.1 Historical Figures in Orbital Mechanics using Activity 3.2.1 Historical Figures in Orbital Mechanics Poster Rubric and Activity 3.2.1 Historical Figures in Orbital Mechanics Presentation Rubric. Day 6: _ 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. _ The teacher will distribute Quiz 3.2.2 Orbit Types. _ Students will complete Quiz 3.2.2 Orbit Types. _ Teacher will assess Quiz 3.2.2 Orbit Types using Quiz 3.2.2 Orbit Types Answer Key. Day 7: _ The teacher will present Orbital Mechanics Modeling.ppt slide 16-30 while students take notes in their journal. _ The teacher will distribute Quiz 3.2.3 Orbit Description. _ Students will complete Quiz 3.2.3 Orbit Description. _ Teacher will assess Quiz 3.2.3 Orbit Description using Quiz 3.2.3 Orbit




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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 - to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. 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 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

Description Answer Key. Day 8-9: _ The teacher will present Orbital Mechanics Modeling.ppt slide 30-50 while students take notes in their journal. _ The teacher will distribute Quiz 3.2.4 Special Orbits. _ Students will complete Quiz 3.2.4 Special Orbits. _ Teacher will assess Quiz 3.2.4 Special Orbits using Quiz 3.2.4 Special Orbits Answer Key. _ The teacher will distribute Activity 3.2.5 Orbital Mechanics Modeling. _ Students will complete Activity 3.2.5 Orbital Mechanics Modeling. _ Teacher will assess Activity 3.2.5 Orbital Mechanics Modeling using Activity 3.2.5 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 3.2.6 Orbital Mechanics Physics. _ Students will complete Activity 3.2.6 Orbital Mechanics Physics. _ The teacher will evaluate Activity 3.2.6 Orbital Mechanics Physics using Activity 3.2.6 Orbital Mechanics Physics Answer Key. Day 12-15: _ The teacher will present Satellite




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experience 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

Tool Kit.ppt while students take notes in their journal. _ The teacher will distribute and introduce Activity 3.2.8 Satellite Tool Kit. _ Students will work on and complete Activity 3.2.8 Satellite Tool Kit. Day 16-19: _ The teacher will distribute and introduce Project 3.2.9 Where is ISS. _ Students will work on and complete Project 3.2.9 Where is ISS.




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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 9 Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Differentiation


Content: Lesson 3.1 Process: Students will need to research and be able explain various instances of space law. Guided notes will be provided for students struggling. Product: Guided note packets, suggested websites


Content: Lesson 3.2 Process: Students will view videos on orbital mechanics modeling in order to create their own 3d parts. Product: 3d printed parts

Evaluation

Formative Assessments (ongoing & mid-lesson): _ Describe the relative sizes of celestial bodies. _ 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. _ Describe the contributions to orbital theory of the discipline’s historical figures. _ Define the six orbital parameters that describe an orbit.




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_ Design and simulate the path of an orbiting body. _ Calculate the energy of an orbiting body.

Summative Assessments (unit final evaluation): PLTW End of Course Assessment




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Unit 4 9-10 weeks


Alternative Applications

4.1- Alternative

Applications 4.2- Remote

Systems 4.3- Aerospace

Careers

Anemometer Generato Wind Turbine Analog Digital Encoder Input Latitude Longitude Output Servo Motor Topographical Map UAV Unmanned Air Vehicle Avionics

CTE Standards for Engineering Design Pathway C1.1 Know historical and current events that have relevance to engineering design C2.1 Use the appropriate methods and techniques for employing all engineering design equipment. C2.2 Apply conventional engineering design processes and procedures accurately, appropriately, and safely. C2.3 Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway. C3.1 Know how the various measurement systems are used in engineering drawings. C3.2 Understand the degree of accuracy necessary for engineering design. C10.2 Use sketching techniques as they apply to a variety of architectural and engineering models. C10.3 Use freehand graphic communication skills to represent conceptual ideas, analysis, and design concepts. C11.2 Produce a compact disc,

Lesson 4.1 Alternative Applications The goal of this lesson is for students to learn how aerospace engineering concepts can be applied beyond the design of aircraft and spacecraft. Students apply concepts related to airfoils and wind turbines to determine efficiency. Students apply the airfoil drag equation to design a parachute which they build and test. 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. Day by day plans 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 4.1.1 Wind Turbine Design. _ Students will begin work on Project

• PLTW- Learning Management System- my.pltw.org

Resources 4.1 Presentations • Beyond

Aircraft Documents • Project

4.1.1 Wind Turbine Design

• Problem 4.1.2 Aircraft Efficiency

• Problem 4.1.3 Parachute Design

Resources 4.2 Presentations • Unmanned

Systems • Introduction

to VEX Robotics




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Web site, or other digital-media portfolio. C11.3 Know how to give an effective oral presentation of a portfolio. Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Standard 7: Students will develop an understanding of the influence of technology on history. Standard 8: Students will develop an understanding of the

4.1.1 Wind Turbine Design. Day 3-4: _ Students will complete and present Project 4.1.1 Wind Turbine Design. Day 5: _ The teacher will distribute and introduce Problem 4.1.2 Aircraft Efficiency. _ Students will begin work on Problem 4.1.2 Aircraft Efficiency. Day 6-7: _ Students will complete and present Problem 4.1.2 Aircraft Efficiency. Day 8: _ The teacher will distribute and introduce Problem 4.1.3 Parachute Design. _ Students will begin work on Problem 4.1.3 Parachute Design Day 9-11: _ Students will complete and present Problem 4.1.3 Parachute Design. Lesson 4.2 Remote Systems The goal of this lesson is for students to learn to integrate mechanical, electrical, and software systems in the context of accomplishing a sequence of objectives to explore a new planet. In this lesson students learn to design, create, and test using a robot modeling system which includes input sensors and output devices. This system provides students a platform to model systems such as a robot and satellite. Students use the robot system to create a satellite model to

Platform and ROBOTC Software

• Program Design

• While and If-Else Loops

• Variable and Functions

Documents • Project

4.2.1 Unmanned Systems Investigation (video)

• Project 4.2.1 Unmanned Systems Investigation (PPT)

• Activity 4.2.2 Human Robot Exploration

• Activity 4.2.3 Inputs and Outputs

• Activity 4.2.4 Basic Outputs Programming




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attributes of design. Standard 9: Students will develop an understanding of engineering design. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Standard 11: Students will develop abilities to apply the design process. Standard 12: Students will develop the abilities to use and maintain technological products and systems. Standard 13: Students will develop the abilities to assess the impacts of products and systems. Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Standard 18: Students will develop an understanding of and be able to select and use

gather elevation data of a terrain. This data is processed to generate a topographical map that they use as an input to planning a rover mission to that terrain. Students use the modeling system to design, build, program, and test an autonomous vehicle which simulate a rover sent to explore a remote location such as a planet or moon. An optional project is available for differentiated instruction in a classroom with a diverse level of student knowledge and skill. Students use the modeling system to create a physical simulation of an autopilot system. Students create a program to use an accelerometer input to control the output of an aircraft control surface. 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. Day by day plans

• Activity 4.2.5 Basic Inputs Programming

• Activity 4.2.6 While and If-Else Loops

• Activity 4.2.7 Variable and Functions

• RECBOT Building Instructions

• Activity 4.2.8 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




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transportation technologies. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. Standard 20: Students will develop an understanding of and be able to select and use construction technologies. National Science Education Standards Unifying 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: _ Understanding about scientific inquiry Physical Science Standard B: _ 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: _ Energy in the earth system Science and Technology Standard E:

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: _ Video o The teacher will distribute and explain Project 4.2.1 Unmanned Systems Investigation (video). o Students will be given a due date for Activity 4.2.1 Unmanned Systems Investigation (video). o Students will begin Activity 4.2.1 Unmanned Systems Investigation (video). _ PPT o The teacher will distribute and explain Project 4.2.1 Unmanned Systems Investigation (PPT). o Students will be given a due date for Activity 4.2.1 Unmanned Systems Investigation (PPT). o Students will begin Activity 4.2.1 Unmanned Systems Investigation (PPT). Day 4: _ The teacher will divide students into groups of four. _ The teacher will distribute one Vex

• Activity 4.2.8d Satellite Flight Path Construction Guide

• Activity 4.2.9 Create Topographical Map

• Project 4.2.10 Path Finder

• Project 4.2.11 Rover Navigation

• Key Terms 4.2 Crossword Puzzle



• Activity 4.2.3 Inputs and Outputs Answer Key

• Activity 4.2.4 Basic Outputs Programming Answer




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_ Abilities of technological design _ Understandings about science and technology Science in Personal and Social Perspectives Standard F: _ Personal and community health _ Population growth Natural resources _ Environmental quality _ Natural and human-induced hazards _ Science and technology in local, national, and global challenges 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 - 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.

kit per student group. _ The teacher will distribute and explain Activity 4.2.2 Human Robot Exploration. _ Students will be given a due date for Activity 4.2.2 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. _ 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 4.2.3 Inputs and Outputs and AE Testbed Build Instructions. _ In teams of two or three, students will complete Activity 4.2.3 Inputs and Outputs while the teacher keeps students on task and answers any questions during the process. _ Students will answer the Activity 4.2.3 Inputs and Outputs conclusion questions individually for homework. Day 7: _ The teacher will review and collect Activity 4.2.3 Inputs and Outputs from students. The teacher will evaluate student submissions with Activity 4.2.3 Inputs and Outputs Answer Key.

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




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- to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols - 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 - to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. 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

_ 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 4.2.4 Basic Outputs Programming. _ Students will complete Activity 4.2.4 Basic Outputs 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 4.2.4 Basic Outputs Programming conclusion questions for homework. Day 8: _ The teacher will review and collect Activity 4.2.4 Basic Outputs Programming from students. The teacher will evaluate student submissions with Activity 4.2.4 Basic Outputs Programming Answer Key and Activity 4.2.4 Basic Outputs Programming ROBOTC Program Answer Key. _ The teacher will distribute and explain Activity 4.2.5 Basic Inputs Programming. _ Students will complete Activity 4.2.5 Basic Inputs Programming. _ The teacher will keep students on task, answer any questions during the process, and provide feedback for the

Answer Key • Activity

4.2.7 Variables and Functions ROBOTC Program Answer Key

• Project 4.2.1 Unmanned Systems Investigation Rubric

Resources 4.3 Presentations • Aerospace

and Related Careers

Documents • Project

4.3.1 Future Professional (video)

• Project 4.3.1 Future Professional (PPT)

Answer Keys and Rubrics • Project

4.3.1 Future Professional Rubric (video)




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needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works. 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 6 Students apply knowledge of language structure, language conventions (e.g.

programs that students are asked to demonstrate. _ Students will answer Activity 4.2.5 Basic Inputs Programming conclusion questions for homework. Day 9: _ The teacher will review and collect Activity 4.2.5 Basic Inputs Programming from students. The teacher will evaluate student submissions with Activity 4.2.5 Basic Inputs Programming Answer Key and Activity 4.2.5 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 4.2.6 While and If-Else Loops. _ Students will complete Activity 4.2.6 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 4.2.6 While and If-Else Loops conclusion questions for homework. Day 10: _ The teacher will review and collect Activity 4.2.6 While and If-Else Loops. The teacher will evaluate student submissions with Activity 4.2.6 While and If- Else Loops Answer Key and

• Project 4.3.1 Future Professional Rubric (PPT)




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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 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).

Activity 4.2.6 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 4.2.7 Variable and Functions. _ Students will complete Activity 4.2.7 Variable and Functions. _ 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 4.2.7 Variable and Functions from students. The teacher will evaluate student submissions with Activity 4.2.7 Variable and Functions Answer Key and Activity 4.2.7 Variable and Functions Answer Key ROBOTC Program. Day 11-14: _ The teacher will distribute and explain Activity 4.2.8 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 4.2.8 Gather Elevation Data.




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_ The teacher will distribute Activity 4.2.9 Create Topographical Map. _ Students will complete Activity 4.2.9 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 4.2.10 Path Finder. _ Students will complete Project 4.2.10 Path Finder. Day 19-24: _ The teacher will distribute and explain Project 4.2.11 Rover Navigation. _ Students will complete Project 4.2.11 Rover Navigation. Day 25: _ The students will present Project 4.2.1 Unmanned Systems Investigation to the class. _ The students Project 4.2.1 Unmanned Systems Investigation will be evaluated using Project 4.2.1 Unmanned Systems Investigation Rubric. Lesson 4.3 Aerospace Careers The goal of this lesson is for students to consider a career in aerospace engineering. In this lesson students envision themselves as future aerospace professionals and propose




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the major steps to achieve that vision. 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. Day by day plans Day 1: _ The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. _ The teacher will distribute and introduce Project 4.3.1 Future Professional (video) and Project 4.3.1 Future Professional Rubric (video). _ The teacher will distribute and introduce Project 4.3.1 Future Professional (PPT) and Project 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




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successful project. _ The Project 4.3.1 Future Professional will be evaluated using Project 4.3.1 Future Professional Rubric.

Differentiation


Content: Lesson 4.2 Process: Students have a hard time remembering programming language and how to debug. Product: Students will be given psuedocode to help with programming as well as quick start guides.


Content: Lesson 4.3 Process: Students will build a working prototype related to the career they choose to research Product: a 3d printed or scale model part

Evaluation

Formative Assessments (ongoing & mid-lesson): _ 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. _ 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. _ Develop a career plan to achieve their vision as a future professional. _ Conduct an interview with a professional. _ Prepare a presentation for peer review. Summative Assessments (unit final evaluation): PLTW End of Course Assessment