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Electric Cargo Airplane Curriculum Module

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Electric Cargo Airplane Curriculum Module 1 ELECTRIC CARGO AIRPLANE CURRICULUM MODULE TABLE OF CONTENTS Acknowledgments 3 About the American Institute of Aeronautics and Astronautics 4 Our History: Two Pioneering Traditions United 4 AIAA STEM K–12 Outreach 4 AIAA Educator Academy Curriculum Module Overview 5 Standards Correlation Matrices 6 National Science Standards 6 National Education Technology Standards for Students (NETS·S) 8 National Math Standards 9 National Language Arts Standards 10 Glossary of Airplane Terms Tailored to the Cargo Airplane Challenge 11 Background Information for Educators 15 Engineering Design Process for Secondary Students 18 Electric Cargo Airplane Challenge Unit Plan 19 Appendix 26 Electric Cargo Airplane Guide 27 High School Information Sheet 30 Supplemental Resources 33 3 Acknowledgments The American Institute of Aeronautics and Astronautics STEM K–12 Outreach Committee would like to thank the following individuals and organizations for their dedication to STEM education and their contributions to the AIAA Educator Academy. AIAA STEM K–12 Curriculum Development Team: Ben Longmier Elizabeth Henriquez Tom Milnes Paul Wiedorn Edgar Bering Elana Slagle AIAA STEM K–12 Partners and Supporters: The AIAA Mid-Atlantic Section The AIAA Houston Section The University of Houston The AdAstra Rocket Company Colonel Neal Barlow Dr. Mark Lewis 4 ABOUT THE AMERICAN INSTITUTE OF AERONAUTICS AND ASTRONAUTICS Our History: Two Pioneering Traditions United For more than 70 years, AIAA has been the principal society of the aerospace engineer and scientist. But we haven’t always been AIAA, or even one organization. In 1963, the two great aerospace societies of the day merged. The American Rocket Society and the Institute of the Aerospace Sciences joined to become AIAA. Both brought long and eventful histories to the relationship – histories that stretched back to 1930 and 1932 respectively, a time when rocketry was the stuff of science fiction and the aviation business was still in its infancy. Each society left its distinct mark on AIAA. The merger combined the imaginative, risk-taking, shoot-for-the-moon outlook of Project Mercury-era rocket, missile, and space professionals with the more established, well- recognized, industry-building achievers of the aviation community. The resulting synergy has benefited aerospace ever since. Today, with more than 35,000 members, AIAA is the world’s largest professional society dedicated to the progress of engineering and science in aviation, space, and defense. The Institute continues to be the principal voice, information resource, and publisher for aerospace engineers, scientists, managers, policymakers, students, and educators. AIAA is also the go-to resource for stimulating professional accomplishment and standards-driven excellence in all areas of aerospace for prominent corporations and government organizations worldwide. AIAA STEM K–12 Outreach AIAA and its members offer a wide range of learning, career enhancement, and employment opportunities for the aerospace community. Our programs engage each generation of aerospace engineers. Beginning with STEM learning opportunities for K–12 students, AIAA provides the tools and resources necessary for educators and students to take their understanding of aerospace to the next level. Our growing community of university students is invited to take part in design competitions, scholarships, and internships, and receives discounts on textbooks and conferences. Additionally, aerospace professionals can participate in our many conferences and continuing education courses, and use our career placement services, promoting career enhancement and professional growth. AIAA is committed to supporting STEM education and provides complimentary lifetime memberships to our K–12 educators. For more information on joining AIAA as an Educator Associate, please visit www.aiaa.org/join. 5 AIAA EDUCATOR ACADEMY CURRICULUM MODULE OVERVIEW This curriculum module is inspired by the Maryland Engineering Challenges Middle and High School Electric Cargo Airplane Challenge held annually every spring by the AIAA Mid-Atlantic Section (https://info.aiaa.org/ Regions/NE/MidAtlantic/default.aspx) at the Baltimore Museum of Industry (http://www.thebmi.org/) with the able assistance of the Howard County Combined Squadron and the Maryland Wing (http://www.mdcap.org/) of the Civil Air Patrol (http://www.gocivilairpatrol.com/). Student teams are challenged to build an airplane with maximum dimensions of 3’ length, width, and height around a specified DC motor that can carry the maximum amount of cargo as it flies around a power pole that supplies electricity and mechanical support via a tether, as shown in Figure 1. TETHER POWER Figure 1 – Electric Cargo Plane Taking off at Baltimore Museum of Industry The challenge reinforces many key concepts in elementary physics such as kinematics and dynamics while demonstrating how engineers combine science, math, research, and experimentation to build a successful cargo plane. The capstone event, a fly-off between student teams to find whose plane can carry the most cargo, can be held in the classroom or gym or at an event sponsored by your local AIAA professional section. 6 STANDARDS CORRELATION MATRICES As different educators take varying approaches to teaching each segment of the content, this section indicates the national standards that correlate to the Electric Cargo Airplane Curriculum Module as a whole. National Science Standards 5–8 Unifying Concepts and Processes, 5–8 Earth and Space Science Systems, order and organization t Structure of the Earth system Evidence, models and explanation t Earth’s history Change, constancy and measurement t Earth in the solar system Evolution and equilibrium Science and Technology Form and function t Abilities of technological design t Science as Inquiry Understanding about science and technology Abilities necessary to do scientific inquiry t Personal and Social Perspectives Understanding about scientific inquiry t Personal health Physical Science Populations, resources, and environments Properties and changes of properties in matter t Natural hazards Motions and forces t Risks and benefits Transfer of energy t Science and technology in society t Life Science History and Nature of Science Structure and function in living systems Science as human endeavor t Reproduction and heredity Nature of science t Regulation and behavior History of science t Populations and ecosystems Diversity and adaptations of organisms STANDARDS CORRELATION MATRICES 7 National Science Standards 9–12 Unifying Concepts and Processes, 9–12 Earth and Space Science Systems, order and organization t Energy in the earth system Evidence, models and explanation t Geochemical cycles Change, constancy and measurement t Origin and evolution of the earth system Evolution and equilibrium Origin and evolution of the universe Form and function t Science and Technology Science as Inquiry Abilities of technological design t Abilities necessary to do scientific inquiry t Understanding about science and technology Understanding about scientific inquiry t Personal and Social Perspectives Physical Science Personal and community health Structure of atoms Populations growth Structure and properties of matter Natural resources Chemical reactions Environmental quality Motions and forces t Natural and human-induced hazards Conservation of energy and increase in disorder History of Nature and Science Interactions of energy and matter t Science as human endeavor t Life Science Nature of scientific knowledge t The cell Historical perspectives t Molecular basis of heredity Biological evolution Interdependence of organisms Matter, energy, and organization in living systems Behavior of organisms 8 STANDARDS CORRELATION MATRICES National Education Technology Standards for Students (NETS·S) Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Apply existing knowledge to generate new ideas, t Identify and define authentic problems and products, or processes t significant questions for investigation Create original works as a means of personal or t Plan and manage activities to develop a solution or group expression t complete a project Use models and simulations to explore complex t Collect and analyze data to identify solutions and/ systems and issues t or make informed decisions Identify trends and forecast possibilities Use multiple processes and diverse perspectives to t explore alternative solutions Communication and Collaboration Digital Citizenship Interact, collaborate, and publish with peers, t experts, or others employing a variety of digital Advocate and practice safe, legal, and responsible environments and media use of information and technology Communicate information and ideas effectively to t Exhibit a positive attitude toward using technology t multiple audiences using a variety of media and that supports collaboration, learning, and formats productivity Develop cultural understanding and global Demonstrate personal responsibility for lifelong awareness by engaging with learners of other learning cultures Exhibit leadership for digital citizenship Contribute to project teams to produce original t works or solve problems Technology Operations and Concepts Research and Information Fluency Understand and use technology systems t Plan strategies to guide inquiry t Select and use applications effectively and t productively Locate, organize, analyze, evaluate, synthesize, t and ethically use information from a variety of Troubleshoot systems and applications
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