1 Oswego Update Project A Graduate Research Project Updating Course Outlines in Technology Education June 2004 “Transportation Systems” In collaboration with: Developer: Mr. Ian Burke, Graduate Research, SUNY – Oswego, allon1wheel@hotmail.com Project Directors: Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov Content Consultants: Mr. Earl Billings, Cato-Meridian High School, billingse@yahoo.com Mr. Martin Miner, Cicero-North Syracuse High School, mminer@cnstech.org Mr. George Powers, Union Spring Central School District, gpowers@uscs.org Mr. John Mulckahey, Port Byron Central School, mic@hotmail.com Original Writing Team: Thomas Barrowman, Queensbury Schools, Glens Falls Donald Jambro, Greece Athena Senior High School, Rochester Digitally available at www.oswego.edu/~waite 2 Forward The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized. The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states. Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project. It is hoped that this graduate-level research endeavor will accomplish the following: provide a solid graduate research project for the developers involved (learning by doing) involve known, successful teachers as consultants to the process through a common interview template honor the work and dedication of the original writing teams refresh course objectives and teaching strategies forge a more uniform format between and among course outlines update the bibliography of each course to reflect the last ten years of literature review include Internet resources both useful as general professional tools, and as specific content enhancement develop an index showing how NYS M/S/T standards are accomplished for each course objective The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media. Dr. William Waite, Professor SUNY Oswego, Dept. of Technology School of Education 3 Overview of the Course Course Rationale/Description Transportation systems is a is a course that will acquaint students with a range of methods used to move people, materials, and products, across the land sea and air. The study of these systems will be the main focus of the course. The theory of operation and the scientific principles of the transportation systems will be included. The course will consist of 20 or more instructional topics and 60-70 lab periods for student activity. Such lab activities will include construction of model cars, planes, rockets, and boats. Students will also experiment with internal combustion engines that are used to power our transportation systems. Transportation systems, and the technology that is involved with them, is rapidly changing. These systems play an immeasurable role in the lives of students and citizens in the modern world. Every aspect of our lives is effected by these systems right down to how the students arrived at school today. Knowing and understanding these systems will give students a real advantage in a world that revolves around transportation. Course Goals Students will be able to: o o o o o o o o o Assess the importance of transportation systems upon society Define terms that are related to transportation Demonstrate safe work habits during work periods Exhibit problem solving and critical thinking skill required in the design and construction of model cars, boats, planes and rocket Use mathematical and scientific principles for problem solving in class Explain the theory and operation fro two and four cycle engines Identify and use basic and specialty tools Make informed decisions when choosing methods of transportation Describe the economic and environment impacts that our transportation systems have on the earth and humans Total teaching time Transportation systems is a 1/2 unit course that requires 52 hours of teaching time (18 weeks) 4 Content Outline Module 1.0 – Transportation systems: land, sea, and air 1.1 History of land transportation 1.1.1 Man on foot/ ox and cart, horse back and camels 1.1.2 Steam trains 1.1.3 Horseless carriage, automobiles and motorcycles 1.2 History of sea transportation 1.2.1 Rafts and canoes 1.2.2 Paddle and human powered boats 1.2.3 Sail ships 1.2.4 Personal and commercial power boats 1.3 History of air transportation 1.3.1 Lighter that air flight, balloons 1.3.2 Gliders 1.3.3 Powered flight Module 2.0 – Airplane history and identification 2.1 Important people in the history of flight 2.1.1 Leonardo Di Vinci 2.1.2 Wright brothers 2.1.3 Charles Lindberg 2.1.4 Chuck Yeager 2.2 Significant airplanes in history 2.2.1 1903 Wright flyer biplane 2.2.2 1926 Ford tri-motor 2.2.3 1936 Douglas DC-3 2.2.4 1940 Boeing B-17 2.2.5 1947 Bell X-1 2.2.6 1970 Boeing 747 2.2.7 1974 Concord 2.2.8 SR-71 Blackbird Module 3.0 – Airplane instrument and controls 3.1 Airplane instruments 3.1.1 Altimeter 3.1.2 Airspeed indicator 3.1.3 Magnetic compass 3.1.4 Turn indicator 3.1.5 Artificial horizon 3.2 Airplane controls surfaces 3.2.1 Elevator 3.2.2 Flaps 3.2.3 Ailerons 3.2.4 Rudder 3.2.5 Trim tabs 3.3 Airplane movements 3.3.1 Pitch 3.3.2 Yaw 3.3.3 Roll 5 Module 4.0 – Airplane engines and propulsion 4.1 Internal combustion engines 4.1.1 Inline engine 4.1.2 Opposed 4.1.3 V-configuration 4.1.4 Rotary 4.2 Reciprocating engines 4.2.1 Jet 4.2.2 Turbo-jet 4.2.3 Propjet 4.2.4 Ramjet 4.2.5 Pulsejet 4.3 Propellers 4.3.1 Controlled pitch 4.3.2 Constant speed 4.3.3 Feathering Module 5.0 – Airplane navigation 5.1 Early navigation 5.1.1 Compass 5.1.2 Pilotage 5.1.3 Dead reckoning 5.2 Modern navigation 5.2.1 Global Positioning Systems 5.2.2 Radar 5.2.3 Internal guidance Module 6.0 - Commercial airlines an terminals 6.1 Airline types 6.1.1 Domestic truck carriers 6.1.2 International carriers 6.1.3 Regional carriers Module 7.0 – Model rocket parts and theory of flight 7.1 Rocket parts 7.1.1 Fins 7.1.2 Body tube 7.1.3 Nose cone 7.1.4 Parachute 7.2 Rocket fin parts 7.2.1 Root edge 7.2.2 Leading Edge 7.2.3 Trailing edge 7.2.4 Tip 7.3 Recovery system 7.3.1 Parachute 7.3.2 Shock cord 7.3.3 Shroud line 7.4 Stages of flight 7.4.1 Take off 7.4.2 Thrusting flight 7.4.3 Coasting 6 7.4.4 7.4.5 7.4.6 Ejection of recovery system Recovery Touchdown Module 8.0 – History of Rockets 8.1 First uses of rockets 8.1.1 Warfare – Chinese 8.1.2 Fireworks 8.1.3 Development of black powder 8.2 Developers of rocket technology 8.2.1 Konstantine Tsiolkovsky 8.2.2 Robert Goodard 8.2.3 Herman Oberth 8.3 Space missions 8.3.1 Sputnik 1 8.3.2 Explorer 1 8.3.3 Vostik 1 8.3.4 Red Stone Rocket Module 9.0 – Rocket engines 9.1 Rocket engine principles 9.1.1 Newton’s third law 9.1.2 Rapidly expanding gas 9.1.3 Nozzle – creates uneven pressure 9.2 Rocket engine types 9.2.1 Solid 9.2.2 Liquid 9.2.3 Electric 9.2.4 Nuclear Module 10 .0 – History of marine transportation 10.1 Egyptian innovations 10.1.1 Sails 10.1.2 Plank board 10.1.3 Galleys 10.1.4 Rams on front ship 10.2 Early ships 10.2.1 Phoenician cargo ships 10.2.2 Greek trireme 10.2.3 Sail ships 10.2.4 Steam ships Module 11.0 – Why vessels float and hull design 11.1 Archimede’s principle 11.1.1 Buoyancy 11.1.2 Displacement 11.2 Hull design 11.2.1 Flat bottom 11.2.2 Displacement 11.2.3 Planning 11.3 Recreational boating 11.3.1 Types of personal watercraft 11.3.2 Power train 11.3.3 Trailering 11.3.4 Maintenance/storage 7 Module 12.0 – Two stoke/cycle theory of operation 12.1 Parts of engine 12.1.1 Piston 12.1.2 Cylinder - ported 12.1.3 Crankshaft 12.1.4 Crankcase 12.1.5 Connecting rod 12.2 Lubrication systems 12.2.1 Oil injection 12.2.2 Pre-mixed oil and fuel 12.2.3 Oil contained 2-cycle Module 13.0 – Four stoke/cycle theory of operation 13.1 Parts of engine 13.1.1 Piston 13.1.2 Cylinder 13.1.3 Crankshaft 13.1.4 Crankcase 13.1.5 Camshaft 13.1.6 Valves 13.2 Lubrication systems 13.2.1 Dry-sump system 13.2.2 Wet-sump system 13.2.3 Splash system 13.2.4 Total loss system Module 14.0 – Alternative fuel vehicles 14.1.Electric power 14.1.1 Battery energy 14.1.2 Solar energy 14.1.3 Fuel cell energy 14.2.1 Alternative fuel for internal combustion engines 14.2.1 Alcohol 14.2.2 Gasohol 14.2.3 Methane 14.2.4 Propane General Instructional Strategies 1. Class sizes should be no more that 20 students 2. Ideal class room will allow 100 square feet per student 3. Instructional equipment must include seating for instruction, blackboard, Internet access, computer station, projector, models, diagrams, and examples 4. Laboratory equipment includes, ventilation system, work benches, hand tools, measuring equipment, electrical testing equipment, specific small engine tools, and a service bay 5. Utilizing instructional models, laboratory equipment, texts, manuals, and real life examples develop a planned approach to introduce all of the most common modes of transportation and the systems they make up 6. Continually update plans to incorporate new technology 7. Adjust teaching strategies for special needs students 8 Module 1 Transportation systems: land, sea, and air Performance Indicators/Supporting Competencies After studying this topic, students will be able to: List the three types of land, sea, and air transportation Name the first forms of land, sea, and air transportation Name three events that changed history, involving land, sea, and air transportation. Suggested Specific Instructional Strategies Use time line to present the progression of transportation through history Show video First 100 years of flight from discoverychannel.com Students should research, report and present one significant transportation invention that played a major role in history Test students on all of module Module 2 Airplane history and identification Performance Indicators/Supporting Competencies After studying this topic, students will be able to: List important events in the history of flight Describe three important people in the history of flight. Identify by sight six different airplane types Develop an outline that includes eight of the most significant panes in history Suggested Specific Instructional Strategies Display pictures of these significant planes, 1903 Wright brother biplane called the FLYER 1926 Ford tri-motor first successful plane that hulled people and products 1936 Douglas DC-3 dependable transport that was used as first commercial airliner 1940 Boeing B-17 Flying Fortress advances in wartime strengthened passenger flight 1944 Messerchmitt Me-262 German fighter plane first jet powered fighter 1947 Bell X-1 First plane to break the speed Discuss important people in the history of flight Leonardo Divinci – 1500 made first plans for human powered flying machine called ornithoper Wright Brothers – 1903 flew gliders to experiment with control before attempting a powered flight Charles Lindberg – 1927 Crossed Atlantic in 33 1/2 hour flight Amelia Earhart – First women solo flight across the Atlantic Chuck Yeager - 1947 first supersonic flight, Breaks speed of sound in a Bell x1 rocket plane Test students on all of module 9 Module 3 Airplane instrument and controls Performance Indicators/Supporting Competencies After studying this topic, students will be able to: List the instruments that are use in aviation – Altimeter, Air Speed indicator, Attitude indicator, Magnetic compass, Turn indicator, Imaginary horizon Describe the function of the instruments in an airplane On a model show the parts that control flight on a craft – elevator, flaps, ailerons, rudder Match a specific control surface movement to the movement of a airplane Draw the three airplane movement axis; pitch, yaw, and roll Suggested Specific Instructional Strategies Develop a worksheet that resembles an airplane cockpit. Have students label the instruments Using a model airplane have students point out the control surfaces Demonstrate effect of control surfaces using a paper airplane Show PowerPoint Airplane instruments from transportation mother load (appendix) Allow students time to construct a paper airplane of their choice and experiment with the control surfaces Demonstrate Bernoulli’s principle by blowing across the top of a sheet of paper to lower the air pressure and lift the paper Test on all of module Module 4 Airplane engines and propulsion Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Label from a list the different types of internal combustion airplane engines – Inline, opposed, V configuration, rotary Describe the different types of reciprocating engines – Jet, turbojet, propjet, ramjet, pulsejet, and rocket Compare advantages and disadvantages of each type of engine Explain the most important aspect of an airplane engine – high power low weight Draw three different propeller types, two-blade, three-blade, four-blade, and feathering propellers Suggested Specific Instructional Strategies Show PowerPoint Airplane propulsion from “Transportation Motherlode” (appendix) Display examples of different propeller types and have students identify each Experiment with Rubber band powered airplanes to demonstrate propulsion Using a DC electric motor, volt meter, and all of the different types of propellers create a wind mill and test the power output using all of the propeller different types Test on all of module 10 Module 5 Airplane navigation Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Describe the types of navigation that are used by personal and commercial planes – Compass, GPS, Radar, Internal guidance, Long range navigation, and free flight Recall the first type of navigation used – Landmarks and compass Match each instrument with its most common place of use for air navigation Name the most important navigation tool used in local private pilot flight-pilotage Suggested Specific Instructional Strategies Show PowerPoint Airplane navigation from transportation mother load Show navigational maps used for aviation Demonstrate GPS navigation by setting up a course that each group of students must complete. Each group will use a Global Positioning system and coordinates provided by instructor to complete the outdoor course. Test on all of module Module 6 Commercial airliners and terminals Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Choose one of the three (Domestic truck, international, and regional carriers) airline types that best matches specific services from a list Name one airplane used by each one of the airline types Suggested Specific Instructional Strategies Have student create a imaginary package to be shipped out of the united states. After researching this each student must report the destination of their package, cost to ship, and time to ship. Also must know what type of airline their package will be sent on. Have student use the internet to research airline tickets to a destination of their choice. Report price of ticket and type of plane they will be flying on Visit a local airline terminal for a tour. Try to gain access to the mechanics area to view the airliners up close 11 Module 7 Model rocket parts and theory of flight Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Explain the function the main parts of a rocket (body, fins, nose cone, parachute, engine) Identify on a model, the four different parts of a rocket fin (tip, root edge, leading edge, trailing edge) List and describe the function of three parts of a model rocket recovery system (parachute, shock cord, Shroud line In chronological order list the stages of a model rocket flight (take off, thrusting flight, coasting, ejection, recovery, touchdown) Translate code on a model rocket engine Suggested Specific Instructional Strategies Demonstrate Newton’s laws of motion by blowing up a balloon and releasing it. This shows just how a rocket works Build model rockets from a kit or scratch. Set a launch date and video tape the event to be edited and presented by select students for extra credit Study the engine diagram on the back of a model rocket engine package Module 8 History of rockets Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Name the first uses of rockets and name the one we use to celebrate the fourth of July. List three people involved in the development of the rocket. Explain each different types of rocket propulsion. Recall the name of the first three U.S. space missions Suggested Specific Instructional Strategies Discuss the first uses of rockets (Chinese – used in warfare, fireworks, black powder for power) In groups of four have students research and present one of the developer of rockets Konstantine Tsiolkovsky – Russian teacher that wrote paper on rocket propulsion Robert Goddard – American scientist, father of modern rocket, conducted launch of modern rocket to 184 feet at 60 miles per hour. Herman Oberth – Wrote about rocket in space in “ The rocket in Interplanetary Space” Spend two class days watching the movie Apollo 13 (appendix) Watch Imax movie The dream is alive (appendix) Develop a quiz based on one of the suggested movies 12 Module 9 Rocket engines Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Describe the function and principals of a rocket engine List the different types of rocket engines Differentiate between the different types of rocket engine fuels List and describe the function of the different parts of a model rocket engine Suggested Specific Instructional Strategies Use howstuffworks.com to demonstrate rocket engine principals Newton’s third law of motion: Rapidly expanding gas: Fuel burns creating rapidly expanding gas that makes thrust Nozzle: Gas escapes through nozzle creating uneven pressure that drives rocket forward Discuss propellants and what types of rockets use each Solid propellant: Grain type burning material, fast burn less thrust, used by armed forces and for model rockets Liquid propellant: Burns mixture of fuel and oxidizer in liquid form, easy to stop and start Electric: Longer burn with less thrust, electric charge creates heat Nuclear: Propellant is heated by nuclear reactor Model rocket engine parts Paper casing, clay nozzle, propellant, tracking smoke, ejection charge, clay retainer cap Fuel: Gasoline, Alcohol, Kerosene Oxidizer: Provides oxygen, liquid oxygen, nitrogen tetroxide Module 10 History of marine transportation Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Describe the earliest forms of marine transportation Compare two early Egyptian innovations with modern ship technology Describe three early boat designs (canoe, galleys, cargo ships, trireme) Describe some innovations that helped the progression of marine travel Choose the area on a timeline where each ship would be located Suggested Specific Instructional Strategies Show PowerPoint History of marine transportation from transportation mother load(appendix) Watch Modern Marvels – Ships (appendix) Have students create a timeline that includes at least 15 different ships 13 Module 11 Why vessels float and hull design Performance Indicators/Supporting Competencies After studying this topic, students will be able to: In essay form explain Archimede,s principle Define buoyancy Identify three different hull designs (flat bottom, displacement, planning) List three marine power drive units (inboard, outboard, inboard/outboard) Follow maintenance procedures to store a watercraft Suggested Specific Instructional Strategies Using a clear container filled with water and a large object demonstrate Archimede,s principle. Place object in water to witness displacement Demonstrate buoyancy by placing Styrofoam in the same water As a class activity get a personal watercraft into the service bay of your laboratory. Complete maintenance to prepare personal watercraft for storage Administer a quiz on the service demonstration Module 12 Two stroke/cycle theory of operation Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Name the five basic parts of a two stroke/cycle engine (piston, ported cylinder, crankshaft, crankcase, connecting rod) List the three lubrication systems (oil injection, pre-mix, controlled oil engine) Describe the two strokes that make up one cycle in a two stroke/cycle engine Explain advantages and the environment disadvantage of two stroke/cycle engines Suggested Specific Instructional Strategies Watch Modern marvels engines (appendix) Using a cutaway engine show students the internal components and how they fit together Using a cutaway engine complete and explain the strokes of one power cycle Show students the animated two stroke/cycle engine on howstuffworks.com As a long term group activity allow students to disassemble and rebuild a two stroke/cycle engine Using a model airplane engine or other small two stroke/cycle engine run the engine for student to see. Give a two stroke/cycle engine parts identification quiz 14 Module 13 Four stroke/cycle theory of operation Performance Indicators/Supporting Competencies After studying this topic, students will be able to: Watch Modern marvels engines (appendix) Label the six basic parts of a four stroke/cycle engine (piston, cylinder, crankshaft, crankcase, camshaft, valves) List the four lubrication systems (wet sump, dry sump, splash system, total loss)) Describe the four strokes that make up one cycle in a four stroke/cycle engine Explain advantages and disadvantage of four stroke/cycle engines Suggested Specific Instructional Strategies Using a cutaway engine show students the internal components and how they fit together Using a cutaway engine complete and explain the strokes of one power cycle Show students the animated four stroke/cycle engine on howstuffworks.com As a long term group activity allow students to disassemble and rebuild a four stroke/cycle engine Using a small four stroke/cycle engine run the engine for student to see. Give a four stroke/cycle engine parts identification quiz Module 14 Alternative fuel vehicles Performance Indicators/Supporting Competencies After studying this topic, students will be able to: List three alternative fuels that can be used for transportation Explain the impact of alternative fuel vehicles on earth Define AVF Determine if a recourse in exhaustible or inexhaustible Suggested Specific Instructional Strategies Watch GM Sunracer (appendix) As a group activity build a model solar powered car Administer quiz on GM Sunracer movie 15 Bibliography Aldrich, B, (1995). ABC's of Afv's: A guide to alternative fuel vehicles. Green Bay, WI: DIANE Publishing Co. Amato, W, (2002). High-tech vehicles. Boston, MA: PowerKids PR. Donohue, G, (2001). Air transportation systems. Reston, VA: American Institute of Aeronautics and Astronautics. Francis, D, (2002). Our transportation systems. Brookfield, CN: Millbrook Press. Grava, S, (2002). Urban transportation systems. New York, NY: McGraw-Hill Professional. Johnson, S, Farrar-Hunter, P, (2000). Exploring transportation. Tinley Park, IL: GoodheartWilcox. Kashani, R, (1994). Transportation systems 1994. New York, NY: American Society of Mechanical Engineers. Sanderson J, (1999). Private pilot mineuvers. Englewood, Co. Society of Automotive Engineers, (1997). Advanced engines and components for surface transportation. Warrendale. PA: SAE International. Sperling, D, (1995). Transportation and energy.. Washington, DC: American Council for an Energy Efficient Economy. Sussman, J, (2000). Introduction to transportation systems. Norwood, MA: Artech House Inc. Walker, J, (1996). Exploring power technology 3rd edition. Tinley Park, IL: Goodheart-Willcox Inc. Hofmann, B, (2003). Navigation. Austraili, Graz: Graz University Tamai, G, (1997). The leading edge. Cambridge, Ma: Robert Dnetly Inc. Hacker, M, Barden, R. (1997). Technology in your world. Albany, NY, Delmar publishers 16 Specific Content Web Resources http://mts.tamug.tamu.edu/ http://www.colemuseum.org/ http://www.hfmgv.org/ www.aviationnow.com www.uwm.edu/Dept/CUTS/educ/educ2000.pdf DVD, VHS, and Other Instructional Technology Resources Appendices VHS Modern marvels – engines. From history channel.com $30.00 VHS Modern marvels – ships. From historychannel.com $30.00 VHS GM Sunracer. From General Motors Corporation No cost CD Transportation Motherlode. From Dr. Waite, SUNY Oswego Technology Department 17 Transportation systems test questions Jet Drive 1. Typically where are the jet drive motors located on the watercraft? a. Stern b. Bow c. Hull d. Keel 2. On a jet drive watercraft how is steering accomplished? a. Propeller b. Prop c. Jet Nozzle d. Lower Unit 3. Jet drive engines are used on? a. Jet skies b. Ships c. Small multi-person boats d. A&C Outboard 4. Most Outboard boat engines are? a. 4 Cycle b. Diesel c. 2 cycle d. Jet propelled I/O 5. What areas are inboard engines located? a. Stern b. Bow c. Hull d. Keel 6. What type of spark plug do most I/O engines use a. Cold c. Hot b. Medium d. A&C 7. How should a new propeller be tested on a boat? a. At idle speed b. At full RPM c. While towing 100lbs d. At 10 knots 8. When testing a propeller how do you know which one is right 2 blade or 3 blade a. Rpm’s are fastest b. MPH are slowest c. Continually full throttle d. MPH are fastest 9. How will you know you need a new propeller? 18 a. Motor vibration b. Loss of power c. Loss of gas mileage d. All of the above 10. When starting from the off season you should? a. Check antifreeze b. Inject rust preventative c. Take spark plug out d. A&B 11. Jet Drive Engines are used on? a. Jet skies b. Ships c. small, multiperson boats d. A&C 12. Carbon fouled spark plugs should be? a. Thrown away b. Doesn’t matter c. Cleaned d. Broken 13. The first place to look when the engine overheats is a. Loose drive belt b. Regulator c. Worn bearings d. Generator 14. If the steering is unresponsive check? a. Pivot bearings b. Propeller c. Swivel bearings d. Trim tab 15. Fouled spark plugs are caused by? a. Rich gasoline b. Running hot c. To much load d. To much use Flight theory 16. An airplane wing is shaped the way it is to create an area of low pressure over the top of the wing and higher pressure at the bottom, which lifts the plane off the ground. The person who is given credit for discovering this principle is who? A. Orville Wright C. Venturi B. Bernoulli D. Lindbergh 17. Which of the following is not one of the four forces of flight? A. Gravity C. Ascension B. Thrust D. Drag 18. An airplane has how many axes it can turn on? 19 A. B. 2 3 C. 4 D. 5 19. The lateral axis of a plane is also referred to as _____. A.Pitch C. Slope B.Yaw D. Incline 20. A comfortable rate of ascension is how many feet per min? A. 75 C. 250 B. 100 D. 500 21. What does the elevator on a plane control? A. Ascension/Dissension B. Left/Right movement C. Steady altitude D. None of the above 22. When flying a plane what do the foot pedals control? A. The landing gear C. The brakes B. The speed D. The rudder 23. What part of the wing helps slow the plane down? The propellers The airfoil The flaps None, only the brakes slow down the plane once it reaches the ground. 24. The part of the plane that is similar to a steering wheel, called the yoke, is used for what? A. Turning B. Increasing and decreasing altitude C. Steering on the ground D. Emergency landings, in case the auto-pilot fails 25. The trim tab keeps the plane at a constant altitude; this allows the pilot to? A. Go to sleep B. Take his feet off the pedals C. Look out the window D. Let go of the yoke 26. Which of the following is one situation that may cause a plane to stall? A. Air speed is too slow C. Air speed is too fast B. The plane is too high D. The plane is too low 27. When a plane stalls, why is the pilot supposed to drop the nose? A. It will decrease air speed B. It will increase air speed C. An emergency landing is necessary D. So the people will be closer to the ground when they jump. 28. A plane will stall at an excessive angle of attack because? A. The pressure inside the plane is too great B. The pressure difference over the wing isn't enough to keep it flying C. The plane is designed that way for passenger safety D. None of the above 29. What is the word that refers to turning a plane? 20 A. B. Dragging Tabbing C. Cropping D. Banking 31. The control surfaces at the tip of the wings that make turning possible are called the ____________. A. Fuselage C. Ailerons B. Flaps D. Wing Tip SAILING 32. What is the maximum Tack angle? a. 45deg. b. 32deg. c.70deg. d.110deg. 33. When running straight, the wind pushing a sailboat is: a. b. c. d. non-existent in front of the mainsail from aft from the starboard 34. If a sail is luffing, what should you do to correct it? a. b. c. d. pull hard on the mainsail let go of the mainsail release the centerboard Turn the boat 90deg. 35. If a counterbalance on the bottom of the sailboat is removable it is called: a. b. c. d. A centerboard A keel A dagger board None of the above 36. The largest or primary sail is called the: a. b. c. d. hub Mainsail jib keel 37. When a sailboat is reaching, the wind is coming from the: a. b. c. d. front back side there is no wind 38. If you are tacking in a sailboat, you are? a. going straight into the wind b. sinking c. sailing with the wind 21 d. sailing in the wind at 45deg. Angles 39. a. b. c. d. When the wind is blowing, but the sail is not catching it, the sail is considered? flapping luffing blowing hanging 40. The Keel of the boat refers to which part of the boat? a. b. c. d. bow back starboard port 41. A sailboat that uses two pontoon shaped parts to make the hull is what? a. b. c. d. checkmate pontoon boat catamaran sunfish 42. Larger sailboats, greater than 20ft in length, usually use what type of hull? a. b. c. d. flat bottom tri hull planing hull deep “V” hull 43. A jib refers to what? a. b. c. d. foremost triangular sail rear most triangular sail a square sail running aground 44. A dagger board is used for what? a. b. c. d. to balance the weight and stabilize a sailboat to steer a boat hold a boats engine none of the above 45. Which part steers a sailboat? a. b. c. d. The star-board The Keel board The rudder The dagger board 46. a. b. c. Another name for a jib sail is what? Mainsail Marconi Luff Sail 22 d. Tack sail 47. a. b. c. d. What supports a sail at the bottom? The Boom Lateen Luff Sail Tack Sail 48. a. b. c. d. A holds the sail to the mast. Lug Hull Keel Tack 49. a. b. c. d. A is a quadrilateral sail. Jib Marconi Standard Lug All of the above 50. a. b. c. d. A jib sheet is what? A jibe Mainsheet Overhang A line that controls the jib Boating 51. The proper way to measure the length of a boat is? a. b. c. d. From port to stern From tip of bow to tip of stern, minus attachment From the end of the propeller to the tip of the bow From the starboard end to the port end 52. How long would is a Class A boat? a. b. c. d. Under 16ft Over 16ft 16ft 16ft – 32ft 53. A class I boat would be how long? a. b. c. d. 14ft – 32ft 12ft – 15ft 16ft – 26ft 26ft – 48ft Hull Design 54. A displacement hull does what in the water? a. push the water aside b. plane on the top of the water 23 c. submerges underneath the water d. all of the above 55. Which kind of boat has a displacement hull? a. b. c. d. super-tanker pleasure boats cruisers Tug boats 56. What is another name for the multi-hull? a. b. c. d. tri – Hull BI – Hull John boat None 57. Which of the answers are not considered a deep “V”. a. b. c. d. Super tanker freight ships ocean liners pleasure boats 58. Johnboats have what kind of hull? a. b. c. d. Deep – “V” Modified – “V” Flat bottom Round bottom 59. Modified – V are considered what kind of boats? a. b. c. d. pleasure boats cruisers A&B Round bottom 60. The struts on the bottom of a hydrofoil do all except? a. b. c. d. eliminate hull friction travel 60% -70% faster than vessels of the same size reduces the affect by waves Reduces sun penetration 61. Hydrofoils are used for what kinds of uses? a. b. c. d. Ferries Ocean liners Pleasure boats Tug boats 24 62. a. b. c. d. Hovercrafts ride along the water how? floats on a cushion of air pushes water aside rides on top of water none of the above 63. a. b. c. d. The two types of hydrofoils are? surface – piercing hydrofoils fully submerged hydrofoils surface hydrofoils A&B 64. A. B. C. D. A canoe is what kind of hull? Round Hull Modified – v Multi hull Deep – V 65. a. b. c. d. Which is a round hull vessel? cruisers ocean liners sail boats freight ships Planes 66. The part of the aircraft that creates lift is? a. b. c. d. vortex rudder airfoils landing gear 67. Ailerons serve what purpose. a. b. c. d. control plane pitch up or down stabilizer to the wing hold the parts of the plane together allow plane to land 68. What are the 3 types of propulsion in an aircraft a. b. c. d. jet, propulsion fan, elevators propeller, jet, propulsion fan Propulsion fan, propeller, elevators Elevators, propellers, jet 69. Mostly__________ is stored in the fuselage. a. b. c. d. pilot luggage motor People, Cargo 25 70. What does the fuselage support landing gear, wings,________ and power plant. a. b. c. d. Empennage Lift On board computer Ailerons 71. Flaps help the plane? a. b. c. d. take off turn fly straight up Land by slowing the plane down Rockets 72. When the space shuttle challenger exploded the cause was found to be? a. b. c. d. O- ring Pilot error To much fuel Rocket was to heavy 73. When setting off a rocket in class what causes the force upward? a. b. c. d. electricity wind burning of fuel gravity 74. What size engine did most of the rockets have? a. b. c. d. small b c d 75. The Apollo mission was designed to explore what? a. b. c. d. Jupiter Set up space station Venus Moon 76. Most unmanned rockets are used to? place rockets in orbit Collect info. Predict weather d. All of the above 77. How many launch vehicles were discussed in the book? a. 4 26 b. 8 c. 2 d. 7 78. Jet engines change direction by making _______ possible. a. b. c. d. improved lift min. Friction higher speeds all of the above 79. Winglets are designed to reduce? a. b. c. d. drag Tip Vortex Speed Lift 80. Empennage is the area at the? a. b. c. d. front back vortex wing span 81. The space age began in? a. b. c. d. 1910 1960 1860 1970 82. Skylab was in space for? A. B. C. D. 2yrs. 8yrs. 12yrs. 6yrs. 83. What concept does a solid rocket use? a. b. c. d. lift Venture Thrust Drag 84. Jet engines use what types of pressure? a. low, high 27 b. high, low c. man to man d. full court Plane Instruments and Engine Types 85. a. b. c. d. 86. a. b. c. d. The air speed indicator tells a pilot what? How high they are flying How fast the wind is blowing The speed of the plane in knots The speed of the plane in miles per hour One of the most important of the gauges on a pilots instrument panel is what? Door ajar Altimeter Heads up display Download meter 86. a. b. c. d. The function of a pilot tube is to: Help operate the air speed gauge Used to increase engine speed Used as an escape route Hooks a pilot with ground control 87. a. b. c. d. A heads up display is: A test used by pilots The image of the most important gauges superimposed on the windshield A headrest for pilots A bird warning alarm 88. a. b. c. d. A compass is used for what? Measure longitude Control Latitude Measure wind speed Determine direction of fight 89. a. b. c. d. An artificial horizon is also called what? Grand view Head up display Altitude indicator Horizon Map 90. a. b. c. d. Gyro instruments are needed for what? Instrument flight When you are hungry Fueling the plane Measuring wind speed 91. To measure the rate of climb or descent, a pilot uses what? a. Gravity meter b. Vertical air speed indicator 28 c. Gyro indicator d. Fly by meter 92. a. b. c. d. The altimeter tells a pilot what? The temperature outside the aircraft The pressure on the aircraft The Planes position to the sun How high the plane is flying 93. a. b. c. d. Another name for a jet engine is what? Airport engine Reaction engine Dipole engine Faster engine 94. a. b. c. d. What part of an aircraft produces thrust? Wings Design Propeller Aileron 95. a. b. c. d. Most early reciprocating aircraft used which to keep their engines cool? Water Antifreeze Air An oil sump breather 96. a. b. c. d. Which type of aircraft engine uses pistons that oppose each other around a diameter? Diameter engine Radial engine Rotary engine Fusion engine 97. a. b. c. d. The type of engine that is now used for most commuter flights: Turbo prop Jet Solid boost Solid Injector 98. a. b. c. d. The solid injector engine is based on the principle of what? Convergent Divergent Neil Armstrong None of the above 99. a. b. c. d. The first person to fly from New York to Paris was who? Charles Lindinburg Wilber Wright Neil Armstrong John Glen 100. Who was the first person to break the sound barrier? a. Charles Yager b. Alan Shepard c. Bill Smith d. Ted Knight 29 General Web Resources Academy of Applied Science (AAS) American Association for the Advancement of Science American Chemical Society (ACS) American Society of Mechanical Engineers (ASME) ASEE EngineeringK12 Center Association for Career and Technical Education (ACTE) Council on Technology Teacher Education (CTTE) Dr. Waite's SUNY Oswego Academic Web Site Einstein Project Electronic Industries Foundation Epsilon Pi Tau Honorary Fraternity in Technology Florida Technology Education Association For Inspiration and Recognition of Science and Technology (FIRST) Four County Technology Association (Rochester Area) Future Scientists and Engineers of America (FSEA) History of Education - Selected Moments of 20th Century History of Science Society Inner Auto Innovation Curriculum Online Network Institute for Electrical and Electronic Engineers (IEEE) International Society for Technology in Education International Technology Education Association JETS Journal of Technology Education Journal of Technology Education KISS Institute for Practical Robotics (KIPR) Microsoft Educator Resources Mohawk Valley Technology Education Association Montgomery Public Schools NASA - Education Program Nassau Technology Educators Association National Academy of Engineering National Academy of Engineering: TECHNICALLY SPEAKING National Aeronautics and Space Administration (NASA) National Renewable Energy Laboratory (NREL) National Research Council National Science Foundation National Society of Professional Engineers New York State Technology Education Association Niagara County & Western New York TEA Ohio State University Oswego Technology Education Association Project Lead The Way 30 Sills USA Society for Philosophy and Technology Society for the History of Technology Suffolk Technology Education Association SUNY Oswego Dept of Technology Teacher Certification Office NYS TECH CORPS Tech Learning Techne Journal Technology for All Americans Project (standards) Technology Student Association Technology Student Association (TSA) The Learning Institute of Technology Education (LITE) TIES Magazine U.S. Department of Education 31 Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov Go to MST icon) (use format given, add performance Indicators from your course, and put in right column on the matrix) Content Standards Performance Standards Modules Within This Course Standard 1 “Analysis, Inquiry, and Design” Mathematical analysis Scientific inquiry Engineering design Module3.2 Airplane control surfaces Standard 2 “Information Systems” Retrieve Process Communicate Impacts Limitations Ethics Module 14 alternative fuel vehicles Standard 3 “Mathematics” Mathematical reasoning Number and numeration Operations Modeling Measurement Uncertainty Patterns Module 7 model rocket parts and theory of flight Standard 4 “Science” Physical setting Living environment Module 14 alternative fuel vehicles Standard 5 “Technology” Engineering design Tools, resources, and technological processes Computer technology Technological systems History of technology Impacts Management Standard 6 – Module12 two cycle engine Module 13 four cycle engine Module 2 airplane history 32 “Interconnectiveness: Common Themes” Systems thinking Models Magnitude and scale Equilibrium and stability Patterns of change Optimization Standard 7 “Interdisciplinary Problem Solving” Connections Work habits Skills and strategies Module 14 alternative fuel vehicles 33 Appendix D - Students with Disabilities The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements. The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements. Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP). Strategies for Modifying Instructional Techniques and Materials. 1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program. 2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting. 3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes. 4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report. Infusing Awareness of Persons with Disabilities Through Curriculum. In keeping with the concept of integration, the following subgoal of the Action Plan was established. 34 In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled. The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities. The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand. Appendix E - Student Leadership Skills Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”. Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques. Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area. Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level. More information in Technology Education can be found at the Technology Education Student Association web site at: http://www.tsawww.org