Aerospace Engineering (AE)

Aerospace Engineering (AE)

COURSE SYLLABUS

Welcome to Introduction to Aerospace Engineering!

I am really excited to have you in this course and look forward to exploring the interesting and exciting world of engineering design. This is a HANDS-ON course and requires that you be in attendance every day to get the maximum benefit.

Why you need to read the rest of this syllabus…

You should consider this syllabus as a contract between you (the student) and me (the teacher).It includes all of the policies and procedures you need to know to successfully take this course, as well as the behavior that I expect of all of my students. For my part, I will honor all of the specifications laid out in this document.No changes will be made without notice being given.Students with documented IEPs or 504 plans will be given accommodations appropriate for their individual plans.Contact your Special Education Specialist for more information.

Communicating with the Teacher

It is your responsibility to let me know if you are having difficulty with this course. I am not a mind-reader, and while I will do everything I can to help you understand the concepts – you have to do your part as well. Don’t wait until the last minute to ask for help — when a question arises, ask! When you have questions about course content or assignments, ask! If you have private questions for me—for example, regarding a grade you received on an assignment — see me before/after class or visit me during Office Hours. Alternatively, you can contact me through email or through the LMS messaging service.

A Little about the Course

Introduction to Engineering Design (IED) is a high school level foundation course in the PLTW Engineering Program. In IED students are introduced to the engineering profession and a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

Course length: One YEAR

Materials:Mechanical pencils; scientific calculator; smartphone, digital camera or iPad, earphones (for use ONLY with computer-based videos)

Prerequisites: None

Course Activities

Through both individual and collaborative team activities, projects, and problems, students will problem solve as they practice common engineering design and development protocols such as project management and peer review. Students will develop skill in technical representation and documentation of design solutions according to accepted technical standards, and they will use current 3D design and modeling software to represent and communicate solutions. In addition, the development of computational methods that are commonly used in engineering problem solving, including statistical analysis and mathematical modeling, are emphasized. Ethical issues related to professional practice and product development are also presented.

Expectations of Difficulty, Participation and Time Commitment

This course will be more difficult and time-consuming than the average course for most students. This course is on-par with AP courses offered at this school and is equivalent to college course-level work. While homework will be kept to a minimum, students who do not complete the day’s assignment in class will be expected to complete the work at home and submit their assignment(s) prior to the start of class the next day. Students with computer/Internet access at home will be able to access the Learning Management System (LMS) to obtain their assignments should they be absent or need to complete their work at home.

Equipment Use and Safety

Students in this course will be provided with equipment for use during various experiments and projects, some of which is delicate, expensive, and dangerous. Students are expected to use the equipment provided properly and responsibly. Students will be allowed to use the equipment only after receiving instruction about its proper and appropriate use. Failure to follow the directions of the teacher and safety protocols can result in injury to self and others; therefore, any student not following safety procedures and teacher instruction will receive disciplinary consequences up to and including removal from the course.

Due to the “shop” nature of our classroom, earphones/earbuds will be prohibited for use at any time. Also, food and drink are prohibited with the exception of WATER which must be in a closed container and kept away from any machinery and/or computers. THIS POLICY IS NON NEGOTIABLE.

Attendance

ATTENDANCE POLICY FOR THE 2016-2017 SCHOOL YEAR

Hemet High believes that excessive absences from unexcused absences above 10 (ten) are considered excessive. Attendance is recorded on a period by period basis. Any student who is absent (unexcused) for more than 10 (ten) times from a class per semester may receive a failing grade and maybe dropped from the course with a loss of credit.

Attendance Information

Business and industry leaders regularly report that their major problems are related to employee absenteeism and lack of work ethic. Not surprisingly, we find a similar lack of motivation with too many students. This "off track" minority then occupies valuable employee time in keeping track of excessive absences, in attempting to "catch pupils up," and, in general, diverting our efforts from the students who are attempting to obtain an excellent education.

Regular and punctual attendance is a prerequisite for appropriate student academic achievement. Conversely, excessive absences have a detrimental consequence both for the individual and the total school program and should be avoided if at all possible. Consistent unauthorized class cuts, after parent involvement and due process, will result in students being dropped from the class with an "F" grade.

Computer Use and Electronic Devices

In this course, you will be regularly using a laptop computer (provided by HHS), and your smartphone (or other similar device). The intention of the use of these devices is to help you accomplish the learning goals for this course. Therefore, the following modification to the school electronic device usage will be implemented in my class:

Students may use electronic devices (computers, smartphones and/or iPads) during class time AS LONG AS they are being used solely for the purpose of completing the required assignments. Any other use is not acceptable and can result in removal of the device for the remainder of the period. Due to the “shop” nature of our classroom, earphones/earbuds will be prohibited for use at any time. THIS POLICY IS NON-NEGOTIABLE.

The teacher will instruct the students on the proper use of their devices for the program.

Submitting Assignments and File Types

Students will be required to submit all assignments ELECTRONICALLY through the LMS. The only file types accepted will be PDF (Adobe) or Picture files (jpeg or tiff). It is the STUDENT’s responsibility to ensure that they know how to complete this requirement for the course. Apps are available for smartphones and scanners are available

Students are expected to maintain their engineering log which will be turned in at the end of each semester for review and grading. This will be the only ‘non-electronic’ submission in this course.

Grading Policy

Assignments submitted in a timely manner will be graded via the LMS. No paper-based assignments will be accepted unless specifically stated by the teacher.

Assignments will be graded based upon a 5-point rubric, and some assignments may be peer-reviewed prior to submission. The goal of peer review is to allow students to make appropriate changes to their assignments to ensure that they are of the best quality prior to submitting for teacher grading.

Grades will not be final until the end of the semester. Students who wish to resubmit work to improve their grade are encouraged to do so AFTER discussion with the teacher to determine deficiencies. Late work will incur a penalty.

Grade Reporting

The LMS gradebook will be updated on a regular basis; however, it is just a record of the assignments you have completed, and does not reflect your ACTUAL grade. Your ‘official grade’ will be reported in Aeries at each trimester.

Assignments will be graded and (in most cases) returned to you with comments in three school days.Grades will appear in your online gradebook, and feedback to your work will most often be included directly inside the files that I return to you.

Please note the following weights for Grades given in this course:

Daily Assignments = 50% of total grade

Projects = 50% of total grade

Education Code AR 5121: Grades/Evaluations of Student Achievement.

For grades 9-12, grades for achievement shall be reported for each grading period as follows:

A – (90-100%): Outstanding Achievement 4.0 grade points

B – (80-89%): Above Average Achievement 3.0 grade points

C – (70 – 79%): Average Achievement 2.0 grade points

D – (60 – 69%): Below Average Achievement 1.0 grade points

F – (0-59%): Little or No Achievement 0 grade points

I – Incomplete 0 grade points

GRADING PERIODS

FALL SEMESTER

First Grading Period------September 16, 2016

Second Grading Period ------October 28, 2016

First Semester Ends------December 16, 2016

SPRING SEMESTER

Fourth Grading Period ------February 10, 2017

Fifth Grading Period ------March 31, 2017

Second Semester Ends ------May 26, 2017

Due Dates / Late Policy

In keeping with the focus of learning how to work in the ‘real world’, deadlines will be strict, but the following policies will apply to accommodate ‘life circumstances’ that exist:

Graded assignments—whether teacher scored or computer scored—must be completed and submitted no later than midnight on the due date.

I will grant due date extensions on assignments under some circumstances. You should never assume that I will automatically grant these requests, however. Due date extensions mustbe requested before the due date of the assignment and on a school day. Requests received on or past the due date, or on a nonschool day will most likely not be granted.

Zeros will be entered the day after an assignment is due for those assignments not turned in.

You will be able to submit late assignments in order to convert zeros to a grade, but be advised that late penalties will be applied.

Computer-graded quizzes/tests may be made up within one week of the due date as long as absences related to the exam/quiz has been excused. Student must request that the quiz/test be opened and will have until midnight that day to complete it (one time only).

Academic Integrity (Cheating and Plagiarism)

Academic Honesty

In order to prevent issues with plagiarism, all work for PLTW will be completed in class. Plagiarism includes the use of "crib notes," using/sharing other information/references in a dishonest manner, copying another student's work; downloading files from the Internet; and/or other similar activity.

See Student Handbook for possible consequences for Academic Dishonesty. Students found in violation of the policy will receive a ZERO (0) for the assignment, and parents will be notified.

Learning Objectives

At the conclusion of this course, students should be able to demonstrate knowledge and skills in the following areas:

- Team building and collaboration

- Engineering Design Process and clearly articulate thoughts through writing

- Mechanical structures including bridges

- Energy sources, resources, and concepts of renewable energy and demonstrate Battery (of various mediums) safety

- Statics, including truss building, testing, and calculations of such

- Construct and modify mechanical structures to meet demands of client - utilize appropriate tools in the process

- Use statistics and kinematics to quantify information and support the decision-making process and to support the R&D process

- Hydraulic and pneumatic systems (mathematically) and their acceptable use

- Present information in a cohesive and clear manner using various platforms and computer programs

- Understand how 3D printing and modeling works, and demonstrate competency in the use of the product

- Competency in the use of a laptop computer, including ability to use MS Office products properly in the appropriate situation

- An advanced understanding of robotics programming, and robotics building concepts including the use of remote control

- Ability to generate products as designated on various CIM machines found in the Engineering Shop environment (advanced)

- Clear understanding of tool and shop safety

Aerospace Engineering (AE) Detailed Outline

Unit 1: Introduction to Aerospace (49 days)

Lesson 1.1: Evolution of Flight (8 days)

Understandings

The evolution of flight instills an appreciation of past engineering accomplishments.
Aerospace history provides insight to future challenges involving travel through the atmosphere and space.
Aerospace engineers typically work in teams to design smaller components of a larger system. The success of the entire system relies on each component to function correctly and to interact correctly with each other.
Success often comes from learning from failures which is demonstrated throughout the history of aerospace development.

Performance Objectives

It is expected that students will:

Identify major Aerospace Engineering accomplishments.

Describe trends in Aerospace Engineering.
Analyze how Aerospace Engineering achievements were made.
Predict how Aerospace Engineering achievements will impact future accomplishments.
Synthesize discrete facts into a coherent sequence of events.
Deliver organized oral presentations of work tailored to the audience.

Lesson 1.2: Physics of Flight (22 days)

Understandings

Aircraft have fixed and moveable surfaces to control forces and change flight direction.
The center of gravity of an object is where its weight is concentrated.
Four major forces act on an aircraft flying in the Earth’s atmosphere.
Lift and drag are generated by fluid flow around an airfoil.
Atmospheric conditions impact aircraft performance.
Aircraft performance can be simulated in a safe and cost effective environment.
Wind tunnels allow the performance of shapes to be tested in real fluid flow.
Gliders are designed to fly long distances without a system to produce thrust.

Knowledge and Skills

It is expected that students will:

Identify major components of an aircraft.
Approximate the center of gravity of geometric shapes.
Identify the three axis of an aircraft.
Label the motions about the three axis of an aircraft.
Describe the four major forces which act on an aircraft.
Describe the four ways that lift is generated by an airfoil.
Label the components of an airfoil.
Describe the Earth’s atmosphere composition and layers.
Describe the relationship of altitude, temperature and pressure within the Earth’s atmosphere.
Describe the factors that impact lift and drag.
Explain factors which improve aircraft stability.
Describe how the motions about the three axis of an aircraft are stabilized and controlled by aircraft components.
Calculate the center of gravity of an aircraft.
Revise the weight and location of masses onboard an aircraft for safe flight balance.
Demonstrate how lift may be created with an airfoil.
Calculate the values of Earth’s atmosphere altitude, temperature and pressure relative to each other.
Calculate the values of lift, drag and Reynolds Number.
Predict how aircraft characteristics affect lift, drag, and Reynolds Number.
Design an airfoil to meet or exceed desired performance.
Design a glider to meet or exceed desired performance.
Summarize test data to evaluate glider performance against design criteria.
Revise a glider to meet or exceed desired performance.
Analyze the factors that contribute to a successful glider design.
Accurately construct a glider that represents a design.
Predict glider performance.
Compare glider performance to predicted performance.
Optimize glider performance to improve performance.

Lesson 1.3: Flight Planning and Navigation(19 days)

Understandings

The history of navigation is intertwined with technology development.
Pilots then apply the principles of navigation to safely travel to their destinations.
Each flight should be planned in advance of the actual flight.
The Global Positioning System, GPS, is a complex system designed to provide accurate location information to many users.
Simulations are widely used in the aerospace industry to develop skills which can be effectively applied to the actual device.
Air traffic is coordinated within a complex system to improve safety and efficiency.

Knowledge and Skills

It is expected that students will:

Describe major advances in navigation technology.
Identify components of common aviation navigation aids.
Describe how an aircraft reacts to flight control inputs.
Describe purpose of air traffic control system how it functions.
Explain how Global Positioning System, GPS, functions.
Identify the functions of a typical Global Positioning System, GPS, unit functions.
Describe the relationship of Tsiolkovsky rocket equation variables.
Identify characteristics which contribute to a successful team.
Interpret an indication shown on a navigation aid.
Illustrate navigation aid indication on a map.
Operate an aircraft in a simulated environment.
Plan a flight route.
Use a navigation aid to fly an aircraft to a destination in a simulated environment.
Predict an aircraft collision based on aircraft vectors.
Calculate an alternate aircraft vector for safe separation.
Create route consisting of latitude and longitude waypoints using a Global Positioning System, GPS, unit.
Interpret a route from latitude and longitude waypoints.
Select team members for a project based on characteristics.
Select propulsion system based on characteristics of each.

Unit 2: Aerospace Design (51 days)

Lesson 2.1: Materials and Structures (20 days)

Understandings

Aerospace material selection is based upon many factors including mechanical, thermal, electromagnetic, and chemical properties.
Composites combine different materials to create a material with properties superior to that of the individual materials.
Material testing provides a reproducible evaluation of material properties.
Structural design, including centroid location, moment of inertia, and a material’s modulus of elasticity, are important considerations for an aircraft.
Static equilibrium occurs when the sum of all forces acting on a body is equal to zero.

Knowledge and Skills