Transportation/Robotics

GRADES 9‐12

This course is designed for the student who wants to explore robotics and the four realms of transportation; Terrestrial, Marine, Air,

and Space. Students will learn transportation concepts through class work and hands‐on activities. Projects may include a working

robot, air powered model car, boat hull, submarine, electric motor, and rockets. This class will be taught from a hands‐on, problem

solving approach.

Credit: 0.5

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 1: INTRODUCTION

Objectives

Students will explain and define the three areas of transportation: Terrestrial, Marine, and Aerospace. Students will discuss the evolution of each area of transportation. Students will discuss the importance of each area, and their influence of each on society, the economy, and national security. Students will explore each area and discuss ways to improve or make changes that would benefit society and the environment. Students will forecast trends in transportation technologies and project their potential impacts. Students will evaluate transportation technologies based on their positive outcomes. Students will discuss the application of various power technologies within the realm of transportation technology. Students will discuss career opportunities in, as well as the impact of government regulation on the areas of transportation.

Essential Questions

What would be examples of future trends in transportation? Why is the environment an area of focus? What process must be followed to make changes in transportation?

Knowledge and Skills

Transportation is an important technology that influences our lives on a daily basis. Technological changes in transportation will provide diverse career opportunities which will require intense and on‐going education.

Instructional Strategies

In addition to tests and quizzes, each student will create ten transportation career portfolios.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 2: SAFETY

Objectives

Students will define some of the safety concerns in a transportation lab. Students will discuss personal responsibility for individual and group safety. Students will indicate the locations of emergency stop buttons, exits, exit routes, eyewash station, first aid kit, and firefighting equipment.

Essential Questions

What are the dangers in performing construction activities in the shop? How can these dangers be reduced or eliminated? Upon which trade or job position does responsibility lie for the safe performance, completion or quality of a given operation?

Knowledge and Skills

Instructional Strategies

Safety is a personal and a group responsibility. Practice emergency drills for fire and injury. Fabrication is an occupation whose many dangers Students will pass a prescribed safety instruction unit before can be minimized with forethought and an using the lab, tools, or equipment.appropriate attitude. Instructor monitors continuously, and students practice mutual feedback for compliance with safety procedures.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation. Use of the Tech. Ed. Department PLC safety unit to prepare and monitor student safety preparation and practices.

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 3: LAND TRANSPORTATION

Objectives

Students will explain and define the two main categories of land transportation. Students will define the roles of the six technologies in land transportation technology. Students will discuss the importance of land transportation within our society. Students will create and evaluate a fixed route method to transport people and goods across the United States. Students will create and evaluate a random route to transport people and goods across the United States. Students will explore the problem of determining payload and distance requirements for a specific vehicle.

Essential Questions

What role has the interstate highway system, railway system, and pipeline played in the evolution of land transportation? What role does society play in the evolution of land transportation? Do technological transportation advancements always improve our society?

Knowledge and Skills

Land transportation is a major industry that moves people goods and products in all countries of the world. All modes of transportation have certain types of technology which are specific to them. A relation exists between propulsion, suspension, guidance, control, support, and structure systems in any vehicle.

Instructional Strategies

Students will build and test a land transportation such as passenger car or delivery vehicle that will travel a set distance in the least amount of time. This will incorporate aerodynamics and reduced friction between moving parts. Research project: Given a geographical location, determine the most effective method to transport people, goods, and products.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation.

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 4: MARINE TRANSPORTATION

Objectives

Students will explain and identify the cost and need for marine transportation. Students will identify the important waterways used for marine transportation in the United States. Students will compare several types of vessels, crafts, and boats used for marine transportation. Students will discuss the various type of boats and crafts used in the recreational area of the marine transportation industry. Students will explain the different propulsion systems used in marine applications. Students will explain the different drive systems used in marine applications. Students will explain and identify how materials can be shaped to produce buoyancy. Students will define the two classifications of hull design.

Essential Questions

What type of hull would transport liquid cargo over vast bodies of water? What type of vessel would transport cargo over the inland waterways of this country? Does the density of fuel and salt water effect the movement of a vessel? How do hull designs impact on energy conservation?

Knowledge and Skills

Marine transportation is a cost‐effective means of moving large cargo over long distances due to its high ton‐per‐mile ratio. The recreational side of the marine industry plays a major role in our society. The efficiency of marine transportation depends on hull functions.

Instructional Strategies

Students research the densities of fresh and salt water and how they affect movement of a vessel. Given a predetermined material constraint, construct a boat hull that will float and carry a cargo. Test and data report required.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation.

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 5: AIR TRANSPORTATION

Objectives

Students will define facets aviation industry, including the agencies and companies involved. Students will identify the important parts of an aircraft. Students will design and construct a model glider. Students will test a glider and record flight data. Students will redesign the glider based on the flight data. Students will explain the need for airfoils, stabilizers, and propulsion systems in an aircraft. Students will explain prop pitch as it relates to speed and efficiency. Students will explain the impact of Bernoulli’s principle on flight.

Essential Questions

What is the best shape of a lighter than air vehicle? Why is a lighter than air vehicle not used commercially? What gases are used for lighter than air vehicles? Explain the mechanics of lift as it relates to airfoil design. What causes oxygen to decrease as altitude increases?

Knowledge and Skills

Large volumes of lighter than air gasses can lift heavy loads. As speed increases the pressure on the smaller area is greater than the pressure on the larger area of an airfoil, giving it lift, Bernoulli’s principal. The oxygen level decreases as altitude increases.

Instructional Strategies

Students will build a lighter‐than‐air vehicle to be able to lift its own weight and a pre‐determined cargo. Students will build a glider and test the airfoil principle of lift. Students will design an air balloon out of tissue paper, calculate volume of heated air to lift a specific amount of weight.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation.

TRANSPORTATION / ROBOTICS

GRADES 9‐12 UNIT 6: SPACE TRANSPORTATION

Objectives

Students will identify the need for space transportation and exploration. Students will describe the past and present programs of space exploration. Students will describe the characteristics of the space environment, including the atmosphere, and weightlessness. Students will design and construct a model rocket to use a combination of liquid and air for propulsion. Students will test the rocket performance. Students will redesign and retest the rocket to improve performance. Students will build and test a rocket with a cargo load. Students will describe both past and present space programs. Students will describe and explain the importance of spin‐off technologies which evolved from the space program.

Essential Questions

Is it possible for humans to form colonies in space? What will a future space transport vehicle look like? Should space exploration be regulated?

Knowledge and Skills

Space transportation will have significant importance in the future. To exist on zero gravity, much technology will be needed.

Instructional Strategies

Satellite orbiting investigation. Presentation, posters, and debates are strategies for this topic. Air filled balloon inside helium filled balloon to test anti‐gravity forces to simulate decreasing gravitational pull. Design and construct 4 model rockets to use a combination of liquid and air for propulsion.

Evidence of Learning

Appropriate performance on student evaluation and/or classroom participation.

Communicate in Standard English

Read and understand a variety of materials

Apply mathematical principles to solve and justify problems

Evaluate information to interpret events and make informed responses

Apply scientific principles to solve problems

Utilizes technology to organize and solve problems

TRANSPORTATION / ROBOTICS

GRADES 9‐12 TRANSPORTATION CLASS RUBRIC

4 Exceptional

Student demonstrates high skill in following direction, providing verbal discourse, and writing lab reports.

Student demonstrates average skills in following direction, providing verbal discourse, and/or writing lab reports. Student demonstrates little skill in following direction, providing verbal discourse, and/or writing lab reports. Little attempt at communication was evident, and/or lab report was not completed.

Always reads a variety of materials for a complete understanding of the task at hand. Reads a variety of materials related to the task at hand. Most of the time, material is read for the task at hand. Seldom reads any material for the task at hand.

Student demonstrates high skill in problem comprehension, problem application, and accurate evaluation of the problem.

Student demonstrates average skills in problem comprehension, problem application, and/or accurate evaluation of the problem. Student demonstrates little skill in problem comprehension, problem application, and/or accurate evaluation of the problem.

Little attempt at a mathematical solution to problem is attempted or comprehended.

The student develops and demonstrates a planned logical clear and well thought out approach to the solution of a complex task or problem. The student develops and demonstrates a planned logical approach but must modify the methods and process to complete the task or problem. The student develops an approach but lacks clarity and evidence of planning.

The approach taken by the student is disorganized, unclear, and haphazard with no logical sequence.

Student effectively, logically, and appropriately incorporates the principles of science to solve problems. Student incorporates the principles of science to solve problems.

Student attempts to incorporate the principles of science to solve problems.

No attempt is made to incorporate the principles of science to the problem at hand.

The student always chooses the appropriate technology to successfully accomplish a task. The student demonstrates the use of some appropriate technologies including various tools to successfully accomplish a task or solution. The student demonstrates limited use of technologies to successfully accomplish a task or solution.

The student rarely demonstrates the use of technologies when solving problems or tasks.

3 Proficient

2 Minimal

1 inadequate Score

TRANSPORTATION / ROBOTICS

GRADES 9‐12 RESOURCES

Transportation Energy and Power Technology, Glencoe‐McGraw Hill Company Career Room Environmental Protection Agency Federal Transportation Board

PACING GUIDE

Unit

Unit 1: Introduction

Quarter 1 Quarter 2

X Unit 2: Safety X Unit 3: Land Transportation X Unit 4: Marine Transportation X Unit 5: Air Transportation Unit 6: Space Transportation X X X