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NEWARK PUBLIC SCHOOLS

Curriculum Guide:FUNDAMENTALS OF

AVIATION

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

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NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

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NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

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TABLE OF CONTENTS

Title Page……………………………………………………………………….. 1

Board Members…………………………………………………………………. 2

Administration………………………………………………………………….. 3

Curriculum Committee…………………………………………………………. 4

Table of Contents……………………………………………………………….. 5

District Mission Statement……………………………………………………… 6

District Goals and Guiding Principles………………………………………….. 7

Course Philosophy……………………………………………………………… 9

Course Description……………………………………………………………… 10

Recommended Textbooks………………………………,……………………… 11

Course Proficiencies……………………………………………………………. 12

Curriculum Units……………………………………………………………….. 14

Course Pacing…………………………………………………………………… 15

Standards, Goals, and Objectives……………………………………………….. 16

Appendix………………………………………………………………………… X

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THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value education.

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GOALS AND PRIORITIESGreat Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP

Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent, respectively, in 2008–09.

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GOALS AND PRIORITIESGreat Expectations: 2009-13 Strategic Plan

PRIORITIES

PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently implemented. Create a highly effective professional development system for teachers and administrators that is more focused on delivering quality instruction and aligned to the learning needs of each student. Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening the preparation, recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared to move forward. Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally. Dramatically transform our high schools, building a system of themed, college and career-oriented schools that ensure all students graduate prepared for college, work, and citizenship. Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-service “community schools,” and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to support student success Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.” Actively work to help parents and families become more informed and involved. Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient management and operations Reorganize central and regional offices, and streamline operations to strengthen support to schools and students. Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities. Increase the transparency of how we make decisions and report on outcomes of our work together.

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Newark Public SchoolsFUNDAMENTALS OF AVIATION

Course Philosophy

5.0 Credit Course (one semester or one year)

Aviation is based on the belief that all students should understand and appreciate the enormous impact of aviation and space on their lives; be aware of the many vocational and career possibilities related to the aviation and space industry; and appreciate the potential of aviation and space in serving mankind and improving their daily lives.

Students enrolled in Fundamentals of Aviation are actively engaged in a technological based course designed to arouse their interest and appreciation for careers in the field of aviation/aerospace. The coursework is intended to motivate students and encourage them to attain the skills required to excel in post secondary institutions, the job market, and society. This course provides students opportunities to apply their newly acquired skills to other subject areas as well as providing various experiences relating to workplace readiness.

Supplementary to the curriculum are the following:

The Port Authority Activity

Twice monthly selected students enrolled in the Barringer/Port Authority of New York New & New Jersey Mentor Program meet with their mentors at Newark International Airport to discuss students’ academics, career goals, and other topics.

Special Guest at Barringer High School

Periodically, notable guests are invited to visit and speak with the students enrolled in the Aerospace Academy. Students have been visited by Airline Pilots, Private Pilots, Air Force Pilots, Army Helicopter Pilots, FAA Pilot Designated Examiner, FAA Personnel, Aircraft Mechanics, Civil Air Patrol Cadets, and other Aerospace/Aviation Professionals.

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Newark Public SchoolsFundamentals of Aviation

Course Description

5.0 Credit Course (one semester or one year)

Fundamentals of Aviation is the prerequisite to Aviation Technology I, Aviation Technology II, Aviation Maintenance I, and Aviation Maintenance II, which are specialized courses. The course is designed to provide students the opportunity to learn about aviation/aerospace and focuses on the history of aviation, principles of flight, aerodynamics, navigation, the aerospace community, air environment, aviation weather, as well as aerospace travel and exploration.

The overall design of the course is to introduce students to aviation/aerospace from which they can begin selecting specialized course of study in technology or maintenance, courses which will prepare them to meet the demands of the 21st century workplace or enter post secondary institutions of higher learning.

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Recommended Textbooks/Resources

Federal Aviation Administration. (2010). Pilot’s Handbook of Aeronautical Knowledge. City: Publisher. ISBN#FAA-H-8083-25A.

Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama Publisher. ISBN# CAP0038D

Teacher Reference Texts

Civil Air Patrol. (n.d,). Study Guide: Teachers Guide for Aerospace: The Journey of Flight. CAP0038H

Gleim, I. N, & Gleim, G. W. (2006). Learn to Fly. Become a Pilot.

Jeppersen Sanders, Inc. (1999). Pre Solo Written Exam. Englewood: CA.

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Course Proficiencies

Upon completion of Fundamentals of Aviation each student will:

Unit I: The History of Flight

Understand the unique aspects of Air and Space Power. Understand the Adolescence of Air power. Understand how the Golden Age (period between the WWI and WWII) contributed to modern

aviation. Understand how Air Power influenced war fighting as well as aircraft development. Understand how Aviation has been influenced from the Cold War to Desert Storm. Recognize the advances in aeronautics.

Unit II: Principles of Flight

Understand Atmosphere and Theories of Flight. Be able to explain Forces of Flight. Know the Aircraft Structure and Design. Aircraft Stability and Controls Be able to identify Aircraft Instruments

Unit III: The Aerospace Community

Exhibit knowledge of different types of Airports. Explain the functions of Air Carriers. Understand General Aviation. Compare Business Aviation to Commercial Aviation. Become familiar with Military Aircraft. Know the various Aerospace Organizations. Be aware of Aerospace Careers and Training Requirements.

Unit IV: Navigation

Decipher information found on Sectional Aeronautical Charts. Understand basic navigation principles. Demonstrate navigation techniques. Demonstrate effective use of electronic aids.

Unit V: Air Environment

Understand the composition of weather. Understand Pressure weight and density. Know how Temperature and Humidity relate to aviation. Understand how Wind and Air Currents are formed. Know the effects of Altitude and Relative Wind.

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Unit VI: Rockets and Space

Learn the fundamentals of rockets. Examine the effects of chemical propulsion. Understand the importance of orbits and trajectories. Examine the space environment. Examine our solar system. Examine unmanned exploration. Examine manned space explorations.

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Curriculum Units

Unit I: The History of Flight

Unit II: Principles of Flight

Unit III: The Aerospace Community

Unit IV: Navigation

Unit V: Air Environment

Unit VI: Rockets and Space

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Suggested Course Pacing

Full Year Block Schedule

Unit I: The History of Flight 12 6

Unit II: Principles of Flight 10 5

Unit III: The Aerospace Community 50 25

Unit IV: Navigation 50 25

Unit V: Air Environment 40 20

Unit VI: Rockets and Space 10 5

This suggested pacing guide provides a suggested time schedule for an effective presentation of the course content. Be sure to place the correct page number in the Table of Contents for this section. (Must include regular-50 minutes and block 80 minutes for 185 day school year)

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Newark Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS

Unit 1: The History of FlightContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 through 10Unit Summary:The air and space domain is special and unique in that prior to air travel, the most efficient means of world travel was by ship. Today, with the development of jumbo jets, helicopters, and military fighting aircraft, vast numbers of people and cargo can be moved around the globe within hours, while fighting forces use the most sophisticated methods of air power in defense of their countries.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to conducting research, understanding technical vocabulary, participating in collaborative discussions, following multistep procedures, writing or speaking to describe technical content, and reading technical texts. Health, science, and technical content related to sanitation, the use of chemicals, and the proper guidelines for food storage are also addressed in this unit.

21st century themes:Having learned of the evolution of air and space power, students will begin considering their role in the aerospace/aviation industry. Students will begin thinking of how they too can contribute to the aerospace/aviation industry and how their daily lives are impacted by the industry. Students will begin applying their newly gained knowledge on air and space power to prepare for their particular field(s) of study.

Learning TargetsStandard 9.4 Career and Technical Education. All students who complete a Career and Technical Education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and degrees.

Strand O. Science, Technology, Engineering, & Mathematics Career Cluster

Content Statements:Academic Foundations; Communication; Problem Solving and Critical thinking; Information Technology Applications; Employability and Career Development.

CPI# Cumulative Progress Indicator (CPI)9.4.12.P.1 Demonstrate language arts knowledge and skills required to

pursue the full range of postsecondary education and career opportunities.

9.4.12.P.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.

9.4.12.P.84 Assess and evaluate career opportunities in one or more pathways to broaden awareness of careers available in the cluster.

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Unit Essential Questions

What are the unique aspects of Air and Space Power?

What are the contributions made during the Adolescence of Air power?

How did the Golden Age (period between the WWI and WWII) contribute to modern aviation?

How has Air Power influenced war fighting and aircraft development?

How has aviation been influenced from the Cold War to Desert Storm?

What are some of the advances made in aeronautics?

Unit Enduring Understandings

Prior to the invention of the airplane it took many hours to travel from one location to another. Within the last 100 years we have moved from gliders, balloons, and rotary aircraft to jet engines, making it possible to move people and cargo anywhere around the world within hours. At the conclusion of this unit students will have a clear understanding of the historic factors which contributed to the development of flight and the significant accomplishments of individuals who made air travel possible.

Unit Learning TargetsStudents will…

Research and write about the past, present, and future of aviation to develop an understanding of the present.[CCSS: ELA.WHST.7–9; HSPA: Writing]

Investigate the inevitability of change in aviation/aerospace technology.[CCSS: ELA.WHST.7–9]

Discuss the human desire to expand our knowledge and control over materials and things within any given period of time.[CCSS: ELA.SL.1]

Understand the need in space exploration for written agreements between nations. Research the courage of past and present explorers and pioneers.

[CCSS: ELA.WHST.7–9] Write about the effects of aviation on society, economics, 21st century technology, or our

environment.[CCSS: ELA.WHST.2; HSPA: Writing]

Use key terms and concepts associated with the history of aviation.[CCSS:ELA.RST.4]

Evidence of LearningSummative Assessment (30 days)

Test and Quizzes Teacher designed based on the lesson

Written Assignments Research papers on pioneers in aviation/aerospace Write a five paragraph essay based on the history of flight.

Individual and Group Projects

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Allow students to investigate the process and developments in aviation and how they have impacted 21st century development and its impact on the global community.

Have students design a flying automobile. Facilitate an in class debate among students using facts regarding how the Golden Age

contributed to modern aviation.

End of Unit Exam What will future aircraft look like? Have students design a future aircraft Write a five paragraph essay on any of the following: the effects of aviation on our society,

the effects on economics, effects on 21st century technology, and effects on our environment.

Equipment needed:

Textbooks, Computer with internet access.

Teacher Resources:

Aerospace Education Services Projecthttp://www.nasa.gov/offices/education/programs/descriptions/Aerospace_Education_Services_Project.html

Aviation & Space Careershttp://www.faa.gov/education/careers/

Federal Aviation Administration (FAA) Educator’s Corner. http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912NASA 9-12 Education Programshttp://www.nasa.gov/audience/forstudents/9-12/programs/index.html

NASA Ultra-Efficient Engine Technology. History of Flight http://www.ueet.nasa.gov/StudentSite/historyofflight.html

Teacher’s Deskhttp://virtualskies.arc.nasa.gov/teachers/index.html

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http://virtualskies.arc.nasa.gov/teachers/index.html

http://www.ueet.nasa.gov/StudentSite/historyofflight.html

http://www.nasa.gov/audience/forstudents/9-12/programs/index.html

http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912

http://www.faa.gov/education/careers/

http://www.nasa.gov/offices/education/programs/descriptions/Aerospace_Education_Services_Project.html

http://www.nasa.gov/offices/education/programs/descriptions/Aerospace_Education_Services_Project.html



Formative Assessments: Observations Verbal Quizzes Student Record Keeping

Setting Criteria and Goals Peer and self assessments

Lesson PlansLesson Timeframe

Lesson 1Introduction to Air Power

3.0 hours/5 days

Lesson 2The Adolescence of Air Power

4.0 hours/5 days

Lesson 3The Golden Age

3.0 hours/5 days

Lesson 4Air Power Goes to War

3.5 hours/5 days

Lesson 5Aviation: From the Cold War to Desert Storm

3.0 hours/5 days

Lesson 6Advances in Aeronautics

3.5 hours/5 days

Teacher Notes:

Additional classroom activities can be found at the following sites:NASA Quest's Women of NASA. The Women of NASA is intended to inspire young women to pursue careers in math and science. The materials provide profiles of successful women and the opportunity to participate in interactive events. http://quest.nasa.gov/women/intro.html

The Wright Way. Learn about the development of the first manned powered flight from conception through research and experimentation. http://wright.nasa.govReliving the Wright Way Activities http://wright.nasa.gov/activities.htm

PBS KIDS - U.S. History for Kids. This site highlights aviators from the past to the modern day including barnstormers, aviation jokes, and more http://pbskids.org/wayback/flight/

Curriculum Development Resources:

Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/


Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of Transportation, Federal Aviation Administration, Washington: DC

Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of Flight. St. Paul: MN

Oregon Department of Aviation, Youth Aviation Education & Activities. 19

http://www.dynamicflight.com/aerodynamics/

http://pbskids.org/wayback/flight/

http://www.pbs.org/wgbh/amex/kids/flight/

http://wright.nasa.gov/activities.htm

http://wright.nasa.gov/

http://quest.nasa.gov/women/intro.html

http://www.oregon.gov/Aviation/youth_aviation.shtml

Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S. Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation Education Program, Washington: D.C.

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LESSON REFLECTION

Use the following chart to reflect on (and guide the revision of) the lessons you have developed for this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately WeaklyAre challenging and require higher order thinking and problem solving skillsAllow for student choiceProvide scaffolding for acquiring targeted knowledge/skillsIntegrate global perspectivesIntegrate 21st century skillsProvide opportunities for interdisciplinary connection and transfer of knowledge and skillsFoster student use of technology as a tool to develop critical thinking, creativity and innovation skillsAre varied to address different student learning styles and preferencesAre differentiated based on student needsAre student-centered with teacher acting as a facilitator and co-learner during the teaching and learning processProvide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectivesProvide opportunities for student reflection and self-assessmentProvide data to inform and adjust instruction to better meet the varying needs of learners

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Unit II: Principles of FlightContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 through 12Unit SummaryAircraft are capable of moving in three directions away from the center of a sphere through the air, unlike motor vehicles which move only in two dimensions on the earth’s (the sphere’s) surface. Through this unit on Principles of Flight, students will begin a journey of discovery into aeronautics, aerodynamics, and aviation where they will learn how aircraft gain and sustain lift. Students will be able to connect scientist and inventors to their principles and inventions.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to understanding technical vocabulary, writing or speaking to describe technical content, and reading technical texts. In addition, students are using the mathematical skills of using ratios and solving proportions, using simple formulas to calculate lift, and using measurement tools to create a scale model of an airplane wing. Scientific concepts around aviation and Newtonian physics are also addressed.

21st century themes: Having learned the Principles of Flight, students will be prepared to select a field of study in flight training or aircraft mechanics which will prepare them to enter the demanding career of aircraft pilots, aviation engineers, airplane mechanics, or selected military careers in aviation/aerospace.

Learning TargetsStandard 9.4 Career and Technical Education. All students who complete a Career and Technical Education program will acquire academic and technical skills for careers in emerging and established professions, and that lead to technical skill proficiency, credentials, certificates, licenses, and degrees.


Strand P. Transportation, Distribution, & Logistics Career Cluster

Content Statements:Academic Foundation; Communication; Problem Solving and Critical Thinking; Information Technology; Technical Skills

CPI# Cumulative Progress Indicator (CPI)9.4.12.O.(1).4 Demonstrate the ability to use Newton’s laws of motion to

analyze static and dynamic systems with and without the presence of external forces.

9.4.12.O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering.

9.4.12.O.(1).7 Use mathematics, science, and technology concepts and 22

processes to solve problems in projects involving design and/or production (e.g., medical, agricultural, biotechnological, energy and power, information and communication, transportation, manufacturing, and construction).

9.4.12.O.(1).12 Model technical competence by developing and applying processes and concepts in the design process.

9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes, and projects to find solutions to real world problems.

9.4.12.P.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.P.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.P.3 Demonstrate scientific knowledge and skills required to pursue the full range of postsecondary education and career opportunities.


9.4.12.P.5 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.

9.4.12.P.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.

9.4.12.P.29 Employ collaborative/groupware applications to facilitate group work.

9.4.12.P.85 Employ information management techniques and strategies to assist in decision-making.


What are the differences between basic aeronautics and aerodynamics?

How does the atmosphere affect flight? What are the forces acting on an aircraft in

flight? How does aircraft design and structure

affect flight? How does stability and control affect

flight? What are the instruments found in an

aircraft?


At the conclusion of this unit, students will understand how aeronautics and aerodynamics relate to flight (fluids in motion). Students will understand that aircraft are three dimensional and understand how aircraft are able to obtain and sustain lift. Students will understand how the development of science affected the development of aircraft technology.


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Understand the forces acting upon an aircraft in flight. [no related math or ELA content] Use ratios and solve proportions to convert measurements, determine mach number, or determine

aircraft fuel consumption. [CCSS:MTH 6.RP.3, MTH 7.RP.3; HSPA: I.B] Calculate lift using the appropriate equation (lift = pressure x area).

[CCSS: MATH.6.EE.2; HSPA: MTH.IV.B] Select and use tools such as a ruler, protractor, compass, or architect’s scale to create a scale

model of an airplane wing. [HSPA: MTH.II.C] Understand the designs of airfoils. [no related math or ELA content] Apply Bernoulli’s Principle. [no related math or ELA content] Apply Newton’s Action and Reaction Theory. [no related math or ELA content] Know how aircraft designs and structure affects aircraft performance. [no related math or ELA content] Understand the applicability of aircraft stability and control. [no related math or ELA content] Apply the use of aircraft instruments to flight controls. [no related math or ELA content] Write about the historic and scientific advancements in aircraft design and performance.

[CCSS:ELA.WHST.2; HSPA: Writing] Use key terms and phrases associated with principles of flight.

[CCSS:ELA.RST.4]


Test and Quizzes Teacher designed quizzes based on lesson. Test students on concepts of the force of motion. Demonstrate understanding of ratios, measurements, mass, lift, and wind flow.

Written Assignments Write an essay based on historic and scientific advancements in aircraft design and

performance. Compare and contrast aircraft wing with a bird’s wing. Document findings in an essay

format or journal entry.

Individual and Group Projects Demonstrate understanding of ratio, measurement, mass, lift, and wind flow. Create/design an aviation calendar depicting the year selected aircraft were built. Design a scale model of an aircraft wing to demonstrate understanding of Bernoulli’s

principle and Newton’s third law of motion.

End of Unit Exam24

Write a sequence of events leading to a logical ending. Demonstrate understanding of the significance of major scientific events Student design and test their own wing structure to observe the Bernoulli Effect, air pressure,

lift, and drag.

Equipment needed:

Textbooks, Flight Simulator, Aircraft models

Teacher Resources:

Aeronauticshttp://virtualskies.arc.nasa.gov/aeronautics/index.html

Astronomy and Space Classroom Resourceshttp://www.nsf.gov/news/classroom/astronomy.jsp

Educator’s Cornerhttp://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912Introduction to Newton’s Three Lawshttp://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Introduction_to_Newtons_Laws.html

Principles of Flighthttp://www.allstar.fiu.edu/aero/princ1.htm

Regimes of Flight: A Supplemental Aeronautics Guidehttp://quest.nasa.gov/aero/teachers/Regimes_of_Flight.pdf

Re-Living the Wright Wayhttp://www.grc.nasa.gov/WWW/Wright/index.htm


Welcome to the Beginner's Guide to Aerodynamicshttp://www.grc.nasa.gov/WWW/K-12/airplane/bga.html

Welcome to the Beginner's Guide to Compressible Aerodynamicshttp://www.grc.nasa.gov/WWW/K-12/airplane/bgc.html

Welcome to the Beginner's Guide to Propulsionhttp://www.grc.nasa.gov/WWW/K-12/airplane/bgp.html

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http://www.grc.nasa.gov/WWW/K-12/airplane/bgp.html

http://www.grc.nasa.gov/WWW/K-12/airplane/bgc.html

http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html


http://www.grc.nasa.gov/WWW/Wright/index.htm

http://quest.nasa.gov/aero/teachers/Regimes_of_Flight.pdf

http://www.allstar.fiu.edu/aero/princ1.htm

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Introduction_to_Newtons_Laws.html

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Introduction_to_Newtons_Laws.html


http://www.nsf.gov/news/classroom/astronomy.jsp

http://virtualskies.arc.nasa.gov/aeronautics/index.html



Formative Assessments Observations Verbal Quizzes Student Record Keeping



Lesson 1The Atmosphere

hours/10 days

Lesson 2Theories of Flight

hours/10 days

Lesson 3Forces of Flight

hours/10 days

Lesson 4Aircraft Design and Structure

hours/10 days

Lesson 5Stability and Controls

hours/10 days

Lesson 6Aircraft Instruments

hours/10 days

Teacher Notes:

Provide students hands-on activities for the following: parts of an aircraft, flight instruments, forces of flight, and aircraft weight and balance worksheets.

Additional classroom activities can be found at the following sites:Teamwork in Aerospace. This activity presents instructions and slides for a teamwork activity built around aerospace. Groups of students design and test fly paper airplanes in a competition to produce aircraft for NASA. Approximately one hour .http://www.grc.nasa.gov/WWW/K-12/airplane/TeamAct/teamwork.html

Smoke Tunnel Plans. This activity presents instructions for building a flow visualization (smoke) wind tunnel and requires moderate shop skills with hand tools. The tunnel can be used as part of a science fair project, or used to study how air flows past a variety of models. http://wright.nasa.gov/smokie/SmokeyWindTunnelFinal3.pdf





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http://wright.nasa.gov/smokie/SmokeyWindTunnelFinal3.pdf

http://wright.nasa.gov/smokie/SmokeyWindTunnelFinal3.pdf

http://www.grc.nasa.gov/WWW/K-12/airplane/TeamAct/teamwork.html

http://www.grc.nasa.gov/WWW/K-12/airplane/TeamAct/teamwork.html


Oregon Department of Aviation, Youth Aviation Education & Activities. http://www.oregon.gov/Aviation/youth_aviation.shtml


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LESSON REFLECTIONReflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately WeaklyAre challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners

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Unit III: The Aerospace CommunityContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 Through 12Unit SummaryThe aerospace community has evolved from simple grass-strip runways in rural areas to large metropolitan airports where hundreds of thousands of people and cargo move through daily. Through this unit, students will learn of the different types of airports, airport requirements and functions, as well as daily aircraft operations.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to conducting research, understanding technical vocabulary, writing or speaking to describe technical content, and reading technical texts. In addition, students are using the mathematical skills of using ratios and solving proportions to convert measurements for scale models and to draft plans for an airport. Historic, economic, and civic content related to aviation is also addressed in this unit.

21st century themes: When students are versed in the different types and classes of airports, airport operations, and operations of commercial service airports, students will be better prepared to make decisions in selecting careers paths within the Aerospace Academy which will prepare them for study in aerospace/aviation. Students will be encouraged to consider how they can make positive contributions to aerospace/aviation.


Content Statements:Academic foundation; Communication; Problem Solving and Critical Thinking; Information technology Applications; Systems; Safety, Health, and Environment; Ethics and Legal Responsibility; Employability and Career Development; Technical Skills

Strand O. Science, Technology, Engineering, Mathematics Career Cluster


CPI# Cumulative Progress Indicator (CPI)9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to

develop projects or products.9.4.12.O.(2).4 Use scientific and mathematical problem-solving skills and abilities to develop

realistic solutions to assigned projects, and illustrate how science and mathematics impact problem-solving in modern society.

29

9.4.12.P.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.


9.4.12.P.21 Develop, implement, and evaluate solutions related to problems in this cluster using a structured problem solving process to improve business functioning.

9.4.12.P.30 Employ computer operations applications to manage tasks.9.4.12.P.36 Analyze and summarize the roles and business functions involved in organizations

in this cluster to demonstrate understanding of the industry as a system.9.4.12.P.37 Analyze performance of organizations in this cluster using industry-accepted

metrics to demonstrate understanding of how organizations manage and improve business functioning.

9.4.12.P.38 Demonstrate understanding of important trends influencing the field by assessing and summarizing the impact of various economics, social, and technological changes on an organization as well as on the cluster as a whole.

9.4.12.P.40 Demonstrate an understanding of the impact that regulations have on business functioning by analyzing and summarizing the roles and functions of government in regulating and supporting organizations in the cluster.

9.4.12.P.53 Assess methods to reduce workplace hazards common in the cluster in order to promote safe and accident-free work environments.

9.4.12.P.57 Analyze and explain how government agencies promote compliance and improve health, safety, and environmental performance in organizations in this cluster.

9.4.12.P.68 Interpret and explain written organizational policies and procedures that help workers perform their tasks according to employer rules and expectations.

9.4.12.P.78 Identify and explore careers in one or more career pathways to build an understanding of the opportunities available in the cluster.

9.4.12.P.81 Examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain compliance with industry requirements.

9.4.12.P.87 Analyze and assess the roles and functions of transportation related technological systems used in this cluster in order to demonstrate awareness of necessary technical skills.


What are the different types of Airports? What are the functions of Air Carriers? Understand general aviation. What are the differences between general

aviation, business aviation, and commercial aviation?

What are the various aerospace organizations? What are some of the aerospace careers and

training requirements?


Commercial aviation is expanding and technology continues to play a key role in the challenges and benefits of 21st century aviation. At the conclusion of this unit, all students will have a clear understanding of the aerospace community, the functions of airports, and the many career choices available in the aviation/aerospace career field.

Unit Learning TargetsStudents will be able to:

Differentiate between civil aviation and military aviation . [CCSS: ELA.RST.4]

30

Investigate the impact of aviation science and technology on the 21st century. [CCSS:ELA.WHST.7–9]

Determine whether aviation and aerospace have progressed as it was intended. [no related math or ELA content] Investigate and write about the need for government regulations in the aviation industry. [CCSS: ELA.WHST.7, ELA.WHST.10; HSPA: Writing] Explore the requirement and need for safer air travel. [no related math or ELA content] Research and write about select airports, including the economic impact they had on their

communities. [CCSS: ELA.WHST.2, ELA.WHST.7–9; HSPA: Writing] Differentiate between types of airports, including their designs, system, and carriers. [CCSS: ELA.RST.4] Differentiate between types of airports, including their designs, system, and carriers.

[CCSS: ELA.RST.4] Convert measurements for a scale model using ratios given on a set of plans.

[CCSS: MTH 6.RP.3; HSPA: MTH.I.B] Select and use tools such as a ruler, protractor, compass, or architect’s scale to draft plans for a

airport. [CCSS: MTH 7.G.2; HSPA:MTH.II.C]


Test and Quizzes Teacher designed based on the lessons.

Effects of various weather phenomenon on airport capacity.Identification Test

Four classes of airports defined by FAR Part 139. Movement and safety areas of an airport. Types of airport lighting systems.

Differentiate civil and military aviation.Written Assignments

Research main provisions and impacts on safety of the Federal AA regulations affecting airports and post in a journal.

Write an essay explaining the concept and components of an airport’s economic impact the community.

Conduct research on selected major airports. Research and analyze particular expectations and realities of aviation over the last 100 years.

Individual and Group Projects Have students design a scale model of an airport. Design a standard traffic pattern and a non standard traffic pattern. Delineate descriptions and codes of airport markings to scale.

End of Unit Exam Advantages and disadvantages of the various types of airport ownership. Airport systems, their various elements Markings and signage requirements at airports.

31

Requirements for heliports and vertiports. The impact that various runway configurations have on airfield capacity and location of

airport buildings.

Equipment needed:

Textbooks, video clips, and computer.

Teacher Resources:

Aeronautics Research Mission Directoratehttp://www.aeronautics.nasa.gov/

Airport Designhttp://www.centennialofflight.gov/essay/Social/architecture/SH15.htm

Airport Designs Overviewhttp://virtualskies.arc.nasa.gov/airport_design/index.html

Communicationhttp://virtualskies.arc.nasa.gov/communication/index.html

Education Careershttp://www.faa.gov/education/careers/

Educator’s Cornerhttp://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912


32




http://virtualskies.arc.nasa.gov/communication/index.html

http://virtualskies.arc.nasa.gov/airport_design/index.html

http://www.centennialofflight.gov/essay/Social/architecture/SH15.htm

http://www.aeronautics.nasa.gov/






Lesson 1The Airport Environment

X hours/days

Lesson 2Air Carriers

Lesson 3General Aviation

X hours/days

Lesson 4Business and Commercial Aviation

X hours/days

Lesson 5Military Aircraft

Lesson 6Helicopters, STOLs, VTOLs, and UAVs

Lesson 7Aerospace Organizations

Teacher Notes:

Students will be served well when taken on trips to airports and other aviation/science themed locations. The use of video clips from the Aerospace Video Library should be used as lesson supplement. Invite guest speakers from the Aerospace Academy Advisory Board to speak with the students and encourage students enrolled in Technology I and II to make presentations to students enrolled in Fundamental of Aviation.

Additional classroom activities can be found at the following sites:Aeronautics Learning Laboratory for Science Technology (ALLSTAR). This site provides additional lesson plans and experiments on the Principles of Aviation and Aerospace.www.K-16star.fiu.edu






33


http://www.allstar.fiu.edu/



34




LESSON REFLECTIONUse the following chart to reflect on (and guide the revision of) the lessons you have developed for this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.














35



Unit IV: NavigationContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 through 12Unit SummaryAircraft Navigation is the process of piloting an aircraft from one location to another while monitoring the aircraft’s position over the earth throughout the flight’s progress. During this unit of navigation, students will be introduced to all aspects of cross country flying under visual flight rules.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to conducting research, understanding technical vocabulary, writing or speaking to describe technical content, and reading technical texts. In addition, students are using the mathematical skills of using ratios and solving proportions, using simple formulas to calculate lift, and using measurement tools to create a scale model of an airplane wing. Scientific concepts around aviation and Newtonian physics are also addressed. Historic, economic, and civic content related to aviation is also addressed in this unit.

21st century themes: Pilotage is navigation by reference to visual landmarks, while dead reckoning is the computation of direction and distance from a know position. Upon completion of this unit, students will be familiar with the avionics and navigational equipment used in aircraft. This knowledge will prepare students to consider careers within the aerospace industry where they can continue to learn, design, invent, or utilize such technology.


Content Statements:Academic foundation; Communication Skills; Problem Solving and Critical Thinking; Information Technology Applications; Systems; Safety, Health, and Environment; Technical Skills; Employability and Career Development



CPI# Cumulative Progress Indicator (CPI)9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of

postsecondary education and career opportunities.9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and

use technical concepts and vocabulary in practice.36

9.4.12.O.11 Apply active listening skills to obtain and clarify information.9.4.12.O.17 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate)

independently and in teams to solve problems and make decisions.9.4.12.O.30 Employ computer operations applications to manage tasks.9.4.12.O.37 Identify how key organizational systems affect organizational performance and the

quality of products and services to demonstrate an understanding of how systems are managed and improved in this cluster.

9.4.12.O.41 Identify response techniques to create a disaster and/or emergency response plan.9.4.12.P.78 Identify and explore careers in one or more career pathways to build an

understanding of the opportunities available in the cluster.9.4.12.O.(2).6 Demonstrate the knowledge and technical skills needed to obtain and succeed in a

chosen scientific and mathematical field.Unit Essential Questions

How is the information found on Sectional Aeronautical Charts deciphered? What are the basic navigation principles? How are navigation techniques demonstrated? How are electronic aids used in navigation?


Although navigation principles are the same for all types of navigation, pilots must learn, practice, and master the skill of navigation. Upon completion of this unit, the mysticism of how pilots are able to navigate the globe without getting lost will be cleared. Students will be know the techniques used in air navigation.


Decipher the information on charts and graphs, such as Sectional Aeronautical Charts. [CCSS: ELA.RST.4, ELA.RST.7; HSPA: MTH.III.C, Reading everyday text] Explain the basic navigation principles. [CCSS: ELA.WHST.2; ELA.SL.4; HSPA: Writing; GEPA: Speaking] Write a narrative about life without airplanes. [CCSS: ELA.W.3; HSPA: Writing] Demonstrate navigation techniques. [no related math or ELA content] Conduct research on navigation before the advent of airplanes. [CCSS: ELA.WHST.7–9] Demonstrate effective use of electronic aids. [no related math or ELA content] Navigate by reference to the navigation systems found in the aircraft. [no related math or ELA content] Understand and use aviation terms for radio communication.

[CCSS:ELA.SL.6, ELA.RST.4] Understand and use the degree measurements of a circle as it applies navigation procedures.

[HSPA: MTH.III.C] Convert measurements within and between measurement systems to find distances and speeds

for navigation purposes. [no related math or ELA content] Add vectors using the law of cosines and or law of sines to determine the ground speed, air speed

and/or course of an airplane.37

[CCSS: MTH HS.G-SRT.11; HSPA: MTH.II.C] Solve problems involving rates to find flight times, flight speed, and fuel requirements. [CCSS: MTH. 6.RP.3; HSPA: MTH.I.B]


Test and Quizzes Teacher designed test and quizzes based on the lessons taught. Use of the E-6-B Flight Computer to calculate time and distance, fuel burn, wind direction. Identify symbols on the aeronautical sectional chart.

Written Assignments Compose a creative story about life without airplanes.Target 3 Conduct research on navigation from before aircraft to the 21st century, then use a timeline

to show data. Describe navigation principles. Target 2

Individual and Group Projects Use effective radio communication including aviation terms when speaking over the radio. Planning a one leg cross country flight. Calculate time and distance, fuel burn, wind direction.

End of Unit Exam Plan a two leg cross country flight. Have students demonstrate pilotage and dead reckoning in the flight simulator.

Equipment needed:

Textbooks, E6B Flight Computer, Protractors, Navigation Logs, VFR Section Charts, Map of the United States, Clocks (12 AND 24 hour)

Teacher Resources:

Aviation Systems Divisionhttp://www.aviationsystemsdivision.arc.nasa.gov/facilities/ffc/index.shtml

Air Traffic Managementhttp://virtualskies.arc.nasa.gov/atm/index.html

Aviation Systems Division: Future flight Centralhttp://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912

Aviation Navigationhttp://virtualskies.arc.nasa.gov/navigation/index.html

Basic Navigationhttp://stoenworks.com/Tutorials/Navigation%20tutorial.html

38

http://stoenworks.com/Tutorials/Navigation%20tutorial.html

http://virtualskies.arc.nasa.gov/navigation/index.html


http://virtualskies.arc.nasa.gov/atm/index.html

http://www.aviationsystemsdivision.arc.nasa.gov/facilities/ffc/index.shtml

How Air Traffic Control Workshttp://science.howstuffworks.com/transport/flight/modern/air-traffic-control.htmUnderstanding Air Traffic Control: Bad Weatherhttp://dsc.discovery.com/videos/understanding-air-traffic-control-bad-weather.html


.

39


http://dsc.discovery.com/videos/understanding-air-traffic-control-bad-weather.html

http://science.howstuffworks.com/transport/flight/modern/air-traffic-control.htm






Lesson 1Maps and Map Projections

X hours/days

Lesson 2Sectional Aeronautical Charts

X hours/days

Lesson 3Basic Navigation Principles

X hours/days

Lesson 4Navigation Techniques

Lesson 5Electronic Aids

Lesson 6Navigation Systems

Teacher Notes:

Radio communication is very important in aviation. Students must be familiar with the phonetic alphabets and should be encouraged to use the phonetic alphabets in classroom communication. Students must be taught to convert military time to standard and Zulu time.

Additional classroom activities can be found at the following sites:




Lindmann, M. R. (n.d.). Flight and Aviation: An Aviation Curriculum Guide. Department of Transportation, Federal Aviation Administration, Washington: DC




40



















41



Unit V: Air EnvironmentContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 through 12Unit SummaryWeather and aviation are inextricably linked. A concrete understanding of weather theory is required to understand the impact of weather on aviation. To be able to determine the impact of weather on aviation, students must be familiar with weather principles. Through this unit of Air Environment, students will gain a basic understanding of the nature of the atmosphere which will aide in their development of decision making skills relating to weather interpretation.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to conducting research and writing or speaking to describe technical content. In addition, students are using the mathematical skills of representing proportional relationships between quantities as they determine the effects of pressure, weight, and density on aircraft. Scientific concepts around aviation, the concepts of pressure, weight, and density, and atmospheric science are also addressed. Historic and civic content related to aviation is also addressed in this unit.

21st century themes: Upon completion of this unit, all students will have the basic understanding of weather principles as they apply to aviation. Students will be provided enough information to consider a career in the field of Meteorology.


Content Statements:Academic Foundations; Communication Skills: Problem-Solving and Critical Thinking:Employability and Career Development; Technical Skills

Strand O. Science, Technology, Engineering, Mathematics Career Cluster

CPI# Cumulative Progress Indicator (CPI)9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of

postsecondary education and career opportunities.9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and

use technical concepts and vocabulary in practice.9.4.12.O.20 Conduct technical research to gather information necessary for decision-making.9.4.12.O.62 Examine requirements for career advancement to plan for continuing education and

training.9.4.12.O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to

solve problems.42

9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and technology.


9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to develop projects or products.

9.4.12.O.(2).6 Demonstrate the knowledge and technical skills needed to obtain and succeed in a chosen scientific and mathematical field.


What is the composition of weather and its relationship to aviation?

What are pressure weight and density? What are temperature and humidity? What are wind and air currents? What are three effects of altitude and relative

wind?


Students will develop a mental image of weather patterns and gain a broad understanding of how the patterns interact to cause weather, as well as how weather patterns have molded the development of aviation


Explore and present information on the composition and behavior of weather patterns, using visual displays as needed.

[CCSS: ELA.SL.4–6; HSPA: Speaking]Determine the effects of pressure, weight, and density on aircraft. [CCSS: MTH.7.RP.2; HSPA: MTH.III.C] Explore and explain temperature and humidity as they relate to aircraft.

[CCSS.ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking] Explore wind and air currents. [no related math or ELA content] Explore the effects of altitude and relative wind on aircraft. [no related math or ELA content] Research the Montgolfier brothers of France and their impact on aviation and society.

[CCSS: ELA.WHST.7–9; HSPA: Reading ]


Test and Quizzes Teacher designed test and quizzes based on the lessons taught.

Written Assignments Write a fully developed paragraph of an observation of rising and falling temperature.

Target 3 Conduct research on the Montgolfier brothers of France and write a research paper. Target

6 Create a power point presentation on weather phenomenon. Targets 1, 4

43

Individual and Group Projects Create an experiment in which students can observe how differences in temperature cause

changes in density to demonstrate how hot air balloons obtain altitude. Why do lakes not freeze from the bottom up if cold water goes to the bottom of the lake?

Students conduct research on the process of lake water turn over when the seasons change. Explore the effects of high and low pressure on air movement based on the study of wind

and other weather events such as tornadoes and hurricanes. Create color posters illustrating the principles of airstreams.

End of Unit Exam Rising and falling temperature Principles of air pressure Bernoulli’s Principle How does the difference in air pressure around objects affect the behavior of the object?

Equipment needed:

Textbooks, Film Clips, Internet Access, Telephone, and Computer Access to Flight Service

Teacher Resources:

Atmospheric and Oceanic Circulationhttp://funnel.sfsu.edu/courses/geol103/labs/currents/currents.home.html

Aviation & Space Careershttp://www.faa.gov/education/careers/

Educator’s Corner http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912

Hydrometeorological Prediction Centerhttp://www.hpc.ncep.noaa.gov/

Studying the Earth’s Environment from Spacehttp://www.ccpo.odu.edu/~lizsmith/SEES/


Weather conceptshttp://www.aviators.net/weather.htmlThis site explains weather concepts such as cloud formation as well as how weather relates to aviation.

Weather Educationhttp://www.weather.gov/om/edures.shtml

Weather with satellite imageshttp://www.weather.com/weather/us/cities/MN_Rochester.html

44

http://www.weather.com/weather/us/cities/MN_Rochester.html

http://www.weather.gov/om/edures.shtml

http://www.aviators.net/weather.html


http://www.ccpo.odu.edu/~lizsmith/SEES/

http://www.hpc.ncep.noaa.gov/




http://funnel.sfsu.edu/courses/geol103/labs/currents/currents.home.html






Lesson 1The Atmosphere

X hours/days

Lesson 2Pressure, Weight and Density

X hours/days

Lesson 3Temperature and Humidity

X hours/days

Lesson 4Wind and Air Currents

Teacher Notes:

Additional classroom activities can be found at the following sites:Wind, Water, and Wings. These activities are designed to provide students with hands on experience with weather and flight related phenomena. http://www.dot.state.mn.us/aero/aved/pdf/windwaterwings.pdf

Evil-doer or Do-gooder: Getting the Goods on Ozone. This activity explains the different roles the ozone plays in Earth's atmosphere depending on its altitude and introduces the concept of spectroscopy and how a NASA instrument can measure ozone at different altitudes.http://spaceplace.jpl.nasa.gov/en/educators/tes_spectroscope.pdf








46



http://spaceplace.jpl.nasa.gov/en/educators/tes_spectroscope.pdf

http://www.dot.state.mn.us/aero/aved/pdf/windwaterwings.pdf

















47



Unit VI: Rockets and SpaceContent Area: Fundamentals of AviationTarget Course/Grade Level: 9 through 12Unit SummaryRocketry is based on the laws of physics and the nature of rocket propellant. Throughout this unit of Rockets and Space, students will learn of the early development and uses of rocketry. Students will learn laws applicable to rocketry, explore chemicals and their combinations, identify rocket systems and components, and consider the basis of rocket propellant efficiency.

Primary interdisciplinary connections: This unit targets English Language Arts skills related to conducting research and writing or speaking to describe technical content. In addition, students are using the mathematical skills using simple formulas to calculate rocket flight times, distances, and speeds, and using measurement tools to measure parts of a model rocket. Scientific concepts around aviation, chemical propulsion, orbital trajectories, rocketry, and outer space are also addressed. Historic and civic content related to aviation is also addressed in this unit.

21st century themes: NASA, the Air Force, and private corporations continue to experiment with space operations and technology. As students learn about the space environment many may become interested in the aerospace industry and consider careers in space technology.


Content Statements:Academic Foundations; Problem-Solving and Critical Thinking; Systems; Employability and Career Development; Technical Skills


Strand P. Transportation, Distribution, & Logistic Career Cluster

CPI# Cumulative Progress Indicator (CPI)9.4.12.O.37 Identify how key organizational systems affect

organizational performance and the quality of products and services to demonstrate an understanding of how systems are managed and improved in this cluster.

9.4.12.O.62 Examine requirements for career advancement to plan for continuing education and training.

48

9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems

9.4.12.O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems.

9.4.12.O.(1).4 Demonstrate the ability to use Newton’s laws of motion to analyze static and dynamic systems with and without the presence of external forces.

9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and technology.


9.4.12.O.(2).6 Demonstrate the knowledge and technical skills needed to obtain and succeed in a chosen scientific and mathematical field.

9.4.12.P.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.P.11 Apply active listening skills to obtain and clarify information.

9.4.12.P.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.

9.4.12.P.36 Analyze and summarize the roles and business functions involved in organizations in this cluster to demonstrate understanding of the industry as a system.

9.4.12.P.87 Analyze and assess the roles and functions of transportation-related technological systems used in this cluster in order to demonstrate awareness of necessary technical skills.


How is rocketry defined? How does chemical propulsion relate to

rocketry? How do orbital trajectories relate to

rocketry? Define the space environment. How does the solar system relate to

rocketry? How has unmanned exploration been of

benefit to the 21st century? How does manned space exploration

contribute to the 21st century?


An interesting fact about the historical development of rockets is that while rockets and rocket-powered devices have been in use for more than two thousand years, only in the last three hundred years have experimenters provided a scientific basis for understanding how they work. Students will learn that the science of rocketry began with the publishing of Sir Isaac Newton’s Mathematical Principles of Natural Philosophy in 1687, describing the physical principles in nature, and how space exploration continue to evolve.

49


Research the history of rockets. [CCSS:ELA.WHST.7–9] Demonstrate the relationship between chemical propulsion and rocketry. [no related math or ELA content] Observe, record, and discuss the relationship of orbital trajectories to rocketry. [CCSS: ELA.SL.1, ELA.WHST.10] Define the space environment. [CCSS: ELA.RST.4] Explain how the solar system relates to rocketry. [CCSS: ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking] List the benefits of unmanned exploration to the 21st century. [no related math or ELA content] Explain how manned space exploration contributes to the 21st century. [CCSS:ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking] Present information on the development of NASA. [CCSS: ELA.SL.4–6; HSPA: Speaking] Select and use tools such as a ruler, tape measure, or protractor to measure parts of a model

rocket.[CCSS: MTH 7.G.2; HSPA: II.C)

Solve problems involving rates to find rocket flight times, distances, and speeds. [CCSS: MTH 6.RP.3; HSPA: I.B)


Test and Quizzes Teacher designed based on lessons. Measure a rocket using customary measures. Measure angles of the rocket’s fins.

Written Assignments Predict the flight behavior of rockets then record their observations in their journals Conduct research on the history of rocketry and write a research report.

Individual and Group Projects Demonstrate understanding of Newton’s Third Law of Motion (the principle of

action/reaction). Design and build a model rocket. Construct a rocket showing the application of Newton’s Third Law of Motion.

End of Unit Exam Calculate distance, time, and speed of rockets. Conduct research on the history of rocketry and create a tri-fold display of the results. Conduct research on the history and development of NASA and write a report. Using the information from the report on the development of NASA, students will create

50

power point presentations and make oral presentations to the class.

Equipment needed: Textbook, Model Rockets, Internet Access, Video Clips

Teacher Resources:A Timeline of Rocket History. Marshall Space Flight Centerhttp://history.msfc.nasa.gov/rocketry/

Activity: Space Decontaminationhttp://www.faa.gov/education/educator_resources/educators_corner/grades_9_12/space_decontamination/

Educators Features and ArticlesSTS-134 Space Shuttle Mission: Resources for Educatorshttp://www.nasa.gov/audience/foreducators/sts134-index.html

Rockets, Educator Guide http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html

Space Shuttle Ascenthttp://www.nasa.gov/audience/foreducators/9-12/index.html


51


http://www.nasa.gov/audience/foreducators/9-12/index.html

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html

http://www.nasa.gov/audience/foreducators/sts134-index.html

http://www.faa.gov/education/educator_resources/educators_corner/grades_9_12/space_decontamination/

http://www.faa.gov/education/educator_resources/educators_corner/grades_9_12/space_decontamination/

http://history.msfc.nasa.gov/rocketry/






Lesson 1Rocket Fundamentals

X hours/days

Lesson 2Chemical Propulsion

X hours/days

Lesson 3Orbits and Trajectories

X hours/days

Lesson 4Space Environment

Lesson 5Our Solar System

Teacher Notes:

Additional classroom activities can be found at the following sites:Space Place Musings: Podcast. NASA scientists explain space science and technology concepts as well as answer questions submitted by community museums, libraries, planetariums, zoos, and aquariums across the nation. http://spaceplace.jpl.nasa.gov/en/educators/podcast/

Curriculum Development Resources







52



http://spaceplace.jpl.nasa.gov/en/educators/podcast/



LESSON REFLECTIONReflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.














53

Common Core Mathematics and Language Arts Standards Found in Fundamentals of Aviation

CCSS code Common Core State StandardMath

MTH 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole-number

measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

MTH.6.EE.2 Write, read, and evaluate expressions in which letters stand fornumbers.

c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems.Perform arithmetic operations, including those involving whole numberexponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

MTH 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

MTH 7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

MTH.7.RP.2 Recognize and represent proportional relationships between quantities

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

c. Represent proportional relationships by equations. For example, iftotal cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

MTH 7.RP.3 Use proportional relationships to solve multistep ratio and percent

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CCSS code Common Core State Standardproblems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

MTH HS.G-SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

English Language Arts and Literacy for Technical SubjectsELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

ELA.RST.7 Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material

under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with

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CCSS code Common Core State Standarddiverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material

under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

ELA.SL.4 Grades 9–10: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and taskGrades 11–12: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

ELA.SL.5 Grades 9–10: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Grades 11–12: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ELA.SL.6 Grades 9–10: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)Grades 11–12: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

ELA.WHST.2 Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas, concepts, and information to

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CCSS code Common Core State Standardmake important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Grades 11–12: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas, concepts, and

information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

ELA.WHST.7 Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationGrades 11–12: Conduct short as well as more sustained research projects

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CCSS code Common Core State Standardto answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ELA.WHST.8 Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

ELA.WHST.9 Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.

Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.

ELA.WHST.10 Grades 9–10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grades 11–12: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

HSPA Mathematics and Language Arts Specifications Found in Fundamentals of Aviation

HSPA NJ High School Proficiency AssessmentWriting Test

SpecificationsWriting prompts will invite responses that are:

age- and grade-level appropriate; clearly focused with a clear purpose; effectively elaborated with details; logically organized, with a clear opening and closing; varied in their vocabulary and sentence structure; reflective of a strong stance; sensitive to audience.

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HSPA NJ High School Proficiency AssessmentWriting prompts will introduce the following elements:

meaningful topics that challenge, broaden, and enrich students' perspectives;

a clear focus; a clearly identifiable theme or central idea; a clearly stated purpose; a context for reflection as an aid to elaboration.

Reading Test Specifications

Everyday Text "Everyday text" is defined as text that people encounter in their everyday lives. It is text written and designed to explain and show how to do something. Everyday texts of varying formats will be selected and/or adapted from previously published sources, such as magazines, newspapers, "how to" books, and hands-on activity kits and workbooks. For the eighth- and eleventh- grade tests, these texts will have a strong link to the central idea or purpose of the informational text and will serve as a resource for students to draw upon in developing and completing the writing project in the Extending Understanding section of the test.

Everyday text will contain the following elements:

topics that are age- and grade-level appropriate; performable activities or actions; a clear, positive purpose; a clearly developed sequence of activities or actions; a clearly developed explanation of activities or actions; vivid and clear illustrations; a range of vocabulary for which adequate context is provided

Reading Test Specifications

Informational Text "Informational text" is text written primarily to convey information. Informational passages will be selected from previously published materials and will be strongly linked to a theme for extending understanding. Informational texts of between 800 and 1200 words (ESPA) or 1200 and 1800 words (GEPA or HSPA) may be used in full or adapted from media articles or texts and will convey a clear central purpose, major ideas, and supporting details. Students will respond to open-ended and multiple-choice questions about those passages.

Informational text will contain the following elements:

topics that are age- and grade-level appropriate; a clear focus; clearly developed elaboration of ideas and supporting details; one or more of the commonly occurring text structures

(sequence/chronological order cause/effect, comparison/contrast); signals to text organization and/or visual aids, including, but not limited

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HSPA NJ High School Proficiency Assessmentto, headings, subheadings, bold and italic typefaces, signal words, maps, graphs, charts, and illustrations;

a range of vocabulary for which adequate context is provided.

Speaking Test Specifications

Speaking requires students to generate, organize, and orally convey information for a variety of purposes and audiences. Effective speakers can relate thoughts and ideas, express an opinion, present information, and tell a story... Students taking the eleventh-grade assessment will prepare and deliver a four-minute speech "to persuade."

Speaking prompts will invite responses that are: age- and grade-level appropriate; clearly focused with a clear purpose; effectively elaborated with details; logically organized, with a clear opening and closing; varied in their vocabulary and sentence structure; reflective of a strong stance; sensitive to audience; clear and audible.

Speaking prompts will introduce the following elements:

topics that are age- and grade-level appropriate; a clear focus; a clearly identifiable theme or central idea; a clearly stated purpose with an identified audience; questions for reflection as an aid to elaboration.

MTH: I.B Apply ratios, proportions, and percents to a variety of situations.

KNOWLEDGE: The student should have conceptual understanding of ratio (2). The student should be able to solve proportions (5)

PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the student should be able to illustrate and model ratios, proportions, and percents in real-life situations; solve a variety of problems using proportions and percents (9)

MTH: II.A Recognize, visualize, analyze, and apply geometric properties, relationships, and patterns in real-world and/or problem-solving contexts using models, manipulatives, or technology.

MTH: II.C Apply the principles of measurement and geometry to solve problems involving direct and indirect measurement.

MTH.III.C Collect, organize, represent, analyze, and interpret data.MTH: IV.C Use algebraic concepts and processes to concisely express, analyze, and model

real-world situations.

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HSPA NJ High School Proficiency AssessmentMTH: IV.B Use various types of functions to represent mathematical or real-world

situations

GEPA Language Arts Specification Found in Fundamentals of Aviation

GEPA NJ High School Proficiency AssessmentSpeaking Test Specifications

Speaking requires students to generate, organize, and orally convey information for a variety of purposes and audiences. Effective speakers can relate thoughts and ideas, express an opinion, present information, and tell a story. During this component of the assessment...eighth-grade students will prepare and deliver a three-minute speech "to explain."

Speaking prompts will invite responses that are: age- and grade-level appropriate; clearly focused with a clear purpose; effectively elaborated with details; logically organized, with a clear opening and closing; varied in their vocabulary and sentence structure; reflective of a strong stance; sensitive to audience; clear and audible.

Speaking prompts will introduce the following elements:

topics that are age- and grade-level appropriate; a clear focus; a clearly identifiable theme or central idea; a clearly stated purpose with an identified audience; questions for reflection as an aid to elaboration.

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