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Oswego Update Project

A Graduate Research ProjectUpdating 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.comMr. Martin Miner, Cicero-North Syracuse High School, mminer@cnstech.orgMr. George Powers, Union Spring Central School District, gpowers@uscs.orgMr. John Mulckahey, Port Byron Central School, mic@hotmail.com

Original Writing Team:

Thomas Barrowman, Queensbury Schools, Glens FallsDonald Jambro, Greece Athena Senior High School, Rochester

Digitally available atwww.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, ProfessorSUNY Oswego, Dept. of TechnologySchool 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:

o Assess the importance of transportation systems upon societyo Define terms that are related to transportationo Demonstrate safe work habits during work periodso Exhibit problem solving and critical thinking skill required in the design and construction

of model cars, boats, planes and rocketo Use mathematical and scientific principles for problem solving in classo Explain the theory and operation fro two and four cycle engineso Identify and use basic and specialty toolso Make informed decisions when choosing methods of transportation o 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 air1.1 History of land transportation

1.1.1 Man on foot/ ox and cart, horse back and camels1.1.2 Steam trains1.1.3 Horseless carriage, automobiles and motorcycles

1.2 History of sea transportation1.2.1 Rafts and canoes 1.2.2 Paddle and human powered boats1.2.3 Sail ships1.2.4 Personal and commercial power boats

1.3 History of air transportation1.3.1 Lighter that air flight, balloons1.3.2 Gliders1.3.3 Powered flight

Module 2.0 – Airplane history and identification2.1 Important people in the history of flight

2.1.1 Leonardo Di Vinci2.1.2 Wright brothers2.1.3 Charles Lindberg2.1.4 Chuck Yeager

2.2 Significant airplanes in history2.2.1 1903 Wright flyer biplane2.2.2 1926 Ford tri-motor2.2.3 1936 Douglas DC-32.2.4 1940 Boeing B-172.2.5 1947 Bell X-12.2.6 1970 Boeing 7472.2.7 1974 Concord2.2.8 SR-71 Blackbird

Module 3.0 – Airplane instrument and controls3.1 Airplane instruments

3.1.1 Altimeter3.1.2 Airspeed indicator3.1.3 Magnetic compass3.1.4 Turn indicator3.1.5 Artificial horizon

3.2 Airplane controls surfaces3.2.1 Elevator3.2.2 Flaps3.2.3 Ailerons3.2.4 Rudder3.2.5 Trim tabs

3.3 Airplane movements3.3.1 Pitch3.3.2 Yaw3.3.3 Roll

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Module 4.0 – Airplane engines and propulsion4.1 Internal combustion engines

4.1.1 Inline engine4.1.2 Opposed4.1.3 V-configuration4.1.4 Rotary

4.2 Reciprocating engines4.2.1 Jet4.2.2 Turbo-jet4.2.3 Propjet4.2.4 Ramjet4.2.5 Pulsejet

4.3 Propellers4.3.1 Controlled pitch4.3.2 Constant speed4.3.3 Feathering

Module 5.0 – Airplane navigation5.1 Early navigation

5.1.1 Compass5.1.2 Pilotage5.1.3 Dead reckoning

5.2 Modern navigation5.2.1 Global Positioning Systems5.2.2 Radar5.2.3 Internal guidance

Module 6.0 - Commercial airlines an terminals6.1 Airline types

6.1.1 Domestic truck carriers6.1.2 International carriers6.1.3 Regional carriers

Module 7.0 – Model rocket parts and theory of flight7.1 Rocket parts

7.1.1 Fins7.1.2 Body tube7.1.3 Nose cone7.1.4 Parachute

7.2 Rocket fin parts7.2.1 Root edge7.2.2 Leading Edge7.2.3 Trailing edge7.2.4 Tip

7.3 Recovery system7.3.1 Parachute7.3.2 Shock cord7.3.3 Shroud line

7.4 Stages of flight7.4.1 Take off7.4.2 Thrusting flight7.4.3 Coasting

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7.4.4 Ejection of recovery system7.4.5 Recovery7.4.6 Touchdown

Module 8.0 – History of Rockets8.1 First uses of rockets

8.1.1 Warfare – Chinese8.1.2 Fireworks8.1.3 Development of black powder

8.2 Developers of rocket technology8.2.1 Konstantine Tsiolkovsky8.2.2 Robert Goodard8.2.3 Herman Oberth

8.3 Space missions8.3.1 Sputnik 18.3.2 Explorer 18.3.3 Vostik 18.3.4 Red Stone Rocket

Module 9.0 – Rocket engines9.1 Rocket engine principles

9.1.1 Newton’s third law9.1.2 Rapidly expanding gas9.1.3 Nozzle – creates uneven pressure

9.2 Rocket engine types9.2.1 Solid9.2.2 Liquid9.2.3 Electric9.2.4 Nuclear

Module 10 .0 – History of marine transportation10.1 Egyptian innovations

10.1.1 Sails10.1.2 Plank board10.1.3 Galleys10.1.4 Rams on front ship

10.2 Early ships10.2.1 Phoenician cargo ships10.2.2 Greek trireme10.2.3 Sail ships10.2.4 Steam ships

Module 11.0 – Why vessels float and hull design11.1 Archimede’s principle

11.1.1 Buoyancy11.1.2 Displacement

11.2 Hull design11.2.1 Flat bottom11.2.2 Displacement 11.2.3 Planning

11.3 Recreational boating11.3.1 Types of personal watercraft11.3.2 Power train 11.3.3 Trailering11.3.4 Maintenance/storage

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Module 12.0 – Two stoke/cycle theory of operation12.1 Parts of engine

12.1.1 Piston12.1.2 Cylinder - ported12.1.3 Crankshaft12.1.4 Crankcase12.1.5 Connecting rod

12.2 Lubrication systems12.2.1 Oil injection12.2.2 Pre-mixed oil and fuel12.2.3 Oil contained 2-cycle

Module 13.0 – Four stoke/cycle theory of operation13.1 Parts of engine

13.1.1 Piston13.1.2 Cylinder13.1.3 Crankshaft13.1.4 Crankcase13.1.5 Camshaft13.1.6 Valves

13.2 Lubrication systems13.2.1 Dry-sump system13.2.2 Wet-sump system13.2.3 Splash system13.2.4 Total loss system

Module 14.0 – Alternative fuel vehicles14.1.Electric power

14.1.1 Battery energy14.1.2 Solar energy14.1.3 Fuel cell energy

14.2.1 Alternative fuel for internal combustion engines14.2.1 Alcohol14.2.2 Gasohol14.2.3 Methane14.2.4 Propane

General Instructional Strategies

1. Class sizes should be no more that 20 students2. Ideal class room will allow 100 square feet per student3. Instructional equipment must include seating for instruction, blackboard, Internet access,

computer station, projector, models, diagrams, and examples4. 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 technology7. 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

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

Display pictures of these significant planes, 1903 Wright brother biplane called the FLYER1926 Ford tri-motor first successful plane that hulled people and products1936 Douglas DC-3 dependable transport that was used as first commercial airliner1940 Boeing B-17 Flying Fortress advances in wartime strengthened passenger flight1944 Messerchmitt Me-262 German fighter plane first jet powered fighter1947 Bell X-1 First plane to break the speed

Discuss important people in the history of flightLeonardo Divinci – 1500 made first plans for human powered flying machine called

ornithoperWright Brothers – 1903 flew gliders to experiment with control before attempting a

powered flightCharles Lindberg – 1927 Crossed Atlantic in 33 1/2 hour flightAmelia Earhart – First women solo flight across the AtlanticChuck 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

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

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

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

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

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

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 rocketsKonstantine Tsiolkovsky – Russian teacher that wrote paper on rocket propulsionRobert 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

Use howstuffworks.com to demonstrate rocket engine principalsNewton’s third law of motion: Rapidly expanding gas: Fuel burns creating rapidly expanding gas that makes thrustNozzle: Gas escapes through nozzle creating uneven pressure that drives rocket forward

Discuss propellants and what types of rockets use eachSolid propellant: Grain type burning material, fast burn less thrust, used by armed forces and for model rocketsLiquid propellant: Burns mixture of fuel and oxidizer in liquid form, easy to stop and startElectric: Longer burn with less thrust, electric charge creates heatNuclear: Propellant is heated by nuclear reactorModel rocket engine partsPaper casing, clay nozzle, propellant, tracking smoke, ejection charge, clay retainer capFuel: 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

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

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

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

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

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: Goodheart-Wilcox.

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 3 rd 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 ResourcesAppendices

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 c. Hullb. Bow d. Keel

2. On a jet drive watercraft how is steering accomplished?

a. Propeller c. Jet Nozzleb. Prop d. Lower Unit

3. Jet drive engines are used on?

a. Jet skies c. Small multi-person boatsb. Ships d. A&C

Outboard

4. Most Outboard boat engines are?

a. 4 Cycle c. 2 cycleb. Diesel d. Jet propelled

I/O

5. What areas are inboard engines located?

a. Stern c. Hull b. Bow d. Keel

6. What type of spark plug do most I/O engines usea. Cold c. Hot b. Medium d. A&C

7. How should a new propeller be tested on a boat?

a. At idle speed c. While towing 100lbsb. At full RPM 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 c. Continually full throttleb. MPH are slowest d. MPH are fastest

9. How will you know you need a new propeller?

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a. Motor vibration c. Loss of gas mileageb. Loss of power d. All of the above

10. When starting from the off season you should?

a. Check antifreeze c. Take spark plug outb. Inject rust preventative d. A&B

11. Jet Drive Engines are used on?

a. Jet skies c. small, multiperson boatsb. Ships d. A&C

12. Carbon fouled spark plugs should be?

a. Thrown away c. Cleanedb. Doesn’t matter d. Broken

13. The first place to look when the engine overheats is

a. Loose drive belt c. Worn bearingsb. Regulator d. Generator

14. If the steering is unresponsive check?

a. Pivot bearings c. Swivel bearingsb. Propeller d. Trim tab

15. Fouled spark plugs are caused by?

a. Rich gasoline c. To much load b. Running hot 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?A. 2 C. 4

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B. 3 D. 5

19. The lateral axis of a plane is also referred to as _____.A.Pitch C. SlopeB.Yaw D. Incline

20. A comfortable rate of ascension is how many feet per min?A. 75 C. 250B. 100 D. 500

21. What does the elevator on a plane control?A. Ascension/Dissension C. Steady altitudeB. Left/Right movement D. None of the above

22. When flying a plane what do the foot pedals control?A. The landing gear C. The brakesB. The speed D. The rudder

23. What part of the wing helps slow the plane down?The propellersThe airfoil The flapsNone, 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. TurningB. Increasing and decreasing altitude C. Steering on the groundD. 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 sleepB. Take his feet off the pedalsC. Look out the windowD. 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 fastB. 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 speedB. It will increase air speedC. An emergency landing is necessaryD. 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 greatB. The pressure difference over the wing isn't enough to keep it flyingC. The plane is designed that way for passenger safetyD. None of the above

29. What is the word that refers to turning a plane?A. Dragging C. Cropping

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B. Tabbing D. Banking

31. The control surfaces at the tip of the wings that make turning possible are called the ____________.

A. Fuselage C. AileronsB. Flaps D. Wing Tip

SAILING

32. What is the maximum Tack angle?

a. 45deg. c.70deg.b. 32deg. d.110deg.

33. When running straight, the wind pushing a sailboat is:

a. non-existentb. in front of the mainsailc. from aft d. from the starboard

34. If a sail is luffing, what should you do to correct it?

a. pull hard on the mainsailb. let go of the mainsail c. release the centerboardd. Turn the boat 90deg.

35. If a counterbalance on the bottom of the sailboat is removable it is called:

a. A centerboardb. A keelc. A dagger boardd. None of the above

36. The largest or primary sail is called the:

a. hubb. Mainsail c. jib d. keel

37. When a sailboat is reaching, the wind is coming from the:

a. frontb. backc. side d. there is no wind

38. If you are tacking in a sailboat, you are?

a. going straight into the windb. sinkingc. sailing with the windd. sailing in the wind at 45deg. Angles

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39. When the wind is blowing, but the sail is not catching it, the sail is considered?

a. flappingb. luffing c. blowingd. hanging

40. The Keel of the boat refers to which part of the boat?

a. bowb. back c. starboardd. port

41. A sailboat that uses two pontoon shaped parts to make the hull is what?

a. checkmateb. pontoon boatc. catamaran d. sunfish

42. Larger sailboats, greater than 20ft in length, usually use what type of hull?

a. flat bottomb. tri hullc. planing hulld. deep “V” hull

43. A jib refers to what?

a. foremost triangular sail b. rear most triangular sailc. a square saild. running aground

44. A dagger board is used for what?

a. to balance the weight and stabilize a sailboat b. to steer a boatc. hold a boats engined. none of the above

45. Which part steers a sailboat?

a. The star-boardb. The Keel boardc. The rudder d. The dagger board

46. Another name for a jib sail is what?a. Mainsailb. Marconi c. Luff Saild. Tack sail

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47. What supports a sail at the bottom?a. The Boom b. Lateen c. Luff Saild. Tack Sail

48. A holds the sail to the mast.a. Lugb. Hull c. Keel d. Tack

49. A is a quadrilateral sail.a. Jibb. Marconic. Standard Lug d. All of the above 50. A jib sheet is what?a. A jibeb. Mainsheetc. Overhangd. A line that controls the jib

Boating

51. The proper way to measure the length of a boat is?

a. From port to sternb. From tip of bow to tip of stern, minus attachment c. From the end of the propeller to the tip of the bowd. From the starboard end to the port end

52. How long would is a Class A boat?

a. Under 16ft b. Over 16ftc. 16ftd. 16ft – 32ft

53. A class I boat would be how long?

a. 14ft – 32ftb. 12ft – 15ftc. 16ft – 26ft d. 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 waterc. submerges underneath the water

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d. all of the above

55. Which kind of boat has a displacement hull?

a. super-tankerb. pleasure boatsc. cruisersd. Tug boats

56. What is another name for the multi-hull?

a. tri – Hull b. BI – Hullc. John boatd. None

57. Which of the answers are not considered a deep “V”.

a. Super tankerb. freight shipsc. ocean linersd. pleasure boats

58. Johnboats have what kind of hull?

a. Deep – “V”b. Modified – “V”c. Flat bottom d. Round bottom

59. Modified – V are considered what kind of boats?

a. pleasure boatsb. cruisersc. A&B d. Round bottom

60. The struts on the bottom of a hydrofoil do all except?

a. eliminate hull frictionb. travel 60% -70% faster than vessels of the same sizec. reduces the affect by wavesd. Reduces sun penetration

61. Hydrofoils are used for what kinds of uses?

a. Ferries b. Ocean linersc. Pleasure boatsd. Tug boats

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62. Hovercrafts ride along the water how?a. floats on a cushion of air b. pushes water asidec. rides on top of waterd. none of the above

63. The two types of hydrofoils are?a. surface – piercing hydrofoilsb. fully submerged hydrofoilsc. surface hydrofoilsd. A&B

64. A canoe is what kind of hull?A. Round Hull B. Modified – v C. Multi hullD. Deep – V

65. Which is a round hull vessel?a. cruisersb. ocean linersc. sail boats d. freight ships

Planes

66. The part of the aircraft that creates lift is?

a. vortexb. rudderc. airfoils d. landing gear

67. Ailerons serve what purpose.

a. control plane pitch up or down b. stabilizer to the wingc. hold the parts of the plane togetherd. allow plane to land

68. What are the 3 types of propulsion in an aircraft

a. jet, propulsion fan, elevatorsb. propeller, jet, propulsion fan c. Propulsion fan, propeller, elevatorsd. Elevators, propellers, jet

69. Mostly__________ is stored in the fuselage.

a. pilotb. luggagec. motord. People, Cargo

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70. What does the fuselage support landing gear, wings,________ and power plant.

a. Empennage b. Liftc. On board computerd. Ailerons

71. Flaps help the plane?

a. take offb. turnc. fly straight upd. Land by slowing the plane down

Rockets

72. When the space shuttle challenger exploded the cause was found to be?

a. O- ring b. Pilot errorc. To much fueld. Rocket was to heavy

73. When setting off a rocket in class what causes the force upward?

a. electricityb. windc. burning of fuel d. gravity

74. What size engine did most of the rockets have?

a. smallb. bc. c d. d

75. The Apollo mission was designed to explore what?

a. Jupiterb. Set up space stationc. Venusd. Moon

76. Most unmanned rockets are used to?

place rockets in orbitCollect info.Predict weatherd. All of the above

77. How many launch vehicles were discussed in the book?

a. 4b. 8

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c. 2d. 7

78. Jet engines change direction by making _______ possible.

a. improved liftb. min. Frictionc. higher speedsd. all of the above

79. Winglets are designed to reduce?

a. dragb. Tip Vortex c. Speedd. Lift

80. Empennage is the area at the?

a. frontb. back c. vortex d. wing span

81. The space age began in?

a. 1910b. 1960 c. 1860d. 1970

82. Skylab was in space for?

A. 2yrs.B. 8yrs.C. 12yrs.D. 6yrs.

83. What concept does a solid rocket use?

a. liftb. Venture c. Thrustd. Drag

84. Jet engines use what types of pressure?

a. low, high b. high, low

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c. man to mand. full court

Plane Instruments and Engine Types

85. The air speed indicator tells a pilot what?a. How high they are flyingb. How fast the wind is blowingc. The speed of the plane in knots d. The speed of the plane in miles per hour

86. One of the most important of the gauges on a pilots instrument panel is what?a. Door ajarb. Altimeter c. Heads up displayd. Download meter

86. The function of a pilot tube is to:a. Help operate the air speed gauge b. Used to increase engine speed c. Used as an escape routed. Hooks a pilot with ground control

87. A heads up display is:a. A test used by pilotsb. The image of the most important gauges superimposed on the windshield c. A headrest for pilotsd. A bird warning alarm

88. A compass is used for what?a. Measure longitudeb. Control Latitudec. Measure wind speedd. Determine direction of fight

89. An artificial horizon is also called what?a. Grand viewb. Head up displayc. Altitude indicator d. Horizon Map

90. Gyro instruments are needed for what?a. Instrument flight b. When you are hungryc. Fueling the planed. Measuring wind speed

91. To measure the rate of climb or descent, a pilot uses what?a. Gravity meterb. Vertical air speed indicator c. Gyro indicator

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d. Fly by meter

92. The altimeter tells a pilot what?a. The temperature outside the aircraftb. The pressure on the aircraftc. The Planes position to the sund. How high the plane is flying

93. Another name for a jet engine is what?a. Airport engineb. Reaction engine c. Dipole engined. Faster engine

94. What part of an aircraft produces thrust?a. Wingsb. Designc. Propeller d. Aileron

95. Most early reciprocating aircraft used which to keep their engines cool?a. Waterb. Antifreezec. Aird. An oil sump breather

96. Which type of aircraft engine uses pistons that oppose each other around a diameter?a. Diameter engineb. Radial engine c. Rotary engined. Fusion engine

97. The type of engine that is now used for most commuter flights:a. Turbo prop b. Jetc. Solid boostd. Solid Injector

98. The solid injector engine is based on the principle of what?a. Convergentb. Divergentc. Neil Armstrongd. None of the above

99. The first person to fly from New York to Paris was who?a. Charles Lindinburg b. Wilber Wrightc. Neil Armstrongd. John Glen

100. Who was the first person to break the sound barrier?a. Charles Yager b. Alan Shepardc. Bill Smithd. Ted Knight

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General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor 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 CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA

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Society for Philosophy and TechnologySociety for the History of TechnologySuffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

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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 analysisScientific inquiryEngineering design Module3.2 Airplane control surfaces

Standard 2“Information Systems”

RetrieveProcessCommunicateImpacts Module 14 alternative fuel vehiclesLimitationsEthics

Standard 3“Mathematics”

Mathematical reasoningNumber and numerationOperationsModeling Module 7 model rocket parts and theory of flightMeasurementUncertaintyPatterns

Standard 4“Science”

Physical settingLiving environment Module 14 alternative fuel vehicles

Standard 5“Technology”

Engineering designTools, resources, and technological processes

Module12 two cycle engineModule 13 four cycle engine

Computer technologyTechnological systemsHistory of technology

Module 2 airplane history

ImpactsManagement

Standard 6 –

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“Interconnectiveness: Common Themes”

Systems thinkingModelsMagnitude and scaleEquilibrium and stabilityPatterns of changeOptimization

Standard 7 - “Interdisciplinary Problem Solving”

Connections Module 14 alternative fuel vehiclesWork habitsSkills and strategies

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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.

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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