Aerospace Engineering
WVEIS 2468
Aerospace Engineering is a component of the Project Lead the Way (PLTW) pre-engineering curriculum. The major focus
of this course is to expose students to the world of aeronautics, flight, and engineering. Students will be introduced to
activity-based, project-based, and problem-based learning through exploring the world of Aerospace Engineering.
Students should have experience in physics, mathematics, and technology education. They will employ engineering and
scientific concepts in the solution of aerospace problems. The entire curriculum sequence will include experiences from
the diverse fields of Aeronautics, Aerospace Engineering and related areas of study. Lessons will engage students in
engineering design problems related to aerospace information systems, astronautics, rocketry, propulsion, the physics of
space science, space life sciences, the biology of space science, principles of aeronautics, structures and materials, and
systems engineering. Students are encouraged to become active members of TSA, the national youth organization for
those enrolled in technology education. TSA is an integral component of the program and provides curricular
opportunities that enhance student achievement. Teachers should utilize relevant TSA activities to support experiential
learning. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content
Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Grade 9-12
Standard: 1
ET.S.AEROSP.1
Objectives
ET.O.AEROSP.1.1
ET.O.AEROSP.1.2
ET.O.AEROSP.1.3
ET.O.AEROSP.1.4
Aerospace Engineering
History of Flight
Students will examine the history of flight.
Students will
compare various vehicles used for human flight.
research the function of the main components of an airplane.
outline the forces acting on an airplane.
apply their knowledge of airplane components to design their own airplane using a computer
design tool.
ET.O.AEROSP.1.5
evaluate and compare the effects of design changes on the performance of an airplane.
ET.O.AEROSP.1.6
assess the flight characteristics of an airplane through the use of a flight simulator.
Performance Descriptors (ET.PD.AEROSP.1)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of
distinctive and sophisticated application
a thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the
knowledge and skills that meet the
characterized by errors and/or
standard in the history of flight. The
standard in the history of flight. The
omissions in the history of flight.
student can do the following with no
student can do the following with few
The student can do the following
errors: compare various vehicles used
for human flight; research the function of
the main components of an airplane;
outline the forces acting on an airplane;
apply their knowledge of airplane
components to design their own airplane
using a computer design tool; evaluate
and compare the effects of design
changes on the performance of an
airplane; and assess the flight
characteristics of an airplane through the
use of a flight simulator. The student can
independently solve problems and is
self-directed.
Standard: 2
ET.S.AEROSP.2
Objectives
ET.O.AEROSP.2.1
ET.O.AEROSP.2.2
ET.O.AEROSP.2.3
ET.O.AEROSP.2.4
ET.O.AEROSP.2.5
ET.O.AEROSP.2.6
ET.O.AEROSP.2.7
ET.O.AEROSP.2.8
ET.O.AEROSP.2.9
ET.O.AEROSP.2.10
ET.O.AEROSP.2.11
ET.O.AEROSP.2.12
errors: compare various vehicles used
for human flight; research the function
of the main components of an airplane;
outline the forces acting on an airplane;
apply their knowledge of airplane
components to design their own
airplane using a computer design tool;
evaluate and compare the effects of
design changes on the performance of
an airplane; and assess the flight
characteristics of an airplane through
the use of a flight simulator.
Application of knowledge and skills is
thorough and effective, and the student
can work independently.
with notable errors: compare
various vehicles used for human
flight; research the function of the
main components of an airplane;
outline the forces acting on an
airplane; apply their knowledge of
airplane components to design their
own airplane using a computer
design tool; evaluate and compare
the effects of design changes on the
performance of an airplane; and
assess the flight characteristics of an
airplane through the use of a flight
simulator. Performance needs
further development and
supervision.
Aerodynamics and Testing
Students will:
 research aerodynamics.
 construct an airfoil.
 test an airfoil using a wind tunnel.
Students will
compare the various forces acting on an airplane in flight.
determine the various factors that affect the lift and drag forces generated by an airfoil.
demonstrate the technical terms used to describe the geometry and performance of an airfoil.
analyze, using a computer simulation tool, the performance of an airfoil design.
evaluate and compare, using a computer simulation, several airfoil designs.
apply their knowledge of aerodynamics to design an airfoil that meets specifications.
extract geometric data from the FoilSim applet.
use a spreadsheet application to scale the geometric data points extracted from FoilSim to define
an airfoil with a given chord length.
utilize modeling software to design templates to be used for accurately cutting airfoil shapes from
a foam core.
use appropriate tools and machines to safely and accurately construct an airfoil to be tested in a
wind tunnel.
evaluate different types of readily available foam products to determine the advantages and
disadvantages of each in the construction of airfoil shapes.
outline the various components of a wind tunnel.
ET.O.AEROSP.2.13
research the various instruments used to measure the lift and drag forces generated by an airfoil.
ET.O.AEROSP.2.14
synthesize a test plan to measure the performance of an airfoil.
ET.O.AEROSP.2.15
measure the performance of an airfoil using lab equipment.
ET.O.AEROSP.2.16
analyze the performance data gathered during testing.
ET.O.AEROSP.2.17
evaluate and compare several performance characteristics of the airfoil.
ET.O.AEROSP.2.18
communicate their test results through a technical report and a presentation to the class.
Performance Descriptors (ET.PD.AEROSP.2)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows inconsistent performance of
distinctive and sophisticated application a thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the
characterized by errors and/or
standard in aerodynamics and testing.
standard in aerodynamics and testing.
omissions in aerodynamics and
The student can do the following with
The student can do the following with
testing. The student can do the
no errors: compare the various forces
few errors: compare the various forces following with notable errors: compare
acting on an airplane in flight;
acting on an airplane in flight;
the various forces acting on an
determine the various factors that affect determine the various factors that
airplane in flight; determine the various
the lift and drag forces generated by an affect the lift and drag forces generated factors that affect the lift and drag
airfoil; demonstrate the technical terms by an airfoil; demonstrate the technical forces generated by an airfoil;
used to describe the geometry and
terms used to describe the geometry
demonstrate the technical terms used
performance of an airfoil; analyze,
and performance of an airfoil; analyze, to describe the geometry and
using a computer simulation tool, the
using a computer simulation tool, the
performance of an airfoil; analyze,
performance of an airfoil design;
performance of an airfoil design;
using a computer simulation tool, the
evaluate and compare, using a
evaluate and compare, using a
performance of an airfoil design;
computer simulation, several airfoil
computer simulation, several airfoil
evaluate and compare, using a
designs; apply their knowledge of
designs; apply their knowledge of
computer simulation, several airfoil
aerodynamics to design an airfoil that
aerodynamics to design an airfoil that
designs; apply their knowledge of
meets specifications; extract geometric meets specifications; extract geometric aerodynamics to design an airfoil that
data from the FoilSim applet; use a
data from the FoilSim applet; use a
meets specifications; extract
spreadsheet application to scale the
spreadsheet application to scale the
geometric data from the FoilSim
geometric data points extracted from
geometric data points extracted from
applet; use a spreadsheet application
FoilSim to define an airfoil with a given FoilSim to define an airfoil with a given to scale the geometric data points
chord length; utilize modeling software chord length; utilize modeling software extracted from FoilSim to define an
to design templates to be used for
to design templates to be used for
airfoil with a given chord length; utilize
accurately cutting airfoil shapes from a accurately cutting airfoil shapes from a modeling software to design templates
foam core; use appropriate tools and
foam core; use appropriate tools and
to be used for accurately cutting airfoil
machines to safely and accurately
machines to safely and accurately
shapes from a foam core; use
construct an airfoil to be tested in a
construct an airfoil to be tested in a
appropriate tools and machines to
wind tunnel with no errors; evaluate
different types of readily available foam
products to determine the advantages
and disadvantages of each in the
construction of airfoil shapes; outline
the various components of a wind
tunnel with no errors; research the
various instruments used to measure
the lift and drag forces generated by an
airfoil; synthesize a test plan to
measure the performance of an airfoil;
measure the performance of an airfoil
using lab equipment; analyze the
performance data gathered during
testing; and evaluate and compare
several performance characteristics of
the airfoil. The student can
independently solve problems and is
self-directed.
Standard: 3
ET.S.AEROSP.3
wind tunnel; evaluate different types of
readily available foam products to
determine the advantages and
disadvantages of each in the
construction of airfoil shapes; outline
the various components of a wind
tunnel with few errors; research the
various instruments used to measure
the lift and drag forces generated by an
airfoil; synthesize a test plan to
measure the performance of an airfoil;
measure the performance of an airfoil
using lab equipment; analyze the
performance data gathered during
testing; and evaluate and compare
several performance characteristics of
the airfoil. Application of knowledge
and skills is thorough and effective, and
the student can work independently.
safely and accurately construct an
airfoil to be tested in a wind tunnel;
evaluate different types of readily
available foam products to determine
the advantages and disadvantages of
each in the construction of airfoil
shapes; outline the various
components of a wind tunnel; research
the various instruments used to
measure the lift and drag forces
generated by an airfoil; synthesize a
test plan to measure the performance
of an airfoil; measure the performance
of an airfoil using lab equipment;
analyze the performance data
gathered during testing; and evaluate
and compare several performance
characteristics of the airfoil.
Performance needs further
development and supervision.
Flight Systems
Students will:
 design a glider.
 construct a glider.
 test a glider.
Objectives
Students will
ET.O.AEROSP.3.1
outline the requirements for a glider to remain stable in flight.
ET.O.AEROSP.3.2
utilize software to layout a glider that complies with characteristics provided by the instructor.
ET.O.AEROSP.3.3
design a glider for maximum flight distance.
ET.O.AEROSP.3.4
construct a glider that accurately represents their design.
ET.O.AEROSP.3.5
summarize test data to identify the best glider design.
ET.O.AEROSP.3.6
write a proposal for “phase two” funding for a revised glider design.
Performance Descriptors (ET.PD.AEROSP.3)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of
distinctive and sophisticated application
a thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the
knowledge and skills that meet the
characterized by errors and/or
standard in flight systems. The student
can do the following with no errors:
outline the requirements for a glider to
remain stable in flight; utilize software to
layout a glider that complies with
characteristics provided by the instructor;
design a glider for maximum flight
distance; construct a glider that
accurately represents their design;
summarize test data to identify the best
glider design; and write a proposal for
“phase two” funding for a revised glider
design. The student can independently
solve problems and is self-directed.
Standard: 4
ET.S.AEROSP.4
Objectives
ET.O.AEROSP.4.1
ET.O.AEROSP.4.2
ET.O.AEROSP.4.3
ET.O.AEROSP.4.4
ET.O.AEROSP.4.5
ET.O.AEROSP.4.6
ET.O.AEROSP.4.7
ET.O.AEROSP.4.8
ET.O.AEROSP.4.9
standard in flight systems. The student
can do the following with few errors:
outline the requirements for a glider to
remain stable in flight; utilize software
to layout a glider that complies with
characteristics provided by the
instructor; design a glider for maximum
flight distance; construct a glider that
accurately represents their design;
summarize test data to identify the best
glider design; and write a proposal for
“phase two” funding for a revised glider
design. Application of knowledge and
skills is thorough and effective, and the
student can work independently.
omissions in flight systems. The
student can do the following with
notable errors: outline the
requirements for a glider to remain
stable in flight; utilize software to
layout a glider that complies with
characteristics provided by the
instructor; design a glider for
maximum flight distance; construct a
glider that accurately represents
their design; summarize test data to
identify the best glider design; and
write a proposal for “phase two”
funding for a revised glider design.
Performance needs further
development and supervision.
Astronautics
Students will:
 measure rocket engine thrust.
 measure model rocket trajectory.
 utilize a rocket camera.
 research orbital mechanics.
Students will
design and build a rocket engine thrust testing device.
test the thrust of a model rocket engine.
compare and contrast the terms and concepts of the design, flight, and forces on a model rocket
and be able to explain how they interact.
investigate how changes in various design characteristics of a model rocket will affect the model
rocket’s flight performance.
work collaboratively as an engineering team to construct a model rocket from a kit, fly it safely,
and make predications, observations, and comparisons of flight data.
use trigonometry to calculate an estimate for the maximum altitude a model rocket obtains during
a launch.
calculate a rocket’s maximum velocity and maximum acceleration given rocket data and rocket
engine performance specifications.
use the Internet and the library to conduct research on the importance of aerial photography.
demonstrate an understanding of the scientific method by formulating a testable research
question, and designing and conducting an aerial photography project/experiment.
calculate the scale factor of aerial photographs, and use the scale factor to determine the rocket’s
altitude when the photography was taken, and determine the length of objects in the photographs
using the photograph’s scale factor.
ET.O.AEROSP.4.11
examine how the launch angle relates to or affects the forces of lift, thrust, weight, and drag.
ET.O.AEROSP.4.12
research conic sections.
ET.O.AEROSP.4.13
investigate historical figures in orbit theory.
ET.O.AEROSP.4.14
observe basic orbit theory through a laboratory exercise.
ET.O.AEROSP.4.15
examine satellite motion and the application of orbit parameters by observing actual earth
satellite motion.
Performance Descriptors (ET.PD.AEROSP.4)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent The student demonstrates basic but
and exemplary performance with
and proficient performance and
inconsistent performance of
distinctive and sophisticated application
shows a thorough and effective
fundamental knowledge and skills
of knowledge and skills that exceed the
application of knowledge and skills
characterized by errors and/or
standard in astronautics. The student
that meet the standard in
omissions in astronautics. The
can do the following with no errors:
astronautics. The student can do the student can do the following with
design and build a rocket engine thrust
following with few errors: design and notable errors: design and build a
testing device; test the thrust of a model
build a rocket engine thrust testing
rocket engine thrust testing device;
rocket engine; compare and contrast the device; test the thrust of a model
test the thrust of a model rocket
terms and concepts of the design, flight,
rocket engine; compare and contrast engine; compare and contrast the
and forces on a model rocket and be
the terms and concepts of the design, terms and concepts of the design,
able to explain how they interact;
flight, and forces on a model rocket
flight, and forces on a model rocket
investigate how changes in various
and be able to explain how they
and be able to explain how they
design characteristics of a model rocket
interact; investigate how changes in
interact; investigate how changes in
will affect the model rocket’s flight
various design characteristics of a
various design characteristics of a
performance; work collaboratively as an
model rocket will affect the model
model rocket will affect the model
engineering team to construct a model
rocket’s flight performance; work
rocket’s flight performance; work
rocket from a kit, fly it safely, and make
collaboratively as an engineering
collaboratively as an engineering team
predications, observations, and
team to construct a model rocket from to construct a model rocket from a kit,
comparisons of flight data; use
a kit, fly it safely, and make
fly it safely, and make predications,
trigonometry to calculate an estimate for predications, observations, and
observations, and comparisons of
the maximum altitude a model rocket
comparisons of flight data; use
flight data; use trigonometry to
obtains during a launch; calculate a
trigonometry to calculate an estimate calculate an estimate for the maximum
rocket’s maximum velocity and maximum for the maximum altitude a model
altitude a model rocket obtains during
acceleration given rocket data and rocket rocket obtains during a launch;
a launch; calculate a rocket’s
engine performance specifications; use
calculate a rocket’s maximum velocity maximum velocity and maximum
the Internet and the library to conduct
and maximum acceleration given
acceleration given rocket data and
ET.O.AEROSP.4.10
research on the importance of aerial
photography; demonstrate an
understanding of the scientific method by
formulating a testable research question,
and designing and conducting an aerial
photography project/experiment;
calculate the scale factor of aerial
photographs, and use the scale factor to
determine the rocket’s altitude when the
photography was taken, and determine
the length of objects in the photographs
using the photograph’s scale factor;
examine how the launch angle relates to
or affects the forces of lift, thrust, weight,
and drag; research conic sections;
investigate historical figures in orbit
theory; observe basic orbit theory
through a laboratory exercise; and
examine satellite motion and the
application of orbit parameters by
observing actual earth satellite motion.
The student can independently solve
problems and is self-directed.
Standard: 5
ET.O.AEROSP.5
Objectives
ET.O.AEROSP.5.1
ET.O.AEROSP.5.2
ET.O.AEROSP.5.3
rocket data and rocket engine
rocket engine performance
performance specifications; use the
specifications; use the Internet and the
Internet and the library to conduct
library to conduct research on the
research on the importance of aerial
importance of aerial photography;
photography; demonstrate an
demonstrate an understanding of the
understanding of the scientific
scientific method by formulating a
method by formulating a testable
testable research question, and
research question, and designing and designing and conducting an aerial
conducting an aerial photography
photography project/experiment;
project/experiment; calculate the
calculate the scale factor of aerial
scale factor of aerial photographs,
photographs, use the scale factor to
use the scale factor to determine the
determine the rocket’s altitude when
rocket’s altitude when the
the photography was taken, and
photography was taken, and
determine the length of objects in the
determine the length of objects in the photographs using the photograph’s
photographs using the photograph’s
scale factor; examine how the launch
scale factor; examine how the launch angle relates to or affects the forces of
angle relates to or affects the forces
lift, thrust, weight, and drag; research
of lift, thrust, weight, and drag;
conic sections; investigate historical
research conic sections; investigate
figures in orbit theory; observe basic
historical figures in orbit theory;
orbit theory through a laboratory
observe basic orbit theory through a
exercise; and examine satellite motion
laboratory exercise; and examine
and the application of orbit parameters
satellite motion and the application of by observing actual earth satellite
orbit parameters by observing actual
motion. Performance needs further
earth satellite motion. Application of
development and supervision.
knowledge and skills is thorough and
effective, and the student can work
independently.
Space Life Sciences
Students will:
 examine life support and environmental systems.
 discover the effects of gravity on the human body.
 evaluate a microgravity drop tower.
Students will
design and conduct experiments related to positive g-force.
conduct experiments and collect data.
analyze the results of experiments through careful observation of experiment videotape.
ET.O.AEROSP.5.4
ET.O.AEROSP.5.5
ET.O.AEROSP.5.6
ET.O.AEROSP.5.7
synthesize the data and apply experimental conclusions to real-world situations.
construct a reduced gravity test device that can be used safely to simulate reduced gravity.
experience the feeling of reduced gravity and vestibular stimulation.
acquire data such as pulse rate and response time during stress tests performed in a reduced
gravity environment.
ET.O.AEROSP.5.8
analyze data and draw conclusions regarding the effects of reduced gravity and vestibular
stimulation on the human body.
ET.O.AEROSP.5.9
show and describe the videotape of drop experiment.
ET.O.AEROSP.5.10
evaluate the results of the drop experiment with regard to anticipated outcomes.
ET.O.AEROSP.5.11
describe recommendations for modifying the experiment.
ET.O.AEROSP.5.12
communicate in a journal, including a daily entry that explains what was done, what needs to be
done and results.
Performance Descriptors (ET.PD.AEROSP.5)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent The student demonstrates basic but
and exemplary performance with
and proficient performance and
inconsistent performance of
distinctive and sophisticated application
shows a thorough and effective
fundamental knowledge and skills
of knowledge and skills that exceed the
application of knowledge and skills
characterized by errors and/or
standard in space life sciences. The
that meet the standard in space life
omissions in space life sciences. The
student can do the following with no
sciences. The student can do the
student can do the following with
errors: design and conduct experiments following with few errors: design and notable errors: design and conduct
related to positive g-force; conduct
conduct experiments related to
experiments related to positive gexperiments and collect data; analyze
positive g-force; conduct experiments force; conduct experiments and collect
the results of experiments through
and collect data; analyze the results
data; analyze the results of
careful observation of experiment
of experiments through careful
experiments through careful
videotape; synthesize the data and apply observation of experiment videotape; observation of experiment videotape;
experimental conclusions to real-world
synthesize the data and apply
synthesize the data and apply
situations; construct a reduced gravity
experimental conclusions to realexperimental conclusions to real-world
test device that can be used safely to
world situations; construct a reduced situations; construct a reduced gravity
simulate reduced gravity; experience the gravity test device that can be used
test device that can be used safely to
feeling of reduced gravity and vestibular
safely to simulate reduced gravity;
simulate reduced gravity; experience
stimulation; acquire data such as pulse
experience the feeling of reduced
the feeling of reduced gravity and
rate and response time during stress
gravity and vestibular stimulation;
vestibular stimulation; acquire data
tests performed in a reduced gravity
acquire data such as pulse rate and
such as pulse rate and response time
environment; analyze data and draw
response time during stress tests
during stress tests performed in a
conclusions regarding the effects of
performed in a reduced gravity
reduced gravity environment; analyze
reduced gravity and vestibular
environment; analyze data and draw
data and draw conclusions regarding
stimulation on the human body; show
conclusions regarding the effects of
the effects of reduced gravity and
and describe the videotape of drop
experiment; evaluate the results of the
drop experiment with regard to
anticipated outcomes; describe
recommendations for modifying the
experiment; and communicate in a
journal, including a daily entry that
explains what was done, what needs to
be done and results. The student can
independently solve problems and is
self-directed.
reduced gravity and vestibular
vestibular stimulation on the human
stimulation on the human body; show body; show and describe the
and describe the videotape of drop
videotape of drop experiment;
experiment; evaluate the results of
evaluate the results of the drop
the drop experiment with regard to
experiment with regard to anticipated
anticipated outcomes; describe
outcomes; describe recommendations
recommendations for modifying the
for modifying the experiment; and
experiment; and communicate in a
communicate in a journal, including a
journal, including a daily entry that
daily entry that explains what was
explains what was done, what needs done, what needs to be done and
to be done and results. Application of results. Performance needs further
knowledge and skills is thorough and development and supervision.
effective, and the student can work
independently.
Standard: 6
Aerospace Material
ET.S.AEROSP.6
Students will:
 research composite plastic fabrication and testing.
 evaluate the thermal protection systems for space vehicle.
Objectives
Students will
ET.O.AEROSP.6.1
mold various composite materials into the standard size 1” x 12” test sample.
ET.O.AEROSP.6.2
build a test jig to test each composite sample for deflection.
ET.O.AEROSP.6.3
conduct experiments and record data on the deflection of various composite samples using a
micrometer and a dial indicator.
ET.O.AEROSP.6.4
analyze and graph the results of the deflection experiments.
ET.O.AEROSP.6.5
identify the material properties that are necessary for an effective Thermal Protection Systems
(TPS).
ET.O.AEROSP.6.6
research the process of a space vehicle re-entry and the temperature extremes that a space
vehicle may be subjected.
ET.O.AEROSP.6.7
compare and contrast the thermal protection capability of several materials through tests of
materials and related research.
ET.O.AEROSP.6.8
evaluate and compare the thermal test results of several materials.
ET.O.AEROSP.6.9
apply knowledge of material properties to select the best candidate materials for use in a thermal
protection system.
Performance Descriptors (ET.PD.AEROSP.6)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent The student demonstrates basic but
and exemplary performance with
and proficient performance and
inconsistent performance of
distinctive and sophisticated application
of knowledge and skills that exceed the
standard in aerospace material. The
student can do the following with no
errors: mold various composite materials
into the standard size 1” x 12” test
sample; build a test jig to test each
composite sample for deflection; conduct
experiments and record data on the
deflection of various composite samples
using a micrometer and a dial indicator;
analyze and graph the results of the
deflection experiments; identify the
material properties that are necessary for
an effective Thermal Protection Systems
(TPS); research the process of a space
vehicle re-entry and the temperature
extremes that a space vehicle may be
subjected to; compare and contrast the
thermal protection capability of several
materials through tests of materials and
related research; evaluate and compare
the thermal test results of several
materials; and apply knowledge of
material properties to select the best
candidate materials for use in a thermal
protection system. The student can
independently solve problems and is
self-directed.
Standard: 7
ET.S.AEROSP.7
Objectives
ET.O.AEROSP.7.1
shows a thorough and effective
fundamental knowledge and skills
application of knowledge and skills
characterized by errors and/or
that meet the standard in aerospace
omissions in aerospace material. The
material. The student can do the
student can do the following with
following with few errors: mold
notable errors: mold various
various composite materials into the
composite materials into the standard
standard size 1” x 12” test sample;
size 1” x 12” test sample; build a test
build a test jig to test each composite jig to test each composite sample for
sample for deflection; conduct
deflection; conduct experiments and
experiments and record data on the
record data on the deflection of
deflection of various composite
various composite samples using a
samples using a micrometer and a
micrometer and a dial indicator;
dial indicator; analyze and graph the
analyze and graph the results of the
results of the deflection experiments; deflection experiments; identify the
identify the material properties that
material properties that are necessary
are necessary for an effective
for an effective Thermal Protection
Thermal Protection Systems (TPS);
Systems (TPS); research the process
research the process of a space
of a space vehicle re-entry and the
vehicle re-entry and the temperature
temperature extremes that a space
extremes that a space vehicle may be vehicle may be subjected to; compare
subjected to; compare and contrast
and contrast the thermal protection
the thermal protection capability of
capability of several materials through
several materials through tests of
tests of materials and related
materials and related research;
research; evaluate and compare the
evaluate and compare the thermal
thermal test results of several
test results of several materials; and
materials; and apply knowledge of
apply knowledge of material
material properties to select the best
properties to select the best
candidate materials for use in a
candidate materials for use in a
thermal protection system.
thermal protection system.
Performance needs further
Application of knowledge and skills is development and supervision.
thorough and effective, and the
student can work independently.
Intelligent Vehicles
Students will build an intelligent vehicle.
Students will
design a computer driven system for a robot to perform a series of predetermined functions
without having anything impede its progress while successfully delivering a payload to a
predetermined location.
develop a rubric that will be used to assess the design-build-operate criteria of the robot.
design, build, and test an intelligent vehicle that will meet criteria determined by the goals
established by the students.
Performance Descriptors (ET.PD.AEROSP.7)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but
exemplary performance with distinctive
and proficient performance and shows inconsistent performance of
and sophisticated application of knowledge a thorough and effective application of fundamental knowledge and skills
and skills that exceed the standard in
knowledge and skills that meet the
characterized by errors and/or
intelligent vehicles. The student can
standard in intelligent vehicles. The
omissions in intelligent vehicles.
design a computer driven system for a
student can design a computer driven The student can design a computer
robot to perform a series of predetermined system for a robot to perform a series driven system for a robot to perform
functions without having anything impede
of predetermined functions without
a series of predetermined functions
its progress while successfully delivering a having anything impede its progress
without having anything impede its
payload to a predetermined location with
while successfully delivering a payload progress while successfully
no errors; develop a rubric that will be
to a predetermined location with few
delivering a payload to a
used to assess the design-build-operate
errors; develop a rubric that will be
predetermined location with notable
criteria of the robot with no errors; and
used to assess the design-builderrors; develop a rubric that will be
design, build, and test an intelligent vehicle operate criteria of the robot with few
used to assess the design-buildthat will meet criteria determined by the
errors; and design, build, and test an
operate criteria of the robot with
goals established by the students with no
intelligent vehicle that will meet criteria notable errors; and design, build,
errors. The student can independently
determined by the goals established by and test an intelligent vehicle that
solve problems and is self-directed.
the students with few errors.
will meet criteria determined by the
Application of knowledge and skills is
goals established by the students
thorough and effective, and the student with notable errors. Performance
can work independently.
needs further development and
supervision.
Standard: 8
Participating in the Student Organization
ET.S.AEROSP.8
Students will participate in a local student organization.
Objectives
Students will
ET.O.AEROSP.8.1
assess the purpose and goals of student organizations.
ET.O.AEROSP.8.2
demonstrate leadership skills through participation in student organization activities such as
meetings, programs, projects, and competitions.
ET.O.AEROSP.8.3
evaluate the benefits and responsibilities of participation in student, professional, and civic
organizations as an adult.
Performance Descriptors (ET.PD.AEROSP.8)
Above Mastery
Mastery
Partial Mastery
ET.O.AEROSP.7.2
ET.O.AEROSP.7.3
The student demonstrates exceptional
and exemplary performance with
distinctive and sophisticated application
of knowledge and skills that exceed the
standard in participating in the student
organization. The student can assess
the purpose and goals of a student
organization; demonstrate leadership
skills through participation in student
organizations activities such as
meetings, programs, projects, and
competitions; and evaluate the benefits
and responsibilities of participation in
student, professional, and civic
organizations as an adult. The student
can independently solve problems and is
self-directed.
Standard: 9
ET.S.AEROSP.9
The student demonstrates competent
and proficient performance and shows a
thorough and effective application of
knowledge and skills that meet the
standard in participating in the student
organization. The student can examine
the purpose and goals of a student
organization; demonstrate leadership
skills through reporting about student
organizations activities such as
meetings, programs, projects, and
competitions; and examine the benefits
and responsibilities of participation in
student, professional, and civic
organizations as an adult. Application of
knowledge and skills is thorough and
effective, and the student can work
independently.
The student demonstrates basic
but inconsistent performance of
fundamental knowledge and skills
characterized by errors and/or
omissions in participating in the
student organization. The student
can identify the purpose and goals
of a student organization;
demonstrate leadership skills
through reading about student
organizations activities such as
meetings, programs, projects, and
competitions; and define the
benefits and responsibilities of
participation in student,
professional, and civic
organizations as an adult.
Performance needs further
development and supervision.
Literacy and Numeracy
Students will demonstrate the literacy and numeracy skills required to solve complex, real-world
problems associated with their career/technical content area and improve their thinking and reasoning
skills.
Objectives
Students will
ET.O.AEROSP.9.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to
complete career/technical assignments and projects.
ET.O.AEROSP.9.2 demonstrate writing skills required to complete career/technical assignments and projects.
ET.O.AEROSP.9.3 demonstrate accuracy in calculating and measuring graphical work required to complete
career/technical assignments and projects.
ET.O.AEROSP.9.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and
projects.
Performance Descriptors (ET.PD.AEROSP.9)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows inconsistent performance of fundamental
distinctive and sophisticated application of a thorough and effective application of knowledge and skills characterized by
knowledge and skills that exceed the
knowledge and skills that meet the
errors and/or omissions in literacy and
standard in literacy and numeracy. The
student chooses a variety of technical
sources (e.g., Internet, manuals, journals,
directions, reports, etc.) to complete
career/technical assignments and
projects; performs writing skills required to
complete career/technical assignments
and projects; communicates accuracy in
calculating and measuring graphical work
required to complete career/technical
assignments and projects; and evaluates
tables, charts, graphs and multiple data
sources to complete career/technical
assignments and projects. The student
can independently solve problems and is
self-directed.
standard in literacy and numeracy. The numeracy. The student selects a variety
student utilizes a variety of technical
of technical sources (e.g., Internet,
sources (e.g., Internet, manuals,
manuals, journals, directions, reports,
journals, directions, reports, etc.) to
etc.) to complete career/technical
complete career/technical assignments assignments and projects; reproduces
and projects; demonstrates writing
writing skills required to complete
skills required to complete
career/technical assignments and
career/technical assignments and
projects; illustrates accuracy in
projects; demonstrates accuracy in
calculating and measuring graphical
calculating and measuring graphical
work required to complete
work required to complete
career/technical assignments and
career/technical assignments and
projects; and explains tables, charts,
projects; and analyzes tables, charts,
graphs and multiple data sources to
graphs and multiple data sources to
complete career/technical assignments
complete career/technical assignments and projects. Performance needs further
and projects. Application of knowledge development and supervision.
and skills is thorough and effective and
the student can work independently.
Standard: 10
21st Century Learning Skills
ET.S.AEROSP.10
The student will
 access and manipulate information for use in oral, written, or multimedia format using
appropriate technology skills.
 apply sound reasoning processes to solve complex real-world problems and develop new
ideas.
 exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a
group member.
Objectives
Students will
ET.O.AEROSP.10.1
search online using a range of technology tools and media to access relevant information needed for
problem solving.
ET.O.AEROSP.10.2
create information for oral, written, and multimedia communications, adhering to copyright laws.
ET.O.AEROSP.10.3
engage in problem solving and critical thinking processes to create and evaluate complex strategies in
order to independently solve problems.
ET.O.AEROSP.10.4
adapt to new situations by considering multiple perspectives and a commitment to continued learning.
ET.O.AEROSP.10.5
exhibit ethical behavior and positive leadership while working collaboratively in the school and/or
community.
ET.O.AEROSP.10.6
model legal and ethical behaviors in the use of technology.
Performance Descriptors (ET.PD.AEROSP.10)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
and exemplary performance with
distinctive and sophisticated application of
knowledge and skills that exceed the
standard in 21st century learning skills.
The student assesses online technology
tools and media to access relevant
information needed for problem solving;
critiques information for oral, written, and
multimedia communications, adhering to
copyright laws; integrates problem solving
and critical thinking processes to create
and evaluate complex strategies in order
to independently solve problems;
interprets new situations by considering
multiple perspectives and a commitment
to continued learning; incorporates ethical
behavior and positive leadership while
working collaboratively in the school
and/or community; and reinforces legal
and ethical behaviors in the use of
technology. The student can
independently solve problems and is selfdirected.
The student demonstrates competent
The student demonstrates basic but
and proficient performance and shows inconsistent performance of fundamental
a thorough and effective application of knowledge and skills characterized by
knowledge and skills that meet the
errors and/or omissions in 21st century
standard in 21st century learning skills. learning skills. The student explains
The student searches online using a
online technology tools and media to
range of technology tools and media to access relevant information needed for
access relevant information needed for problem solving; identifies information
problem solving; creates information
for oral, written, and multimedia
for oral, written, and multimedia
communications, adhering to copyright
communications, adhering to copyright laws; discusses problem solving and
laws; engages in problem solving and
critical thinking processes to create and
critical thinking processes to create
evaluate complex strategies in order to
and evaluate complex strategies in
independently solve problems;
order to independently solve problems; discusses new situations by considering
adapts to new situations by
multiple perspectives and a commitment
considering multiple perspectives and
to continued learning; reviews ethical
a commitment to continued learning;
behavior and positive leadership while
exhibits ethical behavior and positive
working collaboratively in the school
leadership while working
and/or community; and describes legal
collaboratively in the school and/or
and ethical behaviors in the use of
community; and models legal and
technology. Performance needs further
ethical behaviors in the use of
development and supervision.
technology. Application of knowledge
and skills is thorough and effective and
the student can work independently.
Standard: 11
Entrepreneurship Skills
ET.S.AEROSP.11
Students will access the opportunities, concepts, processes, and personal traits/behaviors associated
with successful entrepreneurial performance.
Objectives
Students will
ET.O.AEROSP.11.1 assess global trends in entrepreneurship that are related to their career/technical program.
ET.O.AEROSP.11.2 determine entrepreneurial opportunities in venture creation related to their career/technical program.
ET.O.AEROSP.11.3 examine desirable entrepreneurial personality traits.
Performance Descriptors (ET.PD.AEROSP.11)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows inconsistent performance of fundamental
distinctive and sophisticated application of a thorough and effective application of knowledge and skills characterized by
knowledge and skills that exceed the
standard in entrepreneurship skills. The
student critiques global trends in
entrepreneurship that are related to their
career/technical program; evaluates
entrepreneurial opportunities in venture
creation related to their career/technical
program; and assesses desirable
entrepreneurial personality traits. The
student can independently solve problems
and is self-directed.
knowledge and skills that meet the
standard in entrepreneurship skills.
The student assesses global trends in
entrepreneurship that are related to
their career/technical program;
determines entrepreneurial
opportunities in venture creation
related to their career/technical
program; and examines desirable
entrepreneurial personality traits.
Application of knowledge and skills is
thorough and effective and the student
can work independently.
errors and/or omissions in
entrepreneurship skills. The student lists
global trends in entrepreneurship that
are related to their career/technical
program; describes entrepreneurial
opportunities in venture creation related
to their career/technical program; and
identifies desirable entrepreneurial
personality traits. Performance needs
further development and supervision.