electric cargo airplane curriculum module - American Institute of

34 Pages·2012·3.01 MB·English

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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
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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
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bout thE mErican nstitutE of
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Eronautics and stronautics
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.
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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.
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tandards orrElation atricEs
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 • Structure of the Earth system
Evidence, models and explanation • Earth’s history
Change, constancy and measurement • Earth in the solar system
Evolution and equilibrium Science and Technology
Form and function • Abilities of technological design •
Science as Inquiry Understanding about science and technology
Abilities necessary to do scientific inquiry • Personal and Social Perspectives
Understanding about scientific inquiry • Personal health
Physical Science Populations, resources, and environments
Properties and changes of properties in matter • Natural hazards
Motions and forces • Risks and benefits
Transfer of energy • Science and technology in society •
Life Science History and Nature of Science
Structure and function in living systems Science as human endeavor •
Reproduction and heredity Nature of science •
Regulation and behavior History of science •
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 • Energy in the earth system
Evidence, models and explanation • Geochemical cycles
Change, constancy and measurement • Origin and evolution of the earth system
Evolution and equilibrium Origin and evolution of the universe
Form and function • Science and Technology
Science as Inquiry Abilities of technological design •
Abilities necessary to do scientific inquiry • Understanding about science and technology
Understanding about scientific inquiry • 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 • Natural and human-induced hazards
Conservation of energy and increase in disorder History of Nature and Science
Interactions of energy and matter • Science as human endeavor •
Life Science Nature of scientific knowledge •
The cell Historical perspectives •
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, •
Identify and define authentic problems and •
products, or processes
significant questions for investigation
Create original works as a means of personal or •
Plan and manage activities to develop a solution or •
group expression
complete a project
Use models and simulations to explore complex •
Collect and analyze data to identify solutions and/ •
systems and issues
or make informed decisions
Identify trends and forecast possibilities
Use multiple processes and diverse perspectives to •
explore alternative solutions
Communication and Collaboration
Digital Citizenship
Interact, collaborate, and publish with peers, •
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 • Exhibit a positive attitude toward using technology •
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 •
works or solve problems Technology Operations and Concepts
Research and Information Fluency Understand and use technology systems •
Plan strategies to guide inquiry • Select and use applications effectively and •
productively
Locate, organize, analyze, evaluate, synthesize, •
and ethically use information from a variety of Troubleshoot systems and applications
sources and media
Transfer current knowledge to learning of new
Evaluate and select information sources and digital •
technologies
tools based on the appropriateness to specific tasks
Process data and report results •
standards corrElation matricEs 9
National Math Standards K–12
Number and Operations Problem Solving
Understand numbers, ways of representing Build new mathematical knowledge through •
numbers, relationships among numbers, and problem solving
number systems
Solve problems that arise in mathematics and in •
Understand meanings of operations and how they • other contexts
relate to one another
Apply and adapt a variety of appropriate strategies •
Compute fluency and make reasonable estimates • to solve problems
Monitor and reflect on the process of mathematical
Algebra
problem solving
Understand patterns, relations, and functions Reasoning and Proof
Represent and analyze mathematical situations and Recognize reasoning and proof as fundamental
structures using algebraic symbols aspects of mathematics
Use mathematical models to represent and
Make and investigate mathematical conjectures
understand quantitative relationships
Develop and evaluate mathematical arguments and
Analyze change in various contexts
proofs
Geometry Select and use various types of reasoning and
methods of proof
Analyze characteristics and properties of two-
and three-dimensional geometric shapes and Communication
develop mathematical arguments about geometric
Organize and consolidate their mathematical
relationships
thinking through communication
Specify locations and describe spatial
Communicate their mathematical thinking •
relationships using coordinate geometry and other
coherently and clearly to peers, teachers, and
representational systems
others
Apply transformations and use symmetry to analyze
Analyze and evaluate the mathematical thinking
mathematical situations
and strategies of others;
Use visualization, spatial reasoning, and geometric •
Use the language of mathematics to express
modeling to solve problems
mathematical ideas precisely.
Measurement
Connections
Understand measurable attributes of objects and •
Recognize and use connections among •
the units, systems, and processes of measurement
mathematical ideas
Apply appropriate techniques, tools, and formulas •
Understand how mathematical ideas interconnect
to determine measurements.
and build on one another to produce a coherent
Data Analysis and Probability whole
Recognize and apply mathematics in contexts •
Formulate questions that can be addressed with •
outside of mathematics
data and collect, organize, and display relevant
data to answer them Representation
Select and use appropriate statistical methods to •
Create and use representations to organize, record, •
analyze data
and communicate mathematical ideas
Develop and evaluate inferences and predictions •
Select, apply, and translate among mathematical •
that are based on data
representations to solve problems
Understand and apply basic concepts of
Use representations to model and interpret physical, •
probability
social, and mathematical phenomena
10 standards corrElation matricEs
National Language Arts Standards K–12
Reading for Perspective Evaluating Data •
Students read a wide range of print and non- • Students conduct research on issues and interests •
print texts to build an understanding of texts, of by generating ideas and questions, and by posing
themselves, and of the cultures of the United States problems. They gather, evaluate, and synthesize
and the world; to acquire new information; to data from a variety of sources (e.g., print and
respond to the needs and demands of society and non-print texts, artifacts, people) to communicate
the workplace; and for personal fulfillment. Among their discoveries in ways that suit their purpose and
these texts are fiction and nonfiction, classic and audience.
contemporary works.
Developing Research Skills •
Understanding the Human Experience •
Students use a variety of technological and •
Students read a wide range of literature from many information resources (e.g., libraries, databases,
periods in many genres to build an understanding computer networks, video) to gather and synthesize
of the many dimensions (e.g., philosophical, information and to create and communicate
ethical, aesthetic) of human experience. knowledge.
Evaluation Strategies Multicultural Understanding •
Students apply a wide range of strategies to • Students develop an understanding of and respect
comprehend, interpret, evaluate, and appreciate for diversity in language use, patterns, and dialects
texts. They draw on their prior experience, their across cultures, ethnic groups, geographic regions,
interactions with other readers and writers, their and social roles.
knowledge of word meaning and of other texts,
Applying Non-English Perspectives
their word identification strategies, and their
understanding of textual features (e.g., sound- Students whose first language is not English make
letter correspondence, sentence structure, context, use of their first language to develop competency
graphics). in the English language arts and to develop
Communication Skills • understanding of content across the curriculum.
Participating in Society •
Students adjust their use of spoken, written, •
and visual language (e.g., conventions, style, Students participate as knowledgeable, reflective,
vocabulary) to communicate effectively with a creative, and critical members of a variety of
variety of audiences and for different purposes. literacy communities.
Communication Strategies Applying Language Skills
Students employ a wide range of strategies as they Students use spoken, written, and visual language •
write and use different writing process elements to accomplish their own purposes (e.g., for
appropriately to communicate with different learning, enjoyment, persuasion, and the exchange
audiences for a variety of purposes. of information).
Applying Knowledge •
Students apply knowledge of language
structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative
language, and genre to create, critique, and
discuss print and non-print texts.