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DOCUMENT RESUME ED 327 660 CE 056 670 Buck, Sue; And Others AUTHOR TITLE Exploring Aeronautics and Space Technology. Teacher Editon. INSTITUTION Mid-Am rica Vocational Curriculum Consortium, Stillwater, Okla. PUB DATE 91 NOTE 435p. AVATLABLE FROM Mid-America Vocational Curriculum Consortium, Inc., 1500 West Seventh Avenue, Stillwater, OK 74074 (orde: no. 900101: $26.00). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Aerospace Education; *Aerospace Technology; Air Transportation; Behavioral Objectives; Career Education; *Communications Satellites; Course Descriptions; Curriculum Guides; Learning Activities; Postsecondary Education; Secondary Education; Space Exploration; Space Sciences; Tests; Units of Study IDENTIFIERS Technology Education ABSTRACT This curriculum guide contains six units of instruction for an introduction to the technology systems in the National Aeronautics and Space Administration (NASA). Designed to !)e used either as a stand-alone publication or to be infused into the instruction and activities of an existing technology education program, this publication describes the interrelationship of the various technology systems in NASA. Introductory materials include a tools, materials, and equipment list; a list of 20 references; an instructional/task analysis that correlates related information with job training; and information on resources for teachers. Each instructional unit includes some or all of the following basic components: objective sheet; suggested activities for the teacher; teacher supplements; transparency masters; information sheet; assignment sheets; assignment sheet answers; lab activity sheets; written test; and test answers. Units are dpsigned for use in more than one lesson or class period. Unit topics include introduction to the careers in the aviation and space industry; satellite communication systems; composite materials in airframe manufacturing; space-station construction techniques; space-shuttle propulsion systems; and aerostatics and aerodynamics. (YLB) ****************A*h***A*********************************************** Reproductions supplied by EDRS are the best that can be made frnm the original document. k *******************1************************************************** U.S. DEPARTMENT OF EDUCATION °Mt Er).roahonal Research and Improvement CD ED TIONAt. RESOURCES INFORMATION CENTER (ERIC) et0 Ttus document has been reproduced as "PERMISSION TO REPRODUCE recrved from the person or o(panaahon THIS 000mahno A MATERIAL IN MICROFICHE ONLY tte C Minor changes have teen made to improve HAS BEEN GRANTED HY reoroduchon Quality Ca Points ot vroror opuuons stet ed In thddocu -1'77?)/",,/, mint do not recessanty represent otthmal OERI 1,4MM ct 00bcY Jaye% W TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." rr. , - we a I S .I 1 1 Exploring Aeronautics and Space Technology Written by Sue Buck, Curriculum Specialist Mid-America Vocational Curriculum Consortium, Inc. Kevin Allen, Aerospace Education Specialist Aviation and Space Education Department Oklahoma State University Eric Davis, Aerospace Education Specialist Aviation and Space Education Department Oklahoma State University Project Coordinated by Sue Buck, Curriculum Specialist Mid-America Vocational Curriculum Consortium, Inc. Project Developed by The Mid-America Vocational Curriculum Consortium, Inc. Board of Directors Sylvia Clark, Texas, Chairman Donna F3rookhart, Colorado, Vice-Chairman Janet Huss, Iowa, Parliamentarian Jean McEntire, Arkansas Carol Fagan, Kansas David Poston, Louisiana Harley Schlichting, Missouri Ann Masters, Nebraska Ann Benson, Oklahoma Larry Nelson, South Dakota Jim Steward, Executive Director 91-007669 900101 ©1991 by the Mid-America Vocational Curriculum Consortium, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means without written permission from the pubi,sher. the United States of America by the Oklahoma Printed in Department of Vocational-Technical Education, Stillwater, OK 74074-4364. Mid-America Vocational Curriculum Consortium, Inc. 1500 West Seventh Stillwater, OK 74074-4364 4 is Exploring Aeronautics and Space Technology Table of Contents Introduction to the Careers in the Aviation Unit I: and Space Industry 1 177 Unit II: Satellite Communication Systems 227 Composite Materials in Airframe Manufacturing Unit III: Space-Station Construction Techniques Unit IV: 271 Space-Shuttle Propulsion Systems 343 Unit V: Aerostatics and Aerodynamics 423 Unit VI: iii Foreword Exploring Aeronautics and Space Technology was developed as a cooperative effort of the Mid-Amenca Vocational Curriculum Consortium (MAVCC) and the Aerospace Education Services Program of the National Aeronautics and Space Administration's (NASA's) Educational Affairs Division, Washington, D.C. The publication provides an introduction to the technology systems in NASA and describes the interrelationship of the various technology systems. Ex-Voring Aeronautics and Space Technology has been designed to be used either as a stand-alone publication or to be infused into the instruction and Developed to support activities of the exist .g MAVCC technology-education series. technology-education programs, this series of publications allows students to explore the technology systems of communication, construction, manufacturing, and energy, power, and transportation. Every effort has been made to make this pubhcaticn basic, readable, and by all means, instruction have been intentionally omitted from the Three vital of parts usable. ',it to the These areas ars, publzation. motivation, localization, and personalization. Only then will this publication become a vitai part of individual instructors and students. the teaching/learning process. Jim Steward Sylvia Clark, Chairman Kenneth Wiggins Executive Director Board of Directors Program Director Mid-America Vocational Mid-America Vocational NASA Aerospace Education Curriculum Consortium Curriculum Consortium Services Program Oklahoma State University Acknowledgments Appreciation is extended to those individuals who contributed their time and talent to the development of Exploring Aeronautics and Space Technology. The conterts of this publication were planned and reviewed by the following members of the Mid-America Vocational Curriculum Consortium committee: Roger Stacy Kenneth Wiggins State Supervisor Head, Aviation and Space Industrial Arts/Technology Education Education Department Oklahoma Department of Vocational Oklahoma State University and Technical Education Stillwater, Oklahoma Stillwater, Oklahoma Nelson Ehrlich Harold Holley Associate Director Assistant State Supervisor Aerospace Education Services industrial Arts/Technology Education Program Oklahoma Department of Vocational Oklahoma State University and Technical Education Stillwater, Oklahoma Stillwater, Oklahoma Greg Voat Don Dale Aerospace Education Specialist Superintendent, Perkins/Tryon Schools Aviation and Space Perkins, Oklahoma Education Department Oklahoma State University to Myron Bender Stillwater, Oklahoma Chairman, Industrial Technology Department Norman Poff University of North Dakota Aeronautics Specialist Grand Forks, North Dakota Aviation and Space Education Department Marion Smith Oklahoma State University Consultant Stillwater, Oklahoma Stillwater, Oklahoma Malcolm Phelps Aerospace Education Specialist Aviation and Space Education Department Oklahoma State University Stillwater, Oklahoma Gordon Young Industrial Technology Instructor Overland High School Aurora, Colorado Than'cs are extended to Willie Tannahill for artwork and to the employees of the Graphics Divis.on of the Oklahoma Department of Vocational and Technical Education for artwork, paste-up, phototypesetting, and printing of this text. Special thanks are extended to Becky Allen, Science Instructor, Ripley High School, Riro,y, Oklahoma, and Tim Allen, Science Instructor, Stillwater Jr. High, Stillwater, Oklahoma, o e were members of the original development team. vii Use of This Publication Instructional units Each Exploring Aeronautics and Space Technology contains six units of instruction. of the following basic components of a unit of instructional unit includes some or all instruction, objective sheet, suggested activities for the teacher, teacher supplements, transparency masters, information sheet, assignment sheets, assignment sheet answers, lab activity sheets, written test, and answers to written test. All of the unit components "zero in" cn measurable and observable learning outcomes. Instructors are encouraged to supplement, personahze, localize, and motivate with these materials in order to develop a complete teaching/learning process. Units of instruction are designed for use in more than one lesson or class period of Careful study of each unit of in6truction Ly the instructor will help him or her instruction. determine the following: Amount of materials that can be covered in each class period. Skills that must be demonstrated. Amount of class time needed for demonstrations. Amount of time needed for student practice. Supplementary materials, including print and nonprint media and equipment and supplies, that must be ordered. Resource people who must be contacted. Objective sheet (white pages) Each unit of instructio,, is based on the performance needed for successful completion of unit objectives, stating the Performance objectives are stated in two forms. the unit. subject matter to be covered in a unit of instruction, and specific objectives, stating the student performance necessary to reach the unit objective. throughout and stressed the students The provided objectives should for be This will help answer any questions concerning performance teaching,learning process. The objectives can also help determine teaching requirements for each instructional unit. strategies and instructional methods. Instructors should prepare for each unit by deciding how each objective can best be taught. Instructors should feel free to modify, delete, or add objectives in order to meet the needs When objc:tives are added, the instructor should of the students and community. remember to supply the needed information, assignment and'or lab-activity sheets, and criterion test items. ix Suggested activities (pink pages) This component is included only in the instructor material. The suggested-activities pages assist instructors during the preparation stage of the teaching,learning process oy providing 3uggestions for dehvery during the instructional process. The instructor should read the to allow time to obtain supplemental suggested activities before teaching the units materials, prepare audiovisual materials, and contact outside resources. Duties of the instructor will vary according to the particular unit. References used in the development of each unit are listed in the suggested-activities section, along with suggested supplemental resources that may be used to teach the unit. These materials can be used by the instructor to supplement her or his kno Medge of the subject area or to help students with particular interests or occupational objectwes in the area covered. Teacher supplements (white pages) This component is included only in the instructor material. Teacher supplements are optioml materials for the instructor to use. to provide the They have three purposes. instructor with higher-level materials to stretch the advanced student, with remedial information or practice to assist the less-advanced student, and with state-of-the-art information in which the instructor may not have background or with information that is not readily available in other 000ks. Transparency masters (white pages) Transparencies are graphic materials used to direct the students attention to the topic of They may present new information, or they may reinforce information discussion. presented in the information sheet or in the assignment sheets. They appear only in the instructor material. Information sheet (green pages) The information sheet provides the content essential for meeting .the cognitive (knowledge) objectives of the unit. Instructors v:ill find that the information sheet serves as an excellent guide for presenting ba.;kground knowledge necessary to develop the skills specified in the Students should read the information sheet before the information is unit objective. discussed in class. Space is provided in margins for students and instructors to add notes that supplement, localize, personalize, or provide motivation for the teaching of each objective. Student supplements (white pages) Student supplements are inr:aded in the student material. The information presented in a student supplement may consist of tables, charts, written information, forms, or other information students will need in order to complete one or more of the assignment or lab- Students are not directly tested over the information presented in a activity sheets. supplement, however, their ability to apply this information in the completion of assignment- sheet or lab-activity sheet objectives will be evaluated when completing those particular assignments. 9 x Assignment sheets (tan pages) Assignment sheets provide students with information and exercises or problems that develop the knowledge that is a necessary prerequisite to skill development. Lab activity sheets (blue pages) The lab-activity sheets provide a list of equipment and materials and a procedure outline needed for practicing a psychomotor skill. The instructor should discuss the equipment and materials usedemphasizing the specific equipment and matenals availabie in the classroom and, or laboratoryand provide the students with demonstrations of the lab activity prior to having students practice. Lab activities are an important segment of each unit, they give direction to the skill being taught and allow both the student and instructor to check student progress toward the accomplishment of the skill. Written test (yellow pages) 11,s component provides criterion referenced evaluation of every information-sheet objective listed in the unit of instruction. If objectives have been added, deleted, or modified, appropriate changes snould be made on the written test. It is recommended that the tests be divided into shorter tests covering three or four objectives at a time and given soon after those objectives have been covered. A selccticii of test items from the units covered may be used for final tests at the end of each term if desired. The acceptable response on a unit test, 85 percent in most units, may be raised or lowered to fit the topic or students ability levels. The percentage applies to the overall score, not to each individual test item. The final unit grade should be obtained by compiling the lab activity evaluations, assignment sheet scores, and the written-test score. Assignment and written test answers (pink pages) Assignment-sheet answers and written-test answers are designed to assist the instructor in evaluation of student performances. They are included only in the instructor material. Disseminating material Material may be given out a unit or page at a time to keep the material before the student always new. Some instructors ask students to furnish a three-ring binder for the current unit of study. This is convenient for students taking the material ,me to study. Upon completion, each unit is then placed in a larger binder. Some instructors store the materials by unit in filing cabinets or boxes until needed. For best results, provide student materials for each student. Student materials contain objective sheets, information sheets, student supplements, the assignment sheets, lab activity sheets, and written tests. All tests are collated at the back of the student material and should be removed and stored until needed. Students should be allowed to take their materials home at the end of the course. xi 1 0