21St Century Instructional Guide for Career Technical Education s6

PLTW is a purchased curriculum and adheres to a specified instructional course outline provided by PLTW; however, this template is being made available for your personal classroom notes/use.

21st Century Instructional Guide for Career Technical Education

Aerospace Engineering Engineering and Technical Cluster Pre-engineering PLTW Concentration

Title: Aerospace Engineering (WEVIS 2468)

Standard Number: History of Flight ET.S.AEROSP.1 Students will examine the history of flight. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.1.1 compare various vehicles used for human flight. ET.O.AEROSP.1.2 research the function of the main components of an airplane. ET.O.AEROSP.1.3 outline the forces acting on an airplane. ET.O.AEROSP.1.4 apply their knowledge of airplane components to design their own airplane using a computer design tool. ET.O.AEROSP.1.5 evaluate and compare the effects of design changes on the performance of an airplane. ET.O.AEROSP.1.6 assess the flight characteristics of an airplane through the use of a flight simulator. Standard Number Aerodynamics and Testing ET.S.AEROSP.2 Students will  research aerodynamics.  construct an airfoil.  test an airfoil using a wind tunnel. Essential Questions: 1 Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.2.1 compare the various forces acting on an airplane in flight. ET.O.AEROSP.2.2 determine the various factors that affect the lift and drag forces generated by an airfoil. ET.O.AEROSP.2.3 demonstrate the technical terms used to describe the geometry and performance of an airfoil. ET.O.AEROSP.2.4 analyze using a computer simulation tool the performance of an airfoil design. ET.O.AEROSP.2.5 evaluate and compare using a computer simulation several airfoil designs. ET.O.AEROSP.2.6 apply their knowledge of aerodynamics to design an airfoil that meets specifications. ET.O.AEROSP.2.7 extract geometric data from the FoilSim applet. ET.O.AEROSP.2.8 use a spreadsheet application to scale the geometric data points extracted from FoilSim to define an airfoil with a given chord length. ET.O.AEROSP.2.9 utilize modeling software to design templates to be used for accurately cutting airfoil shapes from a foam core. ET.O.AEROSP.2.10 use appropriate tools and machines to safely and accurately construct an airfoil to be tested in a wind tunnel. ET.O.AEROSP.2.11 evaluate different types of readily available foam products to determine the advantages and disadvantages of each in the construction of airfoil shapes. ET.O.AEROSP.2.12 outline the various components of a wind tunnel. ET.O.AEROSP.2.13 research the various instruments used to measure the lift and drag forces generated by an airfoil. ET.O.AEROSP.2.14 synthesize a test plan to measure the 2 performance of an airfoil. ET.O.AEROSP.2.15 measure the performance of an airfoil using lab equipment. ET.O.AEROSP.2.16 analyze the performance data gathered during testing. ET.O.AEROSP.2.17 evaluate and compare several performance characteristics of the airfoil. ET.O.AEROSP.2.18 communicate their test results through a technical report and a presentation to the class. Standard Number: Flight Systems ET.S.AEROSP.3 Students will  design a glider.  construct a glider.  test a glider. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.3.1 outline the requirements for a glider to remain stable in flight. ET.O.AEROSP.3.2 utilize software to layout a glider that complies with characteristics provided by the instructor. ET.O.AEROSP.3.3 design a glider for maximum flight distance. ET.O.AEROSP.3.4 construct a glider that accurately represents their design. ET.O.AEROSP.3.5 summarize test data to identify the best glider design. ET.O.AEROSP.3.6 write a proposal for “phase two” funding for a revised glider design. Standard Number: Astronautics ET.S.AEROSP.4 Students will  measure rocket engine thrust.  measure model rocket trajectory.  utilize a rocket camera.

3  research orbital mechanics. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.4.1 design and build a rocket engine thrust testing device. ET.O.AEROSP.4.2 test the thrust of a model rocket engine. ET.O.AEROSP.4.3 test the thrust of a model rocket engine. ET.O.AEROSP.4.4 compare and contrast the terms and concepts of the design, flight, and forces on a model rocket and be able to explain how they interaction. ET.O.AEROSP.4.5 investigate how changes in various design characteristics of a model rocket will affect the model rocket’s flight performance. ET.O.AEROSP.4.6 work collaboratively as an engineering team to construct a model rocket fom a kit, fly it safely, and make predications, observations, and comparisons of flight data. ET.O.AEROSP.4.7 use trigonometry to calculate an estimate for the maximum altitude a model rocket obtains during a launch. ET.O.AEROSP.4.8 calculate a rocket’s maximum velocity and maximum acceleration given rocket data and rocket engine performance specifications. ET.O.AEROSP.4.9 use the Internet and the library to conduct research on the importance of aerial photography. ET.O.AEROSP.4.10 demonstrate an understanding of the scientific method by formulating a testable research question, and designing and conducting an aerial photography project/experiment. ET.O.AEROSP.4.11 calculate the scale factor of aerial 4 photographs, and use the scale factor to determine the rocket’s altitude when the photography was taken, and determine the length of objects in the photographs using the photograph’s scale factor. ET.O.AEROSP.4.12 examine how the launch angle relates to or affects the forces of lift, thrust, weight and drag. ET.O.AEROSP.4.13 research conic sections. ET.O.AEROSP.4.14 investigate historical figures in orbit theory. ET.O.AEROSP.4.15 observe basic orbit theory through a laboratory exercise. ET.O.AEROSP.4.16 examine satellite motion and the application of orbit parameters by observing actual earth satellite motion. Standard Number: Space Life Sciences ET.O.AEROSP.5 Students will  examine life support and environmental systems.  discover the effects of gravity on the human body.  evaluate a microgravity drop tower. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.5.1 design and conduct experiments related to positive g-force. ET.O.AEROSP.5.2 conduct experiments and collect data. ET.O.AEROSP.5.3 analyze the results of experiments through careful observation of experiment videotape. ET.O.AEROSP.5.4 synthesize the data and apply experimental conclusions to real-world situations. ET.O.AEROSP.5.5 construct a reduced gravity test device that can be used safely to simulate reduced gravity. ET.O.AEROSP.5.6 experience the feeling of reduced gravity and vestibular stimulation. 5 ET.O.AEROSP.5.7 acquire data such as pulse rate and response time during stress tests performed in a reduced gravity environment. ET.O.AEROSP.5.8 analyze data and draw conclusions regarding the effects of reduced gravity and vestibular stimulation on the human body. ET.O.AEROSP.5.9 show and describe the videotape of drop experiment. ET.O.AEROSP.5.10 evaluate the results of the drop experiment with regard to anticipated outcomes. ET.O.AEROSP.5.11 describe recommendations for modifying the experiment. ET.O.AEROSP.5.12 communicate in a journal, including a daily entry that explains what was done, what needs to be done and results. Standard Number: Aerospace Material ET.S.AEROSP.6 Students will  research composite plastic fabrication and testing.  evaluate the thermal protection systems for space vehicle. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.6.1 mold various composite materials into the standard size 1” x 12” test sample. ET.O.AEROSP.6.2 build a test jig to test each composite sample for deflection. ET.O.AEROSP.6.3 conduct experiments and record data on the deflection of various composite samples using a micrometer and a dial indicator. ET.O.AEROSP.6.4 analyze and graph the results of the deflection experiments. ET.O.AEROSP.6.5 identify the material properties that are necessary for an effective Thermal Protection Systems (TPS). 6 ET.O.AEROSP.6.6 research the process of a space vehicle re- entry and the temperature extremes that a space vehicle may be subjected. ET.O.AEROSP.6.7 compare and contrast the thermal protection capability of several materials through tests of materials and related research. ET.O.AEROSP.6.8 evaluate and compare the thermal test results of several materials. ET.O.AEROSP.6.9 apply knowledge of material properties to select the best candidate materials for use in a thermal protection system. Standard Number: Intelligent Vehicles ET.S.AEROSP.7 Students will build an intelligent vehicle. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.7.1 design a computer driven system for a robot to perform a series of predetermined functions without having anything impede its progress while successfully delivering a payload to a predetermined location. ET.O.AEROSP.7.2 develop a rubric that will be used to assess the design-build-operate criteria of the robot. ET.O.AEROSP.7.3 design, build and test an intelligent vehicle that will meet criteria determined by the goals established by the students. Standard Number: Student Organization Participation ET.S.AEROSP.8 Students will participate in a local student organization. Essential Questions: Objectives: Students will Learning Plan & Notes to Instructor: ET.O.AEROSP.8.1 assess the purpose and goals of student organizations. ET.O.AEROSP.8.2 demonstrate leadership skills through 7 participation in student organization activities such as meetings, programs, projects and competitions. ET.O.AEROSP.8.3 evaluate the benefits and responsibilities of participation in student, professional and civic organizations as an adult. 21st Century Skills Learning Skills & Technology Tools Teaching Strategies Evidence of Success Culminating Activity Information and 21C.O.9- Student recognizes Communication 12.1.LS1 information needed for Skills: problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media. 21C.O.9- Student analyzes and 12.1.LS2 interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques. 21C.O.9- Student creates information 12.1.LS3 using advanced skills of analysis, synthesis and evaluation and shares this 8 information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes. 21C.O.9- Student makes informed 12.1.TT1 choices among available advanced technology systems, resources and services (e.g., global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information. 21C.O.9- Student routinely applies Students will utilize computer Completed assignments 12.1.TT2 keyboarding skills, software on a routine basis keyboarding shortcut to complete assignments. techniques, and mouse skills with facility, speed and accuracy. 21C.O.9- Student uses advanced 12.1.TT3 utilities (e.g., zipping or compressing files, file level anti-virus scans), converts files to different formats (e.g., .doc, .xls, .mdb, .htm, .pdf) and saves finished products to multiple media sources (e.g., CDRW, DVDR, 9 USB drives, shared folders, web-based file storage). 21C.O.9- Student uses audio, video, 12.1.TT4 pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment. 21C.O.9- Student uses advanced 12.1.TT5 features of word processing software (e.g., outline, table of contents, index feature, draw tool, headers and footers, track changes, macros, hyperlinks to other file formats, etc.). 21C.O.9- Student uses advanced 12.1.TT6 features and utilities of spreadsheet software, (e.g., formulas, filters, pivot tables, pivot charts, macros, conditional formatting), to perform calculations and to organize, analyze and report data. 21C.O.9- Student uses advanced 12.1.TT7 features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non- 10 linear presentation) to communicate ideas to multiple audiences. 21C.O.9- Student uses advanced 12.1.TT8 features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results. 21C.O.9- Student uses advanced 12.1.TT9 telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups. 21C.O.9- Student implements various 12.1.TT10 Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness. 21C.O.9- Student implements various 12.1.TT10 Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to 11 gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness. 21C.O.9- Student imports and exports 12.1.TT11 multiple data formats and integrates to multiple productivity programs (e.g., exports comma delimited files, standard data formats) and understands transferability of data among different programs. Thinking and 21C.O.9- Student engages in a critical Reasoning Skills: 12.2.LS1 thinking process that supports synthesis and conducts evaluation using complex criteria. 21C.O.9- Student draws conclusions 12.2.LS2 from a variety of data sources to analyze and interpret systems. 21C.O.9- Student visualizes the 12.2.LS4 connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products. 21C.O.9- Student knows how to find 12 12.2.TT1 information necessary to solve advanced problems related to hardware, software, networks, and connections (e.g., by accessing online help, Internet searches, technical documentation, system utilities, and communication with technical experts). 21C.O.9- Student collaborates with 12.2.TT2 peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. 21C.O.9- Student uses multiple 12.2.TT3 electronic sources of information and multiple technology tools and resource tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions. 13 21C.O.9- Student uses technology tools 12.2.TT4 and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution. Personal and 21C.O.9- Student remains composed Workplace Skills: 12.3.LS1 and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win- win perspective, and derives personal satisfaction from achieving group goals. 21C.O.9- Student independently 12.3.LS2 considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work. 21C.O.9- Student demonstrates 12.3.LS3 ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and 14 commitment to continued learning. 21C.O.9- Student demonstrates ethical 12.3.LS4 behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning. 21C.O.9- Student exhibits positive Students will participate in SkillsUSA or TSA 12.3.LS5 leadership through SkillsUSA or TSA and meeting minutes interpersonal and problem- become a chapter or state solving skills that contribute to officer or serve as Class work achieving the goal. He/she chairpersons of committees. helps others stay focused, Students will work distributes tasks and cooperatively in the responsibilities effectively, classroom taking leadership and monitors group progress roles. toward the goal without undermining the efforts of others. 21C.O.9- Student maintains a strong 12.3.LS6 focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal; and establishes 15 benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product. 21C.O.9- Student protects software, 12.3.TT1 hardware and network resources from viruses, vandalism, and unauthorized use and employs proper techniques to access, use and shut down technology equipment. 21C.O.9- Student works collaboratively 12.3.TT2 to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

16 21C.O.9- Student evaluates current 12.3.TT3 trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society. 21C.O.9- Student adheres to Students will sign and Ethical use of technology 12.3.TT4 acceptable use policy and adhere to a school-wide displays ethical behaviors acceptable use policy. related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus settling, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

17 21C.O.9- Student models ethical Students will sign and Ethical use of technology 12.3.TT5 behavior relating to security, adhere to a school-wide privacy, computer etiquette, acceptable use policy. passwords and personal information and demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multimedia presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. 21C.O.9- Student evaluates and 12.3.TT6 applies technology tools for research, information analysis, problem-solving, content learning, decision making, and lifelong learning. 21C.O.9- Student protects his/her 12.3.TT7 identity online and in email and/or websites, limits the distribution of personal information/pictures, and evaluates the authenticity of emails that solicit personal information. Student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

18 21C.O.9- Student uses technology to 12.3.TT8 seek strategies and information to address limits in their own knowledge. Learning Skills & Technology Tools Teaching Strategies Evidence of Success Culminating Activity Entrepreneurial Student understands the Students take available on- Results from self-quizzes Skills: personal traits/behaviors line quizzes to learn their associated with successful entrepreneurial aptitudes entrepreneurial performance. such as: http://www.bizmove.com/oth er/quiz.htm

Student understands Students will utilize computer Completed assignments concepts and procedures software and hardware to needed for basic computer complete assignments. operations. Student understands Students will interview Interviews/reports concepts and strategies draftspersons to learn how needed for career exploration, their career paths developed. development and growth. Culminating Assessment: Culminating End of Concentration Performance Evaluation Assessment: Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D, Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team, Extemporaneous Presentation, and Prepared Presentation

Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display, Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl 19 Links and Other Resources Links and Other Related Websites: Resources: Pathways to Success http://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Century http://www.dol.gov/

Advanced Distributed Learning www.adlnet.org

America's Career InfoNet www.acinet.org

America's Job Bank www.ajb.org

America's Service Locator www.servicelocator.org

CareerOneStop www.careeronestop.org

Employment & Training Administration www.doleta.gov

The Job Accommodation Network (JAN) http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archives http://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Network www.doleta.gov/programs/onet

Office of Disability Employment Policy www.dol.gov/odep

20 Career Voyages http://www.careervoyages.gov/index.cfm

Workforce West Virginia https://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE) http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Education http://careertech.k12.wv.us/

Contacts Contacts: CTE Teachers: See CTE Directory Cluster Coordinator: Kathy Gillman, [email protected] OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson