Fermilab LInC Online

Exploring An Aviation Academy

Summary Presentation

CAD Unit Description

English Unit Description

Library Unit Description

Math Unit Description

CAD Scenario

English Scenario

Library Scenario

Math Scenario

Student Timeline **

Document Rubrics **

Multimedia Rubric **

Presentation Rubrics **

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Subject: English, Math, Science, CAD, History, and Careers

Grade Level: Sophomores


High school students will investigate aviation and the disciplines of study in aviation to ultimately design a creative presentation that promotes the proposed aviation academy at their high school. The project requires students to research and report their findings on aviation: aviation history, aircraft structure and design, aviation math, Computer Assisted Drafting, and career opportunities in aviation. Students will be challenged to not only design a creative presentation to promote student interest in an aviation academy but to demonstrate the need to include a specific discipline in the aviation academy curriculum.

Learner Description/Environment:

Vallejo High School is located in the city of Vallejo, California. An evolving city of 112,000 culturally and ethnically diverse people, Vallejo is best described as: Former home to Mare Island Naval Shipyard Reestablishing its industrial base since the closure of Mare Island; 16,000 jobs lost Having changing community demographics Being located 30 miles north of San Francisco Attempting to develop sources of employment Attempting to increase the effectiveness of its educational system in meeting the needs of a changing student population. Data collected from the Vision 2020 Report, surveys of students, parents, teachers, staff, and community members, discussions from a community Digital High School (DHS) forum, and the WASC process all point toward parents wanting their students to have more creative, meaningful, and challenging classroom academic options involving technology. The perception prevails that students should perceive academic subjects as being sources of career information and acquiring job skills as well as the foundation for acquiring college preparatory skills. Vallejo High School's goal is to create an environment where collaborating, communicating, and critical thinking are enhanced through the use of the tools of technology.

Contractually, each class has thirty-three students enrolled. Each class lasts fifty-five minutes. The English, math, history, CAD, science, and careers teachers will guide the students in this project. The students also may consult with experts in the field of aviation, other students, as well as access print and non-print information through Internet and library research. Students will utilize the one computer classrooms and will also have access to scanners, in-focus projectors, digital cameras and the on-line computer lab located in the library. The students may sign up on a calendar created by the class with the guidance of the teacher. Students may access the computer lab individually, in student created groups, or as an entire class. Because of the inadequate number of computers the students will use a variety of strategies to share limited resources.

Time Frame:

The project will take 18 weeks (approximately 4 1/2 months--one semester). All discipline components will be introduced the first week of the project--(1) English & history, (2) math & science, (3) CAD & careers. Each five week schedule will follow the below format:

Week 1-4: Students will research the Internet, experts and other sources for aviation concepts related to aviation. They will compile their information with list of resources to be submitted the following Monday for class approval.

Week 5-7: Students will design a two page document for publication incorporating the courses, reasons, examples and sources about why a discipline is needed in the aviation academy. The completed document will be submitted for class approval.

Week 8: Students will have one week to revise their final publication.

Week 9-11: Students will design a multimedia presentation defending the inclusion of the discipline in the Aviation Academy supported by their published document. Presentations will be made to the class for class approval.

Week 12: Students will have one week to revise their final multimedia presentation.

Week 13: Presentations and brochures will be presented to the class and teacher for final evaluation. One document and one multimedia presentation will be accepted for the final district board presentation which will be made in February.

Week 14-17: English class students will compile selected brochures into one booklet representing each discipline with appropriate credits. CAD class students will compile selected multimedia presentations into one finished product.

Week 18: A document and a multimedia presentation will be presented to all classes in an assembly on Monday for student and teacher evaluation. Students will have the rest of the week to make final revisions. At the next district board meeting, students will make their presentation.

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Learner Outcomes:

Structure of the Learning:


Vallejo has an opportunity to design and create an Aviation Academy. How do we get students to apply? And how do we convince the School Board? Your mission is to give input on the course of study and to design a contemporary advertisement to entice students to enroll in this academy. Your proposal will be presented to the school board in support of the establishment of the Aviation Academy.


The students will create a list of questions to study about aviation and the related disciplines. After learning about aviation, the students will design a multimedia presentation and a document, brochure or newsletter to promote the Aviation Academy.

  1. Students will make a list of aviation related questions.
  2. Students will categorize questions into subject areas/disciplines.
  3. Students will organize into groups to research subject area questions.
  4. Students will research questions using a variety of sources.
  5. Students will organize information using data bases, spreadsheets, word processors, narratives, etc.
  6. Students will plan a document layout and develop a printed document.
  7. Students will design rubrics to assess the document.
  8. Students will plan the presentation format and then develop the presentation.
  9. Students will design rubrics to assess presentations.

Best Use of Technology:


Project Evaluation:

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Alignment with Standards:


Technology Standards

Social Science

World History, culture, and geography: The Modern World

Students in grade ten study major turning points that shaped the modern world, from the late 18th century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States, in terms of:

10.11 Students analyze the integration of countries into the world economy, and the information, technological and communications revolutions (e.g., television, satellites, computers)


Motions and Forces

Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object. Trace the historical development of the understanding of forces including the contributions of Galileo, Newton, Franklin, and Coulomb. (H, N) Predict the motion of an object in terms of Newton's three laws of motion. Solve uniformly accelerated, linear motion problems quantitatively and graphically. Generate and interpret graphs of linear motion. Cite evidence to justify the use of auto safety devices, including seat belts, air bags, bumpers and head rests, in terms of Newton's laws. (P, T)


CAD & Careers are not available

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Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Author(s): Jim Connelly (vhsjconnelly@myschoolmail.com), Carla Decker (vhscdecker@hotmail.com), Sandra Lane (sandlane90@hotmail.com), and Sheila Smith (mommymean@hotmail.com), David Tillay (vhsdtillay@hotmail.com)
School: Vallejo High School, Vallejo, CA
Created: February 15, 2001 - Updated: December 28, 2002
URL: http://www-ed.fnal.gov/lincon/w01/projects/aviation/presentation.htm