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