Board Endorsed December 2012 – Amended March 2014
Flight
T/A Course
Type 2
Accredited from 2013 – 2014
Extended 2016
1
Board Endorsed December 2012 – Amended March 2014
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 accreditation of Type 2 course
 adoption of Type 2 course from
College
 small changes from Written Evaluation of Type 2 course
 modification of Type 2 course (M course)
 extension of Type 2 course
College: Lake Tuggeranong College & Gungahlin College
Course Title: Flight
Course Code
Classification:  A T  V  M  R
Unit Title(s)
Value
(1.0/0.5)
Length
Introduction to Aviation Science
1.0
S
Principles of Flight
0.5
Q
Aircraft Performance and Loading
0.5
Q
Navigation and Flight Planning
1.0
S
Introduction to Navigation
0.5
Q
Further Navigation and Flight Planning
0.5
Q
Meteorology and Human Limits
1.0
S
Meteorology for Aviation
0.5
Q
Further Meteorology and Human Limits
0.5
Q
Commercial Aviation Theory
1.0
S
Principles of Helicopter Flight
1.0
S
Aerodynamics
0.5
Q
Aviation Science Inquiry Project
0.5
Q
Night and Instrument Flight Rating
0.5
Q
Dates of Course Accreditation:
From
01 / 01 / 2013
To
Unit Codes
31 / 12 / 2016
Accreditation: The course and units named above are consistent with the philosophy and goals of the College and are
signed on behalf of the College Board. The College has the human and physical resources to implement the course.
Principal:
College Board Chair:
/
/
/
/
/
/
Endorsement of Final Version:
Principal:
Panel Chair:
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting college has the human and physical resources to implement the course. Written
Evaluation for small changes, and details of and reasons for Adoptions and Extensions are outlined on the Supporting
Statement.
Principal:
/
/
College Board Chair:
/
/
2
Board Endorsed December 2012 – Amended March 2014
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 accreditation of Type 2 course
 adoption of Type 2 course from
College
 small changes from Written Evaluation of Type 2 course
 modification of Type 2 course (M course)
 extension of Type 2 course
College: Lake Tuggeranong College & Gungahlin College
Course Title: Flight
Course Code
Classification:  A  T  V  M  R
Unit Title(s)
Value
(1.0/0.5)
Length
Introduction to Aviation Science
1.0
S
Principles of Flight
0.5
Q
Aircraft Performance and Loading
0.5
Q
Navigation and Flight Planning
1.0
S
Introduction to Navigation
0.5
Q
Further Navigation and Flight Planning
0.5
Q
Meteorology and Human Limits
1.0
S
Meteorology for Aviation
0.5
Q
Further Meteorology and Human Limits
0.5
Q
Commercial Aviation Theory
1.0
S
Principles of Helicopter Flight
1.0
S
Dates of Course Accreditation:
From
01 / 01 / 2013
To
Unit Codes
31 / 12 / 2016
Accreditation: The course and units named above are consistent with the philosophy and goals of the College and are
signed on behalf of the College Board. The College has the human and physical resources to implement the course.
Principal:
College Board Chair:
/
/
/
/
/
/
Endorsement of Final Version:
Principal:
Panel Chair:
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting college has the human and physical resources to implement the course. Written
Evaluation for small changes, and details of and reasons for Adoptions and Extensions are outlined on the Supporting
Statement.
Principal:
College Board Chair:
/
/
/
/
3
Board Endorsed December 2012 – Amended March 2014
Type 2 Course Accreditation/Adoption Supporting Statement
Provides support for information on the Course Accreditation/Adoption Form
B S S S
Written Evaluation for small changes, or reasons for Modification (M course) or
Adoption of a Type 2 course
AUSTRALIAN CAPITAL TERRITORY
College:
Course Code
Course Title: Flight (T/A)
Detail Reasons:
The Flight course was originally written as an A course for students at Lake Tuggeranong College and has
operated as such for many years. The T course that followed in 2006 is heavily theory based and conceptually
challenges students to analyse and synthesise information to a high order.
The reintroduction of an A course provides the non tertiary students with an opportunity to explore aviation
theory with a more hands on approach through avenues such as Flight Simulator software and appropriate
assessment tasks.
The T course has been rewritten to align with the parent Science framework. This is reflected in the skills and
higher order thinking which form the goals of each unit. Through this course students will build scientific
skills, methods of enquiry, critical thinking and scientific literacy consistent with the goals outlined in the
Science framework.
We have extended the flight course with units that further challenge the tertiary student and allow them the
opportunity to expand their aviation knowledge base to entail Rotary Flight Principles and Night VFR and
Instrument Flight Rating.
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Board Endorsed December 2012 – Amended March 2014
Contents Page
Contents Page
............................................................................................... 5
Course Name
............................................................................................... 6
Course Classification
............................................................................................... 6
Course Framework
............................................................................................... 6
Course Developers
............................................................................................... 6
Evaluation of Previous Course
............................................................................................... 6
Course Length and Composition
............................................................................................... 8
Implementation Guidelines
............................................................................................... 9
Subject Rationale
............................................................................................. 11
Goals
............................................................................................. 11
Student Group
............................................................................................. 11
Content
............................................................................................. 12
Teaching and Learning Strategies
............................................................................................. 13
Assessment
............................................................................................. 14
Additional Assessment Advice
............................................................................................. 14
Student Capabilities
............................................................................................. 16
Unit Grades
............................................................................................. 16
Moderation
............................................................................................. 21
Bibliography
............................................................................................. 22
Resources
............................................................................................. 23
Principles of Flight
Unit Value 0.5 ...................................................................... 25
Aircraft Performance and Loading
Unit Value 0.5 ...................................................................... 29
Introduction to Navigation
Unit Value 0.5 ...................................................................... 32
Further Navigation and Flight Planning
Unit Value 0.5 ...................................................................... 35
Meteorology for Aviation
Unit Value 0.5 ...................................................................... 38
Further Meteorology and Human Limits Unit Value 0.5 ...................................................................... 42
Aerodynamics
Unit Value 0.5 (T unit only).................................................. 46
Aviation Science Inquiry Project
Unit Value 0.5 (T unit only).................................................. 49
Commercial Aviation Theory
Unit Value 1.0 ...................................................................... 51
Principles of Helicopter Flight
Unit Value 1.0 ...................................................................... 54
Night and Instrument Flight Rating
Unit Value 0.5 (T unit only).................................................. 58
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Board Endorsed December 2012 – Amended March 2014
Course Name
Flight
Course Classification
T/A
Course Framework
This course is presented under the Science Course Framework 2005.
Course Developers
Name
Gary Lawson
Peter Smythe
Joshua Garretson
Jessica Brunton
Qualifications
College
B.Ed, Private Pilot Licence
B.Sc(UoW), Honours Physics (ANU),
Grad.Dip.Science Communication (ANU),
Grad.Dip.Ed (UC)
Lake Tuggeranong College
B.Sc., Honours Physics (Griffith),
Grad.Dip.Ed (UC)
B.Sc.(Nanotechnology), Honours Physics,
PhD(Physics) (Flinders)
Gunghalin College
Gunghalin College
Lake Tuggeranong College
This group gratefully acknowledges the work of previous developers:
David Edmunds
B.Sc, Dip.Ed, Dip.Elec, PPL
Eric Gibbings
B.Sc, Dip.Ed, PPL
John Hill
B.Sc, Dip Ed
Evaluation of Previous Course
This iteration of the Flight course has been written such that students will explore scientific concepts,
build scientific skills and develop scientific literacy within an aviation context. This contextual
approach harnesses interest and motivation to engage whilst satisfying goals of the Science
framework.
With the increasing popularity of the Flight Course there is need to cater for all students abilities and
needs. This is the catalyst behind the establishment of a T/A course. Further, the course adds new
units relating to aerodynamics, rotary flight, night and instrument flight and an independent inquiry
project, responding to student interests and allowing a range of implementation patterns.
This course is aligned with the Melbourne Declaration on Educational Goals for young Australians. In
particular, it responds to the demand for students who:
 are technologically literate and can respond to the rapid and continuing advances in
information and communication technologies (ICT).
 are scientifically literate problem solvers who can respond to the unprecedented challenges
posed by complex environmental, social and economic pressures,
 have the essential skills in literacy and numeracy and are creative and productive users of
technology, especially ICT, as a foundation for success in all learning areas
 are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way
as the result of studying fundamental disciplines
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Board Endorsed December 2012 – Amended March 2014





are creative, innovative and resourceful, and are able to solve problems in ways that draw
upon a range of learning areas and disciplines
are provided with challenging, and stimulating learning experiences and opportunities that
enable all students to explore and build on their gifts and talents
are able to plan activities independently, collaborate, work in teams and communicate
ideas,
are able to make sense of their world and think about how things have become the way
they are
are on a pathway towards continued success in further education, training or employment
Ministerial Council on Education, Employment, Training and Youth Affairs, Melbourne Declaration
on Educational Goals for Young Australians, December 2008, pp. 8-11.
This course provides equitable opportunities for students in the ACT jurisdiction to maintain
competitiveness with other interstate educational institutions, which have already developed
similar courses. For example Australian Science & Maths School (South Australia), Aviation High
School (Queensland) and Snowy Mountains Grammar School (NSW).
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Board Endorsed December 2012 – Amended March 2014
Course Length and Composition
Unit Title
Unit
Value
Introduction to Aviation Science
1.0
Combines Principles of Flight (0.5) and Aircraft Performance and Loading (0.5)
Principles of Flight
0.5
Aircraft Performance and Loading
0.5
Navigation and Flight Planning
1.0
Combines Introduction to Navigation (0.5) and Further Navigation and Flight Planning (0.5)
Introduction to Navigation
0.5
Further Navigation and Flight Planning
0.5
Meteorology and Human Limits
1.0
Combines Meteorology for Aviation (0.5) and Further Meteorology and Human Limits (0.5)
Meteorology for Aviation
0.5
Further Meteorology and Human Limits
0.5
Commercial Aviation Theory
1.0
Principles of Helicopter Flight
1.0
Aerodynamics (T Unit only)
0.5
Aviation Science Inquiry Project (T Unit only)
0.5
Night and Instrument Flight Rating (T Unit only)
0.5
Available Course Patterns
Course
Minimum number of hours per
course
Number of standard 1.0 units to
meet course requirements
Minor
110 hours
2 units of 55 hours
Major
220 hours
3.5 units equivalent to 220 hours
Major Minor
330 hours
5.5 units equivalent to 330 hours
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Board Endorsed December 2012 – Amended March 2014
Implementation Guidelines
Compulsory units
Students should complete the units in sequence. Although not compulsory, students enrolling in Year
11 and Year 12 should enrol in Introduction to Aviation Science.
Prerequisites for the course or units within the course
There are no prerequisites for students entering the course. Tertiary students would be advised to
study Mathematics at Mathematical Methods level as a minimum. The Aviation Science Inquiry
Project 0.5 unit should only be undertaken by students who have completed at least 3 standard units
of this course.
Arrangements for students who are continuing to study a course in this subject
Students continuing this course from Year 11 may take the following units in Year 12:
 Navigation and Flight Planning
 Meteorology and Human Limits
 Commercial Aviation Theory
 Aerodynamics (T unit only)
 Aviation Science Inquiry Project (T unit only)
 Principles of Helicopter Flight
 Night and Instrument Flight Rating (T unit only)
Units from other courses
No units from other courses can be included in the Flight course.
Negotiated Units
There are no negotiated units in this course.
Relationship with other courses
Although there is some duplication between some of the fundamental scientific concepts taught in
other Science T courses, the context in which these concepts are delivered in the Flight course are
largely specific to this course. The exceptions are presented below.
Unit in this course
Duplicates content in
Unit
Course
Aircraft Performance and
Loading (0.5)
Fluid Physics (0.5)
Physics Type 2 Course T (2007 – 2014)
Aerodynamics (0.5)
Fluid Physics (0.5)
Physics Type 2 Course T (2007 – 2014)
Meteorology for Aviation
(0.5)
Atmospheric Studies
(1.0)
Earth Science Type 2 Course T (2007 – 2014)
Students cannot gain credit for units which duplicate content in units that they have already studied.
Managing this duplication is the responsibility of colleges adopting this course.
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Board Endorsed December 2012 – Amended March 2014
Suggested Implementation Pattern or Sequencing of Units
Streams within Course and possible implementation patterns
Flight A/T
Accredited (major)
Tertiary (major)
Introduction to Aviation
Science 1.0
Introduction to Aviation Science 1.0
Navigation and Flight Planning
1.0
Navigation and Flight Planning 1.0
Meteorology and Human
Limits 1.0
Meteorology and Human Limits 1.0
Commercial Aviation Theory
1.0
Aerodynamics 0.5
Commercial Aviation
Theory 1.0
or
Aviation Science Inquiry
Project 0.5
Tertiary (major minor)
Principles of Helicopter
Flight 1.0
Night and Instrument
Flight Rating 0.5
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Board Endorsed December 2012 – Amended March 2014
Subject Rationale
This course will provide students with the scientific inquiry skills, capacity for creative and critical
thought, and scientific literacy that will assist them in pursuing a career in the aviation or other highly
technical, science-based industries.
In a technologically based society, scientific literacy for all citizens is of paramount importance. The
Program for International Student Assessment (PISA) defines scientific literacy as “the capacity to use
scientific knowledge, to identify questions and to draw evidence-based conclusions in order to
understand the natural world and the changes made to it through human history.” (OECD: the 2003
PISA Assessment Framework). Scientifically literate individuals contribute to the quality of their own
lives and to society through informed decision-making.
Scientific processes challenge current understanding and are continually re-evaluated. In the Flight
course, students are constantly encouraged to examine and reconsider their understanding of
scientific concepts and inquiry methods and therefore of their world more generally.
Students completing this course will apply scientific principles, mathematical and technological skill
to real world applications, particularly in an aviation context. Further, the emphasis on technological,
scientific and data literacy will support students who seek further education particularly in science
and engineering.
Goals
This course should enable students to:
 demonstrate depth and breadth of scientific knowledge;
 apply knowledge and understanding to solve problems in familiar and unfamiliar contexts;
 critically research, analyse, evaluate and synthesise information from a variety of sources,
including their own work and the work of their peers;
 develop hypotheses and design, carry out and as necessary modify experiments;
 follow instructions and make accurate and precise observations while conducting practical
investigations, while safely using appropriate equipment and techniques;
 communicate scientific information to diverse audiences in an appropriate manner using a
variety of media and technologies;
 appreciate the role and implications of science in the wider community – environmental,
social, political and economic;
 work independently and collaboratively.
Student Group
Many students who enrol are fascinated with the discipline, although only a small proportion of
these students will gain the appropriate AIRSERVICE Australia Commercial Pilots Licence. The course
provides a rigorous background in quantitative and qualitative scientific methods, as students
explore the fundamental principles of flight. The course provides a unique context for inquiry and
problem solving which supports students learning in other subject areas such as Physics,
Mathematics and Geography.
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Board Endorsed December 2012 – Amended March 2014
Rationale behind content delivery of T and A courses
Content delivery in the Tertiary course will offer opportunities for students to be creative and
critical thinkers, capable of analysing and solving problems from a scientific viewpoint.
Content delivery in the accredited course will provide opportunities for students seeking practical
skills who do not wish to study Flight at a tertiary level. These students often study courses with a
strong practical focus, leading into similar vocational courses at an outside institution such as
Aviation Australia or the Australian Defense Force.
Content



The course covers a variety of Science based and aviation specific content. It is grouped into
seven major disciplines: Aircraft General Knowledge, Aerodynamics, Meteorology, Navigation,
Aeroplane Operation, Performance and Planning, Flight Rules and Air Law and Human
Performance and Limitations.
Year 11 begin with Introduction to Aviation Science and work through Flight: Navigation
held in semester 2.
Year 12 begin with Commercial Meteorology and Human limitations and continue in
semester 2 with content delivered at a Commercial Pilot Licence level.
Students will also be able to diversify their studies by completing a unit on Rotary Winged
Aircraft (T & A), Night and Instrument Flight Rating (T only).
Essential concepts and skills
Scientific literacy and scientific method underpin the concepts and skills in all science courses.
All students should come to understand that:
 Science is a philosophy
Science is a way of knowing and describing the universe in a way we can understand. Science
is a way of organising uncertainty. Scientists test their understanding of the universe through
application of the scientific method to particular problems.
 Knowledge is provisional
Current understandings, some of which are accepted as “facts”, need to be tested and will
change as new information becomes available and theories are developed.
 Science is a community
Scientists do not work in isolation. They are accountable to the scientific and wider
community. Scientists work across disciplines and across national borders.
 Science is relevant to contemporary society
New technologies arising out of scientific pursuit have ethical and social implications.
Scientific understanding and processes can help find solutions to current cutting edge issues
and challenges.
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Board Endorsed December 2012 – Amended March 2014
The essential skills developed in all science courses are those of the scientific method:
 observing
 predicting
 formulating hypotheses
 identifying variables and data
 designing/planning investigations
 handling materials and equipment
 collecting data/information
 recording data/information
 evaluating data and the validity of processes and results
 analysing and synthesising, including appropriate mathematical techniques
 drawing conclusions
 communicating findings.
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Science and in particular, aviation
science include:
 practical/field work/excursions
 laboratory experiments
 computer simulation and modelling
 interactive ICT
 inquiry-based learning
 open-ended investigations
 scientific literacy based activities
 collaborative learning
 visiting scientists
 peer tutoring / student presentations / student as teacher
 integration of teacher-student and student-student feedback
 teacher instruction – lectures, discussions, skills instruction
 teacher demonstrations
 student reflection on their learning
These strategies are consistent with the Learning Principles (see introduction in Science Course
Framework).
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Board Endorsed December 2012 – Amended March 2014
Assessment
Assessment Task Types
Tasks Types
Student Investigations
Tests
The following examples
Log book
Theory test
are a guide only
Prac Report
Practical skills test
Scientific Poster
Quizzes
Scientific critique of aviation industry
practice
Analysis of data in a variety of forms (e.g.
synoptic charts, statistical data,
experimental observations)
Research Assignment
Seminar /Oral / Electronic presentations
Project
Essay
Models
Weighting (most units)
40 – 60%
40 – 60%
Weighting (project based
units)
60 – 100%
0 – 40%
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:
 knowledge and understanding
 critical thinking
 investigative skills
 communication skills
 effective work practices
Additional Assessment Advice
A variety of task types and modes of presentations should be used during the course. The ACT Board
of Senior Secondary Studies recommends at least 3 summative assessment tasks across a full
semester unit and at least 2 assessment tasks for a 0.5 unit. These should not be a compilation of a
number of small discrete tasks (e.g. mini-tests) as these detract from assessing depth of knowledge
and skill.
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Board Endorsed December 2012 – Amended March 2014
Relating Assessment Task Types and Assessment Criteria to the Course
Framework Goals
The following table shows the relationships between the goals, the assessment task types (the
evidence) and the most relevant assessment criteria (the basis for judging the evidence).

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
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GOALS
demonstrate depth and
breadth of scientific
knowledge
apply knowledge and
understanding to solve
problems in familiar and
unfamiliar contexts
critically research,
analyse, evaluate and
synthesise information
from a variety of
sources, including their
own work and the work
of their peers
develop hypotheses and
design, carry out and as
necessary modify
experiments
follow instructions and
make accurate and
precise observations in
conducting practical
investigations safely,
using appropriate
equipment and
techniques
communicate using a
variety of media and
technology in a
scientific manner to
diverse audiences at
appropriate levels
appreciate the role and
implications of science
in the wider community
– environmental, social,
political and economic
work independently and
collaboratively
ASSESSMENT TASK TYPES
Student investigations
Tests
ASSESSMENT CRITERIA
 Knowledge and
understanding
Student investigations
Tests

Knowledge and
understanding
Student investigations
Tests



Knowledge and
understanding
Critical thinking
Investigative skills
Student investigations



Investigative skills
Critical thinking
Effective work practices
Student investigations
Tests (Practical skills test)


Investigative skills
Effective work practices
Student investigations
Tests

Communication skills
Student investigations
Tests


Knowledge and
understanding
Critical thinking
Student investigations

Effective work practices
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Board Endorsed December 2012 – Amended March 2014
Student Capabilities
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content

















Unit Grades
Achievement Standards
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when allocating grades, the degree to which students demonstrate their ability to complete
and submit tasks within a specified time frame
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Board Endorsed December 2012 – Amended March 2014
A student who achieves a B grade
typically
 demonstrates broad knowledge
and understanding of scientific
concepts presented
 applies knowledge to solve
problems in a range of contexts,
identifies ideas and explains the
significance of the scientific
evidence presented
A student who achieves a C grade
typically
 demonstrates general knowledge
and understanding of scientific
concepts presented
 applies knowledge to solve
general problems in a narrow range
of contexts, identifies ideas and
describes the scientific evidence
presented
A student who achieves a D grade
typically
 demonstrates basic knowledge of
scientific ideas
A student who achieves an E
grade typically
 demonstrates little knowledge of
scientific ideas
 applies knowledge to solve basic
problems, identifies ideas and
describes the scientific evidence
presented
 demonstrates limited ability to
solve basic problems, identifies
scientific evidence presented
 recognises complex patterns and
trends in data, observations and
investigations to develop valid
inferences
 recognises patterns and trends in
data, observations and
investigations to develop inferences
 recognises most patterns and
trends in data, observations and
investigations
 recognises simple patterns and
trends in data, observations and
investigations
 recognises little or no patterns
and trends in data and observations
 interprets and explains
data/information collected
 interprets and describes
data/information collected
 identifies and describes
data/information collected
 identifies &/or describes some
data/information collected
 shows limited understanding of
data/information
 performs scientific investigations
with proficiency and effectiveness
 performs scientific investigations
with proficiency
 performs scientific investigations
adequately
 performs scientific investigations
with inconsistencies
 performs scientific investigations
with limited understanding
 selects and uses appropriate
resources and equipment efficiently
and in a safe and correct manner
 selects and uses appropriate
resources and equipment in a safe
and correct manner
 demonstrates general awareness
of appropriate resources and safety
requirements
 shows some understanding of
using appropriate resources and
equipment safely
 uses equipment and resources
with little awareness of safety
Communication
 presents and communicates
scientific concepts in detail using
scientific terminology accurately and
documents all information correctly
using a recognised referencing
system
 presents and communicates
scientific concepts in some detail
using appropriate scientific
terminology and documents
information correctly using a
recognised referencing system
 presents and communicates
scientific concepts with some detail,
using scientific terminology and a
recognised referencing system
inconsistently
 presents and communicates
scientific concepts with little
attention to detail, occasionally
using scientific terminology and a
recognised referencing system
 presents and communicates
scientific concepts with limited or no
attention to details including
scientific terminology and a
recognised referencing system
 works highly effectively in both
individual and collaborative contexts
and understands risks and acts
safely in all investigations
 works effectively in collaborative
and individual contexts and
understands risks and acts safely in
all investigations
 works with a degree of
effectiveness in individual and
collaborative contexts, identifies
risks and mostly acts safely in
investigations
 works with limited effectiveness
in individual and collaborative
contexts & inconsistently identifies
risks and acts safely in investigations
 works in individual and
collaborative contexts under direct
supervision with minimal awareness
of risks and appropriate safe
behaviours in investigations
Investigative
skills
Critical thinking
Knowledge and
understanding
A student who achieves an A
grade typically
 demonstrates thorough
knowledge and understanding of
scientific concepts presented
 selects and applies knowledge to
solve challenging problems in a wide
range of contexts, distinguishes
ideas and assesses the significance
of the scientific evidence presented
Work
practices
The following descriptors are consistent with the system grade descriptors which describe generic standards of student achievement across all courses. The unit grade
standards for this Flight T/A Course are as follows:
Science Unit Grade Descriptors for A courses
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Board Endorsed December 2012 – Amended March 2014
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Board Endorsed December 2012 – Amended March 2014
Work
practices
Communica
tion
Investigative
Skills
Critical Thinking
Knowledge and
Understanding
Science Unit Grade Descriptors for T courses
A student who achieves an A grade
typically
 demonstrates thorough and
extensive knowledge and
understanding of scientific concepts
 justifies and applies knowledge to
familiar and unfamiliar contexts and
across different concept areas and
experiences, displays originality and
lateral thinking in problem solving
 evaluates, synthesises and analyses
patterns and trends in data,
observations and investigations and
makes valid and perceptive inferences
A student who achieves a B grade
typically
 demonstrates broad and in-depth
knowledge and understanding of
scientific concepts
 applies knowledge to familiar and
unfamiliar contexts and across
different concept areas and
experiences, displaying originality and
effective thinking in problem solving
 analyses and synthesises patterns
and trends in data, observations and
investigations and makes valid
inferences
 applies highly effective analytical
and evaluative skills, makes
perceptive connections between
scientific concepts, draws accurate
conclusions and proposes appropriate
improvements
 demonstrates logical and coherent
investigations, acknowledges
information using referencing
conventions and operates equipment
highly effectively and safely
 applies effective analytical skills,
 describes and explains general
makes insightful connections between connections between scientific
scientific concepts, draws mostly
concepts, draws conclusions and
accurate conclusions and proposes
proposes improvements
appropriate improvements
 describes connections between
 identifies connections
scientific concepts, draws conclusions between scientific concepts
and proposes improvements
 demonstrates well considered
investigations, acknowledges
information using referencing
conventions and operates equipment
effectively and safely
 outlines investigations,
inconsistently acknowledges
information using referencing
conventions and mostly operates
equipment effectively and safely
 presents highly complex concepts
accurately and coherently in a wide
range of written and non written
formats using appropriate
terminology with flair
 organises time and resources to
work in a highly productive and safe
manner both independently and in a
team
 presents concepts clearly and
logically in a range of written and non
written formats using appropriate
terminology with confidence
 organises time and resources to
work in a productive and safe manner
both independently and in a team
A student who achieves a C grade
typically
 demonstrates broad and general
knowledge and understanding of
scientific concepts
 is able to apply knowledge in a
variety of contexts and different
concept areas to solve problems
A student who achieves a D grade
typically
 demonstrates general and basic
knowledge and understanding of
scientific concepts
 is able to use knowledge in
different areas to solve problems
A student who achieves an
E grade typically
 demonstrates a limited
knowledge of scientific
concepts
 displays emerging
awareness of strategies to
solve problems
 describes and explains patterns
and trends in data, observations and
investigations and makes general
inferences
 identifies and describes patterns in
data, observations and investigations
and makes simple inferences
 identifies patterns in data,
observations and
investigations
 demonstrates considered
investigations, acknowledges
information using referencing
conventions and operates equipment
safely with some general
effectiveness
 presents general concepts clearly
in a range of written and non written
formats using appropriate
terminology generally using
terminology appropriately
 organises time and resources to
work in a generally productive and
safe manner both independently and
in a team
 presents basic concepts in a
narrow range of written and non
written formats using terminology
inconsistently
 demonstrates inconsistent
organisation of time & resources,
works with occasional productivity &
some awareness of safety
independently or in a group
 displays emerging skills in
investigations, attempts to
acknowledge information and
operates equipment with
limited awareness of safety
procedures
 presents some basic
concepts in a limited range of
written & non written
formats using minimal
terminology
 demonstrates limited
organisation of time &
resources to work with an
emerging awareness of safety
19
Board Endorsed December 2012 – Amended March 2014
 evaluates and analyses risks, acts
highly appropriately in all
investigations
 analyses and explains risks and acts
appropriately in all investigations
 identifies and describes risks and
acts appropriately in all investigations
 identifies risks and acts mostly
appropriately in investigations
 demonstrates an emerging
awareness of risks,
developing approaches to
investigations
20
Board Endorsed December 2012 – Amended March 2014
Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment;
 form the basis for valid and reliable assessment in senior secondary schools;
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership; and
 maintain the quality of school-based assessment and the credibility, validity and
acceptability of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from
Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12
work from Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A and T course offered by the school, and is sent
in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges.
 a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios.
 specific requirements for subject areas and types of evidence to be presented for each
moderation day, which will be outlined by the Office of the Board of Senior Secondary
21
Board Endorsed December 2012 – Amended March 2014
Studies through memoranda and Information Papers.
Bibliography
There is no prescribed text-book for student use. The following are books on hand which contain the
types of treatment and depths of understandings appropriate to this course.
Books
Anderson, D. F., & Eberhardt, s. (2010). Understanding flight. New York, McGraw-Hill.
Avery, R., 1999, ATPL performance & loading: reference and text, Bassendean, W. Aust.: Avfacts.
Aviation Supplies & Academics, I., 2008, Access to flight: integrated private and instrument
curriculum, Newcastle, Wash.: Aviation Supplies & Academics.
Aviation Theory Centre (Melbourne, Vic.) 2012a, Aircraft general knowledge and aerodynamics for
the CASA PPL and CPL day VFR syllabus, Huntingdale, Vic.: Aviation Theory Centre.
Aviation Theory Centre (Melbourne, Vic.) 2012b. Meteorology and navigation for the CASA PPL and
CPL day VFR syllabus, Cheltenham, Vic.: Aviation Theory Centre.
Bagshaw, M.,2009. Human Performance and Limitations in Aviation, Blackwell Publishing.
Ball, Jerry. (2008). The impact of training on general aviation pilots' ability to make strategic
weather-related decisions. Available at:
http://permanent.access.gpo.gov/LPS105841/LPS105841/www.faa.gov/library/reports/medical/oam
techreports/2000s/media/200803.pdf
Barnhart, R. K. (2012). Introduction to unmanned aircraft systems. Boca Raton, Fla, CRC.
Beard, R. W., & Mclain, T. W. (2012). Small Unmanned Aircraft Theory and Practice. Princeton,
Princeton University Press.
Blunden, M., 2009a, Cessna 152, Hertfordshire: Pooleys Flight Equipment,
Blunden, M., 2009b, Piper warrior PA28, Hertfordshire: Pooleys Flight Equipment,
Cockburn, D. & Cockburn, D., 2007. Human performance for private pilots ; and, Communications
theory for private pilots, Cranfield: Air Pilot Publishing,
Kershner,W.K. & Kershner, W. C., 2010. The student pilot’s flight manual: from first flight to pilot
certificate, Newcastle, Wash.; Lancaster: Aviation Supplies & Academics; Gazelle [distributor].
NASA Center for AeroSpace Research. & Rehfield, L., Modeling and design analysis methodology for
tailoring of aircraft structures with composites, California: NASA
Nolan, M. S. (2011). Fundamentals of air traffic control. Clifton Park, N.Y., Delmar Cengage Learning.
22
Board Endorsed December 2012 – Amended March 2014
Robson, D. & Aviation Theory Centre (Williamstown, Vic.) 2009, Aircraft general knowledge and
aerodynamics for the private and commercial pilot licences, Huntingdale, Vic.: Aviation Theory
Centre,
Robson, D. (2009). Basic aeronautical knowledge (BAK). Darra, Qld, Aviation Theory Centre.
Robson, D. & Pooley, D., 2009, Instrument flying, radio navigation aids, instrument procedures,
night flying, IMC rating, night qualification, Beds, England: Air Pilot Pub.
Thom, T. & Aviation Theory Centre (Melbourne, Vic.2009, Aeroplane operation, performance and
planning for the private pilot licence and commercial pilot licence, Williamsgtown, Vic.: Aviation
Theory Centre.
Tooley, M. H., & Wyatt, D. (2007). Aircraft communications and navigation systems: principles,
operation and maintenance. Amsterdam, Elsevier/Butterworth-Heinemann.
Tait, Bob & Bob Tait's Aviation Theory School 2009, Command instrument rating : a home study
course for the CASA Instrument Rating Examination (IREX).
Feinberg, Arthur (2002) NASA aviation safety program weather accident prevention. In:
Feinberg, Arthur and Tauss, James Weather information communications [WINCOMM]. Cleveland,
Ohio: National Aeronautics and Space Administration, Glenn Research Center.
Levy, Matthys 2007, Why the wind blows : a history of weather and global warming, Upper Access,
Hinesburg, VT
DVDs and Video
Australia. Civil Aviation Safety Authority 2009, Look out! Situational awareness, Civil Aviation Safety
Authority, Canberra
Australia. Civil Aviation Safety Authority 2005, Weather to fly, Civil Aviation Safety Authority,
Canberra
Websites
NASA Aerodynamics Index (on line), 2012
http://www.grc.nasa.gov/WWW/k-12/airplane/short.html
www.bom.gov.au
Resources
These were accurate at the time of publication.
Students will require access to a science laboratory that is suitably equipped for them to be able to
explore the concepts of the units in Flight through demonstrations, experimentation, investigations,
simulations and modelling in each of the units of study undertaken. Examples of the equipment
required include: compasses, power supplies, masses, motion trolleys, masses, timing devices,
magnets, thermometers, barometers, anemometers.
Specialist aviation resources are required for some of the units. Specifically: aeronautical charts,
topographic maps, flight computers and navigational plotters.
Students will also need access to laptops or other computers and data loggers with a range of
sensors such as motion sensors, temperature probes, mechanics pulleys and photo sensors. They will
require access to the internet, spread sheet software and a dynamic geometry environment software
package.
Students will benefit from access to a flight simulator or flight simulation software. Peripheral
devices such as joysticks, yokes and rudder control pedals will add to the student experience.
23
Board Endorsed December 2012 – Amended March 2014
The teaching of units in the Flight course requires a suitably qualified teacher and teacher support in
the form of professional development.
24
Board Endorsed December 2012 – Amended March 2014
Principles of Flight
Unit Value 0.5
Introduction to Aviation Science (1.0) combines Principles of Flight (0.5) and Aircraft Performance and
Loading (0.5)
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of the principles of flight
 critically analyse aircraft components, instrumentation and design elements to
understand the theoretical basis and the link between scientific research and practice
 synthesise scientific information from various sources with a particular emphasis on
interpreting graphical data
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 evaluate the role of science in enabling and explaining modern aviation
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of day flying and apply this knowledge to solve using scientific methods
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables
 research and communicate ideas and information on day flying and relate topic using
appropriate scientific terminology
 describe the science behind the principles of flight.
Content
Foundation Science Skills
 measurement, units and uncertainty
 designing, conducting and reporting on an investigation
 graphical analysis and interpretation
Aircraft General Knowledge
 light aircraft structure – major systems and airframe design
Aerodynamics - Forces
 forces – physical definition, vector algebra, component analysis
 four aerodynamic forces – lift, drag, thrust and weight
 equilibrium – application to straight and level flight, climbs and descents
Aerodynamics - Torque
 torque – physical definition, application to aircraft operation, centre of gravity, centre of lift
 flight controls – degrees of freedom, first and second order effects of control
 aeronautical manoeuvres –physical interpretation, role of inputs and feedback, load factors
and performance limits
 stalling, spinning & spiral dives
 aircraft loading – application of torque, calculating centre of gravity and performance limits
25
Board Endorsed December 2012 – Amended March 2014
Teaching and Learning Strategies



















practical (e.g. paper, model and RC planes, wind tunnels, balloon rockets, water rockets,
avian anatomy dissections )
laboratory experiments (using levers, spring balances, pendula, thermometers, barometers,
data loggers – particularly PV sensors, force sensors, ultrasonic sensors)
computer simulation – e.g. aerofoil simulation, fluid dynamics simulations, flight simulators
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc. to
access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. effect of aircraft and component design on flight time, glide
angle, stall angle, stability, control, etc.)
open-ended investigations (e.g. design/build a simple aircraft with characteristics which
satisfy a design brief, investigate effect of parachute parameters on drag)
analysis and deconstruction of technical texts –e.g. linking CASA flight rules, operational
requirements and air law with their basis in scientific theory and risk reduction
analysis of authentic Air Services Australia General Flying Proficiency Test (GFPT) and Private
Pilot Licence (PPL) exam questions to understand the requirements of pilots and the
relationship between scientific theory and operational requirements
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
visiting scientists, pilots, aerodynamicists and aeronautical engineers
modelling (mathematical, CAD, physical models, wind tunnel tests, graphical analysis of
flight data)
use of information and communication technologies (ICT), including data loggers, online
resources and appropriate software packages (CAD, simulations, MatLab etc.)
peer tutoring/student presentations/student as teacher
scientific communication – scientific posters, journal articles, 'popular science' articles
integration of teacher-student and student-teacher feedback
teacher instruction – lectures, discussions, skills instruction
teacher demonstrations
student reflection on their learning (e.g. use of learning journals etc)
26
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
Content

creative and critical thinkers
enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

















Specific Unit Resources
Aviation Supplies & Academics, Inc 2008, Access to flight : integrated private and instrument
curriculum, Aviation Supplies & Academics, Newcastle, Wash
Aviation Theory Centre (Melbourne, Vic.) 2012a, Aircraft general knowledge and aerodynamics for
the CASA PPL and CPL day VFR syllabus, Huntingdale, Vic.: Aviation Theory Centre.
Kershner, W.K. & Kershner, W. C., 2010. The student pilot’s flight manual: from first flight to pilot
certificate, Newcastle, Wash.; Lancaster: Aviation Supplies & Academics; Gazelle [distributor].
Journal Articles
Macarther Job, “Air Disasters”, Vol 1, 2 & 3, Aerospace publications Pty Ltd
CD ROMS
Rags Sticks and Wire (Audio), ABC Science Unit
Australia. Civil Aviation Safety Authority 2009, Look out! Situational awareness, Civil Aviation Safety
Authority, Canberra
27
Board Endorsed December 2012 – Amended March 2014
Websites
http://www.casa.gov.au
28
Board Endorsed December 2012 – Amended March 2014
Aircraft Performance and Loading
Unit Value 0.5
Introduction to Aviation Science (1.0) combines Principles of Flight (0.5) and Aircraft Performance and
Loading (0.5)
Prerequisites
Nil
Refer to table p.9 regarding duplication of content.
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of the principles of aircraft
operation and performance
 critically analyse aircraft components, instrumentation and design elements to
understand the theoretical basis and the link between scientific research and practice
 synthesise scientific information from various sources with a particular emphasis on
interpreting graphical data
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 evaluate the role of science in enabling and explaining modern aviation
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of Aircraft performance and Loading and apply this knowledge to solve basic
performance/loading problems associated with flying
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables
 research and communicate ideas and information on performance and Loading and
related topics using appropriate scientific terminology
 describe the various limitations of aircraft in relation to its performance and loading
Content
Aerodynamics – The atmosphere
 properties of air – relationship between altitude, temperature, pressure and density,
comparison to standard atmosphere (pressure and density altitude)
 static and dynamic pressure - application in flight instruments
 fluid flow - turbulent and laminar flow, boundary layer effects, wake turbulence, thrust
stream turbulence
 origin of aerodynamic forces
o lift – Newtonian model, reaction force due to deflection of air mass, aerofoil theory
and design, angle of attack, stalling
o drag –understanding in terms of retarding force and energy loss, induced drag,
parasite drag, form drag, skin friction, interference, wingtip modifications, ground
effect, formation flying
o thrust – propellers and links with aerofoils, Newtonian model
29
Board Endorsed December 2012 – Amended March 2014


relative velocity – relationship between true air-speed and ground-speed, wind-shear
effects of moisture – relationship to temperature and pressure, engine and carburettor icing
Aircraft Performance
 take-off & landing performance – interpretation of multi-dimensional graphical data,
calculating aircraft performance based on a range of inputs
Teaching and Learning Strategies



















practical (e.g. paper, model and RC planes, wind tunnels, balloon rockets, water rockets,
avian anatomy dissections )
laboratory experiments (using levers, spring balances, pendula, thermometers, barometers,
data loggers – particularly PV sensors, force sensors, ultrasonic sensors)
computer simulation – e.g. aerofoil simulation, fluid dynamics simulations, flight simulators
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc. to
access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. effect of aircraft and component design on flight time, glide
angle, stall angle, stability, control, etc.)
open-ended investigations (e.g. design/build a simple aircraft with characteristics which
satisfy a design brief, investigate effect of parachute parameters on drag)
interpretation of flight rules and aviation law to understand their basis in scientific theory
and risk reduction
analysis of authentic Air Services Australia General Flying Proficiency Test (GFPT) and Private
Pilot Licence (PPL) exam questions to understand the requirements of pilots and the
relationship between scientific theory and operational requirements
collaborative learning (group investigations, use of appropriate technology such as blogs, cLc,
wikis)
visiting scientists, pilots, aerodynamicists and aeronautical engineers
modelling (mathematical, CAD, physical models, wind tunnel tests, graphical analysis of flight
data)
use of information and communication technologies (ICT), including data loggers, online
resources and appropriate software packages (CAD, simulations, MatLab etc.)
peer tutoring/student presentations/student as teacher
scientific communication – scientific posters, journal articles, 'popular science' articles
integration of teacher-student and student-teacher feedback
teacher instruction – lectures, discussions, skills instruction
teacher demonstrations
student reflection on their learning (e.g. use of learning journals etc)
30
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers



environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment

Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content
















Specific Unit Resources
Flight Computers
Flight Simulator
AirServices Australia syllabus
Swatton, P. J. (Peter J.) & Swatton, P. J. (Peter J.). Aircraft performance theory for pilots 2008,
Aircraft performance theory and practice for pilots, Wiley-Blackwell, Oxford
Thom, Trevor & Aviation Theory Centre (Melbourne, Vic.) 2001, Aeroplane operation, performance
and planning for the private pilot licence and commercial pilot licence, Aviation Theory Centre,
South Melbourne, Vic
Journals
Flight Safety Australia, Civil Aviation Safety Authority, 2012
Audio visual Material
4 Corners “The Lockhart River disaster” 2005
These were accurate at the time of publication.
31
Board Endorsed December 2012 – Amended March 2014
Introduction to Navigation
Unit Value 0.5
Navigation and Flight Planning (1.0) combines Introduction to Navigation (0.5)
and Further Navigation and Flight Planning (0.5)
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific and mathematical knowledge related to
geodesy, cartography, navigation
 synthesise scientific information from various sources to solve theoretical and practical
problems relating to flight navigation
 critically analyse uncertainties in flight and navigational instruments and their
propagation through common aviation procedures
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between variables
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of navigation and apply this knowledge to fly a simulated flight.
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables.
 research and communicate ideas and information on navigation and relate topic using
appropriate scientific terminology.
 describe the problems encountered behind planning and execution of a flight.
Content
Form of the Earth
 geodesy – distance, latitude, longitude, shape of the Earth, true and magnetic North, planar
and spherical coordinates , spherical geometry (great circles, small circles, rhumb lines/
loxodromes)
 time – as a measure of distance, motion of the Earth, length of day calculations, time zones,
arc/time conversions
 cartography – properties on projections, scale, topography, aeronautical charts, magnetic
deviation
Visual Navigation
 estimating position and groundspeed – using transit times (linear and angular)
 effects of wind – calculating components (headwind and crosswind), vector algebra (using
vector diagrams and components), relationship between heading, track and drift
 accuracy and corrections – error propagation (angular  position), calculating track-error
and corrections to regain track (vector problems), deriving heuristics and estimating
uncertainties
 parallel line and triangle geometry – application to diversions from track
32
Board Endorsed December 2012 – Amended March 2014
Teaching and Learning Strategies
















practical – e.g. sources of error in magnetic compasses, astronomical observations,
geodesic / surveying observations and instruments
computer software / simulation – e.g. flight simulators, Google earth, dynamic geometry
environments
excursions – e.g. Mt Stromlo, ANU, flight training schools, ADFA, DSTO, ADF, commercial
airlines, glider training schools, orienteering events, surveying companies
interactive ICT – e.g. GPS in iPhones to access real-time, dynamic 3D data
inquiry-based learning (e.g. line of sight/curvature of the Earth observations)
graphical analysis and interpretation – e.g. using and interpreting maps and navigational
charts
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing on fuel
requirements, navigational logs and flight plans.
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
visiting scientists, pilots, aerodynamicists and aeronautical engineers
use of information and communication technologies (ICT), including data loggers, online
resources and appropriate software packages (CAD, simulations, MatLab etc.)
peer tutoring/student presentations/student as teacher
scientific communication – scientific posters, journal articles, 'popular science' articles
integration of teacher-student and student-teacher feedback
teacher instruction – lectures, discussions, skills instruction
teacher demonstrations
student reflection on their learning (e.g. use of learning journals etc)
Assessment
Refer to the Assessment Task Types table on page 14
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers



environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members




33
Board Endorsed December 2012 – Amended March 2014
Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content
Teaching
Assessment
















Specific Unit Resources
Maps (WACs)
Flight Computers
Navigational Plotters
Flight Simulator
AirServices Australia syllabus
CAO Regulations and Orders
ERSA
Books
Aviation Theory Centre 2005, Aerodynamics, Aviation Theory Centre, Australia.
Harper, G 2007, 50 Model Rocket Projects for the Evil Genius, McGraw-Hill, New York.
Robson, D 2009, Basic Aeronautical Knowledge (BAK), Aviation Theory Centre, Australia.
Tipler, P and Mosca, G 2007, Physics for Scientists and Engineers (6th ed.), W.H. Freeman and
Company, New York.
Tait, B 2011, CPL Aerodynamics, Bob Tait’s Aviation Theory School, Australia.
Lofts G, O’Keeffe D, Pentland P, Phillips R, Bass G, Nardelli D, Robertson P, Tacon J & Pearcel J 2004,
Jacaranda Physics 1, Wiley, Australia.
Audio Visual Material
Richard Hammond: Engineering Connections (video), SBS, 2009
Microsoft Flight Simulator X (software), Microsoft, 2006
Websites
NASA Aerodynamics Index (on line), 2011
http://www.grc.nasa.gov/WWW/k-12/airplane/short.html
Orbiter Space Flight Simulator (on line), 2011
http://orbit.medphys.ucl.ac.uk/
These were accurate at the time of publication
34
Board Endorsed December 2012 – Amended March 2014
Further Navigation and Flight Planning
Unit Value 0.5
Navigation and Flight Planning (1.0) combines Introduction to Navigation (0.5)
and Further Navigation and Flight Planning (0.5)
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific and mathematical knowledge related to
geodesy, cartography, navigation and flight planning
 synthesise scientific information from various sources to solve theoretical and practical
problems relating to flight navigation and planning
 critically analyse uncertainties in flight and navigational instruments and their
propagation through common aviation procedures
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between variables
 evaluate the role of science in enabling and explaining technological solutions to
problems in aeronautical navigation
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of navigation and apply this knowledge to fly a simulated flight.
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables.
 research and communicate ideas and information on navigation and relate topic using
appropriate scientific terminology.
 describe the problems encountered behind planning and execution of a flight.
Content
Radio navigation Aids
 properties of electromagnetic radiation – reflection, refraction, diffraction, absorption, raypaths in planar and spherical geometry
 signal processing – modulation (AM and FM)
 determining position using radio instruments
o bearings – absolute/relative, to/from, true/magnetic, conversions
o position lines, triangulation, using angular velocity
o determining position using Relative Bearing Indicator (RBI / Fixed-card ADF) and
Non-Directional Beacon (NDB)
o determining position using VHF Omni-directional Radio Range (VOR)
o uncertainties and sources of error – broadcast range, coastal refraction, terrain
effect, night effect, mountain effect, co-channel interference, thunderstorm effect
Aircraft Performance
 International Standard Atmosphere
 climb, cruise and descent performance
Flight Planning
 range, fuel and time calculations
35
Board Endorsed December 2012 – Amended March 2014

effect of environmental factors on flight planning calculations
Teaching and Learning Strategies
















practical – e.g. sources of error in magnetic compasses, astronomical observations,
geodesic / surveying observations and instruments
computer software / simulation – e.g. flight simulators, Google earth, dynamic geometry
environments
excursions – e.g. Mt Stromlo, ANU, flight training schools, ADFA, DSTO, ADF, commercial
airlines, glider training schools, orienteering events, surveying companies
interactive ICT – e.g. GPS in iPhones to access real-time, dynamic 3D data
inquiry-based learning (e.g. line of sight/curvature of the Earth observations)
graphical analysis and interpretation – e.g. using and interpreting maps and navigational
charts
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing on fuel
requirements, navigational logs and flight plans.
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
visiting scientists, pilots, aerodynamicists and aeronautical engineers
use of information and communication technologies (ICT), including data loggers, online
resources and appropriate software packages (CAD, simulations, MatLab etc.)
peer tutoring/student presentations/student as teacher
scientific communication – scientific posters, journal articles, 'popular science' articles
integration of teacher-student and student-teacher feedback
teacher instruction – lectures, discussions, skills instruction
teacher demonstrations
student reflection on their learning (e.g. use of learning journals etc)
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers



environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members




36
Board Endorsed December 2012 – Amended March 2014
Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content
Teaching
Assessment
















Specific Unit Resources
Maps (WACs)
Flight Computers
Navigational Plotters
Flight Simulator
AirServices Australia syllabus
CAO Regulations and Orders
ERSA
Books
Aviation Theory Centre 2005, Aerodynamics, Aviation Theory Centre, Australia.
Harper, G 2007, 50 Model Rocket Projects for the Evil Genius, McGraw-Hill, New York.
Robson, D 2009, Basic Aeronautical Knowledge (BAK), Aviation Theory Centre, Australia.
Tipler, P and Mosca, G 2007, Physics for Scientists and Engineers (6th ed.), W.H. Freeman and
Company, New York.
Tait, B 2011, CPL Aerodynamics, Bob Tait’s Aviation Theory School, Australia.
Lofts G, O’Keeffe D, Pentland P, Phillips R, Bass G, Nardelli D, Robertson P, Tacon J & Pearcel J 2004,
Jacaranda Physics 1, Wiley, Australia.
Audio Visual Material
Richard Hammond: Engineering Connections (video), SBS, 2009
Microsoft Flight Simulator X (software), Microsoft, 2006
Websites
NASA Aerodynamics Index (on line), 2011
http://www.grc.nasa.gov/WWW/k-12/airplane/short.html
Orbiter Space Flight Simulator (on line), 2011
http://orbit.medphys.ucl.ac.uk/
These were accurate at the time of publication
37
Board Endorsed December 2012 – Amended March 2014
Meteorology for Aviation
Unit Value 0.5
Meteorology and Human Limits (1.0) combines Meteorology for Aviation (0.5)
and Further Meteorology and Human Limits (0.5)
Prerequisites
Nil
Refer to table p.9 regarding duplication of content.
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of the physical processes
underlying meteorology
 develop hypotheses and design, carry out and as necessary modify experiments, models,
and simulations to investigate the relationship between physical variables
 critically research, analyse, evaluate and synthesise meteorological data from a variety of
sources
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of meteorology relevant to
aviation
 apply knowledge and understanding to solve basic practical and theoretical problems in
meteorology
 investigate meteorology through the use of experiments, models, and simulations
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
Content – T Unit
The Atmosphere
 structure of the atmosphere and the physical processes that create them
 the Earth’s radiation budget
 density, temperature and pressure and their relationships to each other for an ideal gas
 humidity and dew point
Heat


heat as a form of energy transfer
specific and latent heat and their roles in atmospheric energy transfer
Wind, clouds and precipitation
 causes and types of wind in the atmosphere
 cloud varieties and their use in predicting local weather conditions
 precipitation and icing environments
38
Board Endorsed December 2012 – Amended March 2014
Content – A Unit
The Atmosphere
 composition, dew point temperature, relative humidity and temperature lapse rates
Heat

methods of heat transfer, changes of state, latent heat
Charts and Forecasts
 interpretation of area forecasts, meteorological reports, synoptic and prognostic charts
Teaching and Learning Strategies









practical (e.g. model simulation of land and sea breezes, wind tunnels, balloon)
laboratory experiments (using anemometer, dry and wet bulb thermometers,
barometers, data loggers – particularly PV sensors, force sensors, ultrasonic sensors,
anatomy and physiology of eyes and ears)
computer simulation – e.g. synoptic and prognostic weather charts, fluid dynamics
simulations, flight simulators
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc.
to access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider
training schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. effects of weather on aircraft in relation to design on flight
time, glide angle, stall angle, stability, control, etc.)
open-ended investigations (e.g. design/build a model that demonstrates various weather
formations and patterns)
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing on
minimizing adverse health effects during flight.
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
39
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content

















Specific Unit Resources
Maps (PCAs)
Flight Computers
Flight Simulator
AirServices Australia syllabus
CASA Regulations and Orders
ERSA
Aviation Theory Centre (Melbourne, Vic.) 2012b. Meteorology and navigation for the CASA PPL and
CPL day VFR syllabus, Cheltenham, Vic.: Aviation Theory Centre.
Bagshaw, M.,2009. Human Performance and Limitations in Aviation, Blackwell Publishing.
Ball, Jerry. (2008). The impact of training on general aviation pilots' ability to make strategic
weather-related decisions. Available:
http://permanent.access.gpo.gov/LPS105841/LPS105841/www.faa.gov/library/reports/medical/oa
mtechreports/2000s/media/200803.pdf
40
Board Endorsed December 2012 – Amended March 2014
Cockburn, D. & Cockburn, D., 2007. Human performance for private pilots ; and, Communications
theory for private pilots, Cranfield: Air Pilot Publishing,
Levy, Matthys 2007, Why the wind blows : a history of weather and global warming, Upper Access,
Hinesburg, VT
CD ROM
Australia. Civil Aviation Safety Authority 2005, Weather to fly, Civil Aviation Safety Authority,
Canberra www.bom.gov.au
41
Board Endorsed December 2012 – Amended March 2014
Further Meteorology and Human Limits
Unit Value 0.5
Meteorology and Human Limits (1.0) combines Meteorology for Aviation (0.5)
and Further Meteorology and Human Limits (0.5)
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of the physical processes
underlying meteorology and the human physiology relevant to aviation
 develop hypotheses and design, carry out and as necessary modify experiments, models,
and simulations to investigate the relationship between physical variables
 critically research, analyse, evaluate and synthesise meteorological data from a variety of
sources
 evaluate limitations of aircraft operation and design based on human physiological
constraints
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
This A unit should enable students to:
 demonstrate depth and breadth of scientific knowledge of meteorology and human
physiology relevant to aviation
 apply knowledge and understanding to solve basic practical and theoretical problems in
meteorology and human performance
 investigate meteorology and human physiology through the use of experiments, models,
and simulations
 describe limitations of aircraft operation and design based on human physiological
constraints
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
Content – T Unit
Weather patterns and forecasts
 air masses and pressure systems – their formation and features
 weather patterns and seasonal variations in Australia
 weather charts and aerological diagrams
 weather services for flight planning
Human anatomy and performance limitations
 anatomy of the circulatory and respiratory systems, the ear and the eye
 vision and vision illusions
 stress, arousal and fatigue
 information processing and decision making
42
Board Endorsed December 2012 – Amended March 2014
Content – A Unit
Human Systems, Anatomy and Physiology
 circulatory system; respiratory system
 anatomy of the ear and eye
Human Performance and Flight Crew Management
 information processing and decision making
 vision and vision illusions
 stress, arousal and fatigue
Teaching and Learning Strategies









practical (e.g. model simulation of land and sea breezes, wind tunnels, balloon)
laboratory experiments (using anemometer, dry and wet bulb thermometers, barometers,
data loggers – particularly PV sensors, force sensors, ultrasonic sensors, anatomy and
physiology of eyes and ears)
computer simulation – e.g. synoptic and prognostic weather charts, fluid dynamics
simulations, flight simulators
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc.
to access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. effects of weather on aircraft in relation to design on flight
time, glide angle, stall angle, stability, control, etc.)
open-ended investigations (e.g. design/build a model that demonstrates various weather
formations and patterns)
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing on
minimizing adverse health effects during flight.
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
43
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content

















Specific Unit Resources
Maps (PCAs)
Flight Computers
Flight Simulator
AirServices Australia syllabus
CASA Regulations and Orders
ERSA
Aviation Theory Centre (Melbourne, Vic.) 2012b. Meteorology and navigation for the CASA PPL and
CPL day VFR syllabus, Cheltenham, Vic.: Aviation Theory Centre.
Bagshaw, M.,2009. Human Performance and Limitations in Aviation, Blackwell Publishing.
Ball, Jerry. (2008). The impact of training on general aviation pilots' ability to make strategic
weather-related decisions. Available:
http://permanent.access.gpo.gov/LPS105841/LPS105841/www.faa.gov/library/reports/medical/oa
mtechreports/2000s/media/200803.pdf
44
Board Endorsed December 2012 – Amended March 2014
Cockburn, D. & Cockburn, D., 2007. Human performance for private pilots ; and, Communications
theory for private pilots, Cranfield: Air Pilot Publishing,
Levy, Matthys 2007, Why the wind blows : a history of weather and global warming, Upper Access,
Hinesburg, VT
CD ROM
Australia. Civil Aviation Safety Authority 2005, Weather to fly, Civil Aviation Safety Authority,
Canberra www.bom.gov.au
45
Board Endorsed December 2012 – Amended March 2014
Aerodynamics
Unit Value 0.5 (T unit only)
Prerequisites
Principles of Flight 0.5
Refer to table p.9 regarding duplication of content.
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge related to fluid dynamics and
aerodynamics
 synthesise scientific information from various sources to solve theoretical and practical
problems relating to aerodynamics
 critically analyse aircraft instrumentation and aerofoil design to understand the
theoretical basis and the link between scientific research and practice
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 communicate specialised scientific information to a range of audiences using a variety of
media and technologies
Content
Fluid Flow
 characteristics of fluids
 flow - laminar and turbulent flows, flow rate, flow visualisation
 continuity equation
Bernoulli’s Principle
 static pressure
 dynamic pressure
 Bernoulli’s equation – consider work and energy
 Venturi effect
 Torricelli’s Law
 aircraft instrumentation
o altimeters – measuring static pressure
o airspeed indicators – measuring dynamic pressure
o pitot-static tubes
 dynamic lift
 complications – viscosity, compressibility, turbulence
 advanced aerodynamics – interpreting output of simulations and models using theory which
is mathematically beyond the scope of the course
46
Board Endorsed December 2012 – Amended March 2014
Teaching and Learning Strategies















practical – e.g. P/V sensors, measuring lift and drag, measuring static and dynamic pressure,
vacuum canons
extended laboratory projects – constructing manometers, Venturi constrictions, wind
tunnels, vacuum canons, confirming Torricelli’s law
computer software / simulation – e.g. flow simulations, flight simulators, Google earth,
dynamic geometry environments
excursions – e.g. Mt Stromlo, ANU, flight training schools, ADFA, DSTO, ADF, commercial
airlines, glider training schools, orienteering events, surveying companies
interactive ICT – e.g. GPS in iPhones to access real-time, dynamic 3D data
inquiry-based learning
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
visiting scientists, pilots, aerodynamicists and aeronautical engineers
use of information and communication technologies (ICT), including data loggers, online
resources and appropriate software packages (CAD, simulations, MatLab etc.)
peer tutoring/student presentations/student as teacher
scientific communication – scientific posters, journal articles, 'popular science' articles
integration of teacher-student and student-teacher feedback
teacher instruction – lectures, discussions, skills instruction
teacher demonstrations
student reflection on their learning (e.g. use of learning journals etc)
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers



environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members




47
Board Endorsed December 2012 – Amended March 2014
Specific Unit Resources
Books
Aviation Theory Centre 2005, Aerodynamics, Aviation Theory Centre, Australia.
Giancoli, D 2009, Physics for Scientists and Engineers with Modern Physics (4th ed.), Prentice Hall,
New Jersey.
Robson, D 2009, Basic Aeronautical Knowledge (BAK), Aviation Theory Centre, Australia.
Tipler, P and Mosca, G 2007, Physics for Scientists and Engineers (6th ed.), W.H. Freeman and
Company, New York.
Tait, B 2011, CPL Aerodynamics, Bob Tait’s Aviation Theory School, Australia.
Lofts G, O’Keeffe D, Pentland P, Phillips R, Bass G, Nardelli D, Robertson P, Tacon J & Pearcel J 2004,
Jacaranda Physics 1, Wiley, Australia.
Audio Visual Material
Microsoft Flight Simulator X (software), Microsoft, 2006
Websites
NASA Aerodynamics Index (on line), 2011
http://www.grc.nasa.gov/WWW/k-12/airplane/short.html
Orbiter Space Flight Simulator (on line), 2011
http://orbit.medphys.ucl.ac.uk/
These were accurate at the time of publication
48
Board Endorsed December 2012 – Amended March 2014
Aviation Science Inquiry Project
Unit Value 0.5 (T unit only)
Prerequisites
This unit should only be undertaken by students who have completed at least 3 standard units of
this course.
Specific Unit Goals
This T unit should enable students to:
 demonstrate depth and breadth of scientific knowledge in a chosen field of aviation
science
 critically analyse scientific information from various sources, including observations and
measurements from investigations/simulations/prototypes
 apply scientific knowledge to solve problems in unfamiliar contexts
 develop hypotheses and design, carry out and modify multiple interconnected
experiments and simulations to investigate the relationship between physical variables
 communicate scientific research to peers and select audiences in a concise and effective
manner using appropriate media and technologies
 demonstrate ability to work independently or collaboratively and evaluate potential risks
while conducting practical investigations
Content
In this unit students will have the opportunity to examine a problem of their choosing in aviation
science. They will be guided in their development of a research proposal which includes a
description of the problem, a hypothesis and appropriate experimental design or research and
development procedures. Students will carry out research through the development of scientific
experiments, evaluate results and draw conclusions. They will present their project to their peers
and to a select audience. Staff will oversee students to ensure that they not only widen their
understanding of aviation science but also develop significant skills in the design and execution of a
substantive research project.
Teaching and Learning Strategies
Students will conduct an open-ended investigation to solve a problem in aviation science. They will
be required to research the theoretical background to the problem, hypothesize the relationship
between variables, and design an investigation or practical method to overcome the problem and
finally carry out and report back on the results of their experiment commenting on the suitability or
otherwise of their results and approach to the problem. Class time will be devoted to personal
research, problem solving, research design and investigation. Students may carry out key
components of their research beyond the formal bounds of the college and may work with or gain
the assistance of research scientists or specialists who have access to specific research technologies.
In this sense the project may be collaborative. Students may report the outcomes of their research
as part of their participation in national or regional activities or competitions. Students will be
encouraged to make use of information and communications technologies (ICT) when conducting
their research and when presenting it to their audience. Staff will build in opportunities for staffstudent feedback, student presentation, student as teacher and student reflection on their learning.
49
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers


environmentally and culturally aware citizens


confident and capable users of technologies




independent and self-managing learners




collaborative team members




Specific Unit Resources
Resources for this unit will be specific to the student project. They will have access to the full range
of equipment and information and communications technologies that the college can provide. They
may also be able to gain access to equipment and technologies in the scientific community beyond
the college.
50
Board Endorsed December 2012 – Amended March 2014
Commercial Aviation Theory
Unit Value 1.0
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate a broad knowledge and deep understanding of the practical and theoretical
concepts covered in the study of commercial aviation and apply this knowledge to predict
and solve problems associated with the various classifications of commercial flying
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 synthesise, evaluate and communicate specialised scientific information to a range of
audiences using a variety of media and technologies
 critically analyse the relationship between aircraft performance and the time and fuel
restrictions associated with commercial flight
 critically analyse aircraft and component design to understand theoretical basis
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of commercial aviation and apply this knowledge to solve using scientific methods,
basic fuel and time problems associated with flying
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables
 research and communicate ideas and information on commercial aviation and related
topics using appropriate scientific terminology
Content T Unit
Aircraft General Knowledge
 mechanics of turbine engines
 introduction to IFR (Instrument Flight Rating)
Sound Waves and Resonance
 supersonic speeds and bow waves
 determining MACH number
Application of Vectors
 calculation of ground speed
 use of alternate angle theorem to determine interior angles of vectors
Aircraft Operation and Performance (CPL)
 take off and loading charts
 climb, cruise and descent performance
 Equi-Time Points and Point of No Return (ETP’s and PNR’s)
Aerodynamics (CPL)
 special design features related to multi engine aircraft
 graphical analysis and interpretation of variables such as power and volumetric efficiency
51
Board Endorsed December 2012 – Amended March 2014
Air Law
 airspace and traffic operations for commercial aircraft
 commercial roster times
 carriage of commercial goods
 emergencies, accidents and incidents (reportable matters both IRM’s and RRM’s)
Content A Unit
Aircraft General Knowledge
 mechanics of turbine engines
 continuation of VFR (Visual Flight Rules)
Sound Waves and Resonance
 supersonic Speeds and Bow waves
 describing MACH number
Application of Vectors
 calculation of ground speed
 use of ‘Z’ rule to determine interior angles of vectors
Aircraft Operation and Performance (CPL)
 take off and Loading charts
 climb, cruise and descent performance
 describing Equi time points and Point of No Return (ETP’s and PNR’s)
Aerodynamics (CPL)
 special Design Features related to multi engine aircraft
 construct a graph reflecting relationships between variables such as power and thrust
Air Law (CPL)
 egs. Commercial roster times, Carriage of commercial goods, Emergencies, accidents and
incidents. (Reportable matters both IRM’s and RRM’s)
Teaching and Learning Strategies









practical (e.g. model aircraft making assignment and oral presentation)
laboratory experiments (using scientific data and methods involving electric versus fuel
driven motors)
computer simulation – e.g. time and fuel problems, loading chart software
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc.
to access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. aerodynamics of jet powered aircraft.)
open-ended investigations (e.g. design/build a model that demonstrates various
aerodynamic principles)
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
52
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content

















Specific Unit Resources
Maps (VTC,PCA,WAC,VNC)
Flight Computers
Navigational Plotters
Flight Simulator
AirServices Australia syllabus
CAO Regulations and Orders
ERSA
Avery, R., 1999, ATPL performance & loading: reference and text, Bassendean, W. Aust.: Avfacts.
Thom, T. & Aviation Theory Centre (Melbourne, Vic.) 2009, Aeroplane operation, performance and
planning for the private pilot licence and commercial pilot licence, Williamstown, Vic.: Aviation
Theory Centre.
53
Board Endorsed December 2012 – Amended March 2014
Principles of Helicopter Flight
Unit Value 1.0
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate a broad knowledge and deep understanding of the practical and theoretical
concepts covered in the study of rotary aviation
 apply knowledge and understanding to predict and solve problems practical and
theoretical problems associated with rotary aviation
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 research and communicate specialised ideas and information on and related topics using
appropriate scientific terminology
 critically analyse the effects of aircraft performance due to time and fuel restrictions
associated with helicopter flight
 synthesise scientific information pertaining to the physical science behind rotary flight
This A unit should enable students to:
 demonstrate an understanding of the practical and theoretical concepts covered in the
study of rotary aviation and apply this knowledge to solve using scientific methods, basic
calculations such as Newtons Laws of motion and Bernoulli’s Principle.
 investigate, design and carry out as necessary experiments and simulations to investigate
the relationship between physical variables.
 research and communicate ideas and information on rotary aviation and related topics
using appropriate scientific terminology.
 describe aerodynamics behind rotary flight.
Content
There will be some content that is congruent to the content taught in the Introduction to Aviation
Science e.g. areas such as Principles behind lift and drag will be covered again but will have a rotary
focus.
T Unit Content
Aircraft General Knowledge –

helicopter engines, systems and instruments, controlling power.
Aerodynamics –

torque and gyroscopic effects of rotary craft; precession, auto rotation, rotational velocities.

lift and drag - pressure patterns, rotary wing airfoils and planforms, translational lift,
dissymmetry of lift, transverse flow effect, retreating blade stall
Operational Performance and Planning

relative wind and rotary craft, hovering, forward flight, power range and endurance, ground
effect, ground resonance
54
Board Endorsed December 2012 – Amended March 2014
Rotary control surfaces and functions
anti torque configurations, the cyclic, the collective, the anti-torque pedals, and the throttle
Air Law

airspace, altitudes applicable to rotary, taxiing and circuit procedures, categories of flying
endorsements
A Unit Content
Aircraft General Knowledge –

helicopter engines, systems and instruments
Aerodynamics –

gyroscopic effects of rotary craft; precession and rotation
Lift and drag –

pressure patterns, rotary wing airfoils and planforms
Operational Performance and Planning

hovering, forward flight, power range and endurance, ground effect
Rotary control surfaces and functions
anti torque configurations, the cyclic, the collective, the anti-torque pedals, and the throttle.
Air Law

airspace, altitudes applicable to rotary, taxiing and circuit procedures, categories of flying
endorsements.
Teaching and Learning Strategies









practical (e.g. model design and construction of a rotor blade)
laboratory experiments (using scientific data and methods involving newtons laws of
motion, vector quantities, moments and couples, pressure energy and dynamic energy)
computer simulation – e.g. time and fuel problems, loading chart software
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc.
to access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. aerodynamics of rotary aircraft.)
open-ended investigations (e.g. design/build a model that demonstrates various
aerodynamic principles)
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing on flight
procedures for mountain flying and special helicopter techniques
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
55
Board Endorsed December 2012 – Amended March 2014
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens



confident and capable users of technologies



independent and self-managing learners



collaborative team members



Teaching
Assessment


Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members

Content

















Specific Unit Resources
Flight Computers
Flight Simulator
AirServices Australia syllabus
CAO Regulations and Orders
ERSA
Jackson, Robert, 1941- 2006, Helicopters : modern civil and military rotorcraft, Amber, London
Langley, Andrew 2010, Helicopters, Franklin Watts, London
Smith, Dick & Bennett, Jack, 1934- & Wright, Ramsay 1994, The earth beneath me, Australian
Listening Library, Sydney
2006. Straight up helicopters in action, Visual Entertainment Group [distributor], Richmond South,
Vic
56
Board Endorsed December 2012 – Amended March 2014
Stuart, Geoffrey W.. (2010). The effect of rotor tip markings on judgements of rotor sweep extent .
Available: http://hdl.handle.net/1947/10097 . Last accessed 13/5/2011.
Zuehlke, Jeffrey 2005, Helicopters, Lerner Publications Co, Minneapolis, MN
Zuehlke, Jeffrey 2011, Helicopters on the move, Lerner Pub. Group, Minneapolis, MN
http://www.ericweisstein.com/encyclopedias/books/Helicopters.html.
57
Board Endorsed December 2012 – Amended March 2014
Night and Instrument Flight Rating
Unit Value 0.5 (T unit only)
Prerequisites
Nil
Specific Unit Goals
This T unit should enable students to:
 demonstrate a broad knowledge and deep understanding of the procedures relating to
Night VFR and Instrument Flight Rating and apply this knowledge to safely navigate
appropriate airspace as well as predict and solve problems associated with the various
situations at night or under IFR conditions
 develop hypotheses and design, carry out and as necessary modify experiments and
simulations to investigate the relationship between physical variables
 research and communicate specialised ideas and information on and related topics using
appropriate scientific terminology
 critically analyse the effects of aircraft performance due to time and fuel restrictions
associated with Night VFR and Instrument Flight Rating flight
 synthesise scientific information pertaining to the physical science behind Instrument
Landing Management Systems (ILMS)
Content
Procedures under Night VFR and IFR conditions
 airway clearances
 Standard Instrument Departures (SIDs)
 departing in IMC
 en route operations
 level changes in class G airspace
 IFR Arrivals
Automatic Flight Systems and Instrument Approaches







landing management systems – instrument, microwave and transponder
instrument use under IFR conditions
IAL naming convention
requirements for missed approach
Instrument approach and landing charts
glide slope systems
ILS categories and procedures
RNAV Systems
 Inertial Navigation Systems
 Global Navigation Satellite Systems
 RNAV routes and procedures
 RNAV Operational Requirements
 RNAV Non-Precision Approach
58
Board Endorsed December 2012 – Amended March 2014
Teaching and Learning Strategies








practical (e.g. model design and construction on the effects that terrain, weather,
atmosphere and magnetic flux has on aircraft/ground avionics )
laboratory experiments (using scientific data and methods involving electrical circuits,
magnets and electronic interrogation devices.)
computer simulation – e.g. airspace problems, instrument software
interactive ICT – e.g. using accelerometers in iPhones, Nintendo Wii, Microsoft Kinect etc.
to access real-time, dynamic 3D data
excursions (e.g. flight training schools, ADFA, DSTO, ADF, commercial airlines, glider training
schools, air shows, Woomera Space Camp, amateur model rocket club events)
inquiry-based learning (e.g. Automatic Flight Systems.)
analysis and deconstruction of authentic technical texts – e.g. linking CASA flight rules,
operational requirements and air law with their basis in scientific theory focussing Night
and IFR flying and risk reduction
collaborative learning (group investigations, use of appropriate technology such as blogs,
cLc, wikis)
Assessment
Refer to the Assessment Task Types table on page 14.
Student Capabilities Tertiary
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers








skilled and empathetic communicators
informed and ethical decision-makers



environmentally and culturally aware citizens
confident and capable users of technologies

independent and self-managing learners

collaborative team members









59
Board Endorsed December 2012 – Amended March 2014
Student Capabilities Accredited
Evidence could be in:
Student Capabilities
Goals
Content





skilled and empathetic communicators
informed and ethical decision-makers
Assessment

creative and critical thinkers
enterprising problem-solvers
Teaching





environmentally and culturally aware citizens
confident and capable users of technologies

independent and self-managing learners

collaborative team members









Specific Unit Resources
Flight Computers
Navigational Plotters
Flight Simulator
AirServices Australia syllabus
CAO Regulations and Orders
ERSA
Markham Chris (2010) The Command Instrument Rating Pilot and Aircrew Training Australia
Aviation Supplies & Academics, Inc 2008, Access to flight : integrated private and instrument
curriculum, Aviation Supplies & Academics, Newcastle, Wash
Cockburn, David & Cockburn, David. Communications theory for private pilots 2007, Human
performance for private pilots; and Communications theory for private pilots, Air Pilot Publishing,
Cranfield.
60