Welcome To McKemy Tigers' Web Pages! electricity, mechanisms, fiber optics and laser, flight simulation, fluid power EDUCATION As PE specialists we teach fitness activities that can be http://www.tempe3.k12.az.us/McKemy/electives.html
Extractions: Mrs. Romney, 6361 ART includes introduction to design (drawing, painting, and printing), basics of ceramics, crafts, and sculpture (mosaics, fabric design, mobiles, and collage). There is an advanced class for our 8th graders, and the 6th graders take this class for 6 weeks. BAND : a variety of performing groups and levels: Beginning, Cadet, Concert, Tiger, and Jazz Cats. Tiger Band and Jazz Cats are the premiere groups. These groups are often invited to perform at local and state competitions and can sometimes be found performing for civic organizations.
Open Directory - Games: Video Games: Simulation: Flight: Falcon Series the Mac's doorstep since Graphic simulation's F/A teach me Tiger Base Falcon4 Offers informationm A virtual squadron basing its flight activities around the http://www.mptdo.com/Games/Video_Games/Simulation/Flight/Falcon_Series/
Extractions: about dmoz add URL update URL become an editor ... help the entire directory only in Flight/Falcon_Series Top Games Video Games Simulation ... Flight : Falcon Series Description The Falcon 4.0 Patches and Updates Guide - A guide to the latest patches, add-on and updates for the game. Falcon 4 Web Ring - Provides site rankings by page views and information on how to join. Flight Sim Reviews: Falcon 4 - Reviewed by Dave Peck. "Falcon 4.0 represents the finest modern flight sim to arrive on the Mac's doorstep since Graphic Simulation's F/A-18 Hornet series." Game Blitz: Falcon 4 - Reviewed by James Anthony. "It has been many, many years in the making, but Falcon 4.0 is the best modern flight sim around at the moment." MacGameNews.com: Falcon 4.0 - Reviewed by Rick Sanchez. "Falcon 4.0 - a game that might possibly be the most detailed flight combat simulator available for civilian enjoyment." MacGamersReview.com - Offers user submitted reviews. Teach me Tiger Base: Falcon4 - Offers informationm, forum, downloads, and links. 404th Kamikali TFW Virtual Squadron - A virtual squadron basing its flight activities around the Microprose Falcon 4.0 F-16 simulator. Full-realism, cooperative TE flying. Points-based ranking structure.
Techgradasu k12.az.us/itech/amsitech/activities/ACT1.HTM. Two websites that help teach studentshow to make Apogee RockSim computer design and flight simulation program on http://www.acs.appstate.edu/dept/tech/grad/grad_connection.htm
Extractions: Connections CONTACT INFORMATION Back to Contents Appalachian News Bureau (find out the latest ASU news, and Graduate School announcements) http://www.appstate.edu/www_docs/news/releases/info/031199res.html http://www.appstate.edu/www_docs/news/releases/info/052101energy.html Boone, NC - Learn more about our local community and area interests. Career Development Center Learn more about career opportunities, job fairs, recruiting, and resume writing.
AOPA Online - AOPA Pilot - Future Flight: Tomorrows Training are restricted to teaching cognitive activities such as of the situations affectingthe flight, theres a pilot who practices using simulation software is http://www.aopa.org/pilot/features/future0004.html
Extractions: Contents What's New About AOPA Join/Renew ... Press Center By Michael P. Collins (From AOPA Pilot , April 2000.) M ost pilots today dont fly their first precision approach until theyre well into an instrument-training curriculum. But Eric Eckman of Swedesboro, New Jersey, isnt like most pilots. A freshman at Embry-Riddle Aeronautical University in Daytona Beach, Florida, he shot an instrument landing system (ILS) approach last fall during his first flight lesson. Thats right, his first primary lessonnot his first instrument lesson. Actually, for Eckman, they were one and the same. He is one of 40 students who began a combined private pilot and instrument rating course last fall. In conjunction with NASAs Advanced General Aviation Transportation Experiments (AGATE) program, Embry-Riddle worked with Jeppesen and other organizations to develop a 70-lesson integrated private/instrument curriculum. By early February, Eckman had completed lesson 44, logging about 60 flight hours and another 15 hours in flight training devices (FTDs). The curriculum utilizes FTDs, personal computer-based aviation training devices (PCATDs), and aircraft. "When I had about 15 flight hours, we went up in actual instrument conditions and I shot three instrument approaches with circle to land," he said. "It was neat to be able to do that. It definitely stands out among everything else." The aspiring airline pilot hopes that the integrated curriculum will benefit him in the future, given his career goals and the IFR environment in which he will operate.
Curriculum Module - Physics Of Flight Then teach the physics of an airfoil Use students experience along with the flightsimulation to show how a takeoff occurs Oversee the students activities. http://www.lehman.cuny.edu/education/master/curriculum/berlowitz.htm
Www.rice.edu/armadillo/Simulations/curric5.txt Often a space simulation is just the ticket the course of the shuttle flight, identifyingcountries and conducting SAREX types of activities (see International http://www.rice.edu/armadillo/Simulations/curric5.txt
Extractions: BRIEF SUMMARY OF SAMPLE ASTRONAUT ACTIVITIES ABOARD THE "CENTENNIAL" SPACE SHUTTLE AT UNIVERSITY SCHOOL 1. They will prepare and teach a class of kindergarten children. The topic will relate to space and the astronauts will have to choose and plan a lesson related to space science and their mission. Using a television camera on the flight deck and the radios, they'll teach their class. Kindergarten children will watch on a big screen monitor and listen on a cb radio. 2. They will perform a number of Lego experiments (as described int he lego experiment pages above). 3. The astronauts will train each other in the use of Macintosh and IBM computer equipment. Each of the astronauts has skills in one or the other computer. 4. The astronauts will build models of the space shuttle using plastic model kits. 5. An "EVA" will occur to demonstrate the preparation that is required to suit-up and prepare for such an activity. The EVA activities will involve tightening bolts on the outside of the space shuttle. Astronauts will wear full white space suits and helmets, wear our model MMU, and wear thick gloves while they attempt to tighten the bolts. 6. Each astronaut will keep a journal of activities in detail. 7. The astronauts will conduct several interviews and press conferences and will respond to questions posed by students, schools, and interested observers all over the world. These questions will come via the internet and computer links in mission control areas and from visitors and dignitaries in mission control. 8. Every hour, the astronauts will check their blood pressure, pulse rate, and alertness. During some hours, they will exercise on the treadmill for a brief period of time for medical comparisons. 9. From time to time, problems will be introduced into the operation of equipment on board the shuttle to see if the astronauts can solve these problems. 10. The astronauts will learn to use important computer programs including: "Insta-trak," a satellite/shuttle tracking program; "EZCosmos," an astronomy program; "JPL Clocks,"and "Flight Simulator," which they will use for their simulated landing. 11. Using "Net-trek," an interactive networked computer "game," the astronauts will practice docking procedures and learn about networked computers. 12. An experiment which duplicates the famous "toys in space" experiment will be conducted. Since we cannot really simulate micro-gravity, astronaut hypothesis will be solicited. 13. Astronauts will practice with several small robot arms to simulate the use of the orbiter's arm. 14. Each astronaut will be asked to design experiments and suggest activities for future missions. 15. The astronauts will construct simple electronic devices from kids for experience with beginning level electronics. 16. All NASA procedures for operations aboard a space shuttle will be followed as closely as possible. 17. Astronauts will prepare their own freeze-dried meals. 18. Experiments in plant growth and animal study using turntables and other equipment will be started or continued. Some of these experiments began prior to the mission. CURRICULUM INTEGRATION IN THE MIDDLE SCHOOL The following are suggested ways in which participation in this activity can be part of the total curriculum integration with an approach to teaching across the curriculum. English and language arts - students use grammar and writing skills when they apply for the position of astronaut or other designated special assignments, and for each report that is written for posting or submission to the instructor as part of this project. Math - students can use math when preparing a simulator or drawings based on dimensions obtained from researching the original craft, or when computing the flight path and elapsed time of mission. Science - lessons on astronomy and anti-gravity fit perfectly into the space simulation. Replicating experiments done during the original flights or similar ones will teach scientific method, and correct laboratory techniques and reporting. Social Studies - the history of the mission selected along with its significance to the overall space program development and the social consciousness at the time of the mission are important aspects for students to learn. Fine arts - decorating the space craft, space suits, flag, videotaping and photographing the planning and execution are all fun and use the creativity and discipline of the arts. Physical education and nutrition - NASA astronauts undergo rigorous training and the students should include some aspect of training and physiological monitoring during the flight. The preparation of the menus and the space food were important aspects of meeting the energy needs of the astronauts in this unique environment. Computer use and instruction - doing online searches for information from NASA's SpaceLink, preparing reports to post and downloading reports from other participants in the project and communicating with a remote landing site or mission control station are all practical applications of using the technology to get a task completed. Important team concept - one of the most critical concepts of this project is that students and teachers need to understand and remember is that of the team player who has unique contributions and responsibilities that must be made in a timely fashion. The need to communicate via computer mediated communications will be a vital element of the future work force and will be utilized all through this project. Students need to understand the overall goals of the project, their value to the team project, their assignment, and their responsibility. Additionally, each student needs to share in the excitement that occurs on the day of the mission so they can feel how they have contributed to the total project. The need to communicate clearly and accurately to problem solve are vital to any NASA mission and students need to strive for the same high standards of accuracy and detail. ******************** IV. HIGH SCHOOL NESPUT AND ISSS CURRICULUM for SPACE SHUTTLE SIMULATIONS Developed in Cooperation With the National Association of Space Simulating Educators (NASSE) by Fred Donelson Project Orion Space Shuttle Simulation Gahanna Lincoln High School 140 South Hamilton Road Gahanna, Ohio 43230 Introduction Simulations are rapidly becoming a valid and important tool in the education of students today. In particular, the role of space simulations has grown rapidly in the United States, so much so that a need was felt to provide a national association for teachers (NASSE) to help them in their endeavors to provide realistic and valuable simulations for their students. One of the goals of NASSE is to provide ways in which teachers can see that space simulations are not things to be added to what they already teach; in fact, they provide legitimate ways to incorporate and/or evaluate what is already being taught in more meaningful ways for students. This document has been prepared with that goal in mind. Following is a list of several disciplines found in typical high schools across the country. With each are several ideas or ways in which that particular discipline may be incorporated into a typical space shuttle simulation. It should be noted that this is only an introductory list, and that legitimate activities are really only limited by the creativity of individual teachers. If you have successfully tried other ideas or concepts, or think you have a dynamite idea, please do not be hesitant to share it on the NESPUT and ISSS listserves. Part 1 INTERNATIONAL LANGUAGES Often during real shuttle missions, SAREX activities are included. This involves students sending short wave radio messages and talking live with the astronauts. Similar conversations can be held during space shuttle simulations, either by live BBS type chats or by Email. One way of adding some excitement to these activities is to add an international language component to this activity. Usually, simulations involve using STS-Orbit or some other type of tracking program, which shows the position of the shuttle during each orbit, just like the big world map screen used to look on TV back in the 60's. Once the mission has been plotted, students can analyze which countries will be "passed over" at particular times and SAREX type chats can be planned for particular times during the day. Language teachers can assign certain countries to their students, and students can use the Internet to locate local areas of interest, customs, etc. about their countries. This is done a couple of weeks before the actual mission. Then students can compose messages of greetings to be sent at particular times during the mission. These can be sent email, or composed "live" on a BBS chat type of exchange. Since some astronaut crews may not be fluent in all languages, some international students may have to serve on "mission control" as translators. Certainly, composition and translation are major components of most language courses, and this type of activity represents an authentic and somewhat interesting way of incorporating and evaluating language skills. If the spoken word is an important component, students can also use the "airwaves" to practice their spoken skills. Use of CB, FM headsets, or Shortwave Radio allows students to interact on a more spontaneous basis. Again, if no one on the shuttle can speak a certain language, a mission control translator could be used to relay information. One of my favorite shuttle simulation activities over the past three years involved setting up my shuttle pilots to believe we had a real message from a girl in Barcelona, Spain. In reality, one of our 4th year Spanish students was on a head set in the next room. What a surprise one of our astronauts received after he asked her out on a date!! In summary, these activities can provide the following student outcomes: 1) Writing messages by BBS and/or Email in a foreign language. 2) Reading and translating messages in a foreign language. 3) Researching international customs and local areas of interest. 4) Speaking and interaction with others in a different language. TECHNOLOGY EDUCATION Depending on the interest of your teachers, technology students can find themselves deeply involved in space shuttle simulations. Most simulations involve some type of "space" for the shuttle and mission control. This can be as simple as an area taped of on the floor in a corner of the room or as advanced as a complete to scale mock-up of a real space shuttle and cargo bay. In my school, Project Orion's shuttle flight deck is an old unused bathroom. After gaining permission to use the room permanently, drafting students met with teachers and then designed the room on a simple CAD program. Once design was complete, a styro-board scale model was constructed to show what the new facility would "look" like. Tech classes then cut out plywood and 2 x 4's, hooked up power cords and switches, and ran phone lines above ceiling tiles and through cement walls. In other words, if you don't have a shuttle, your tech kids can make one, using as expensive or as cheap of materials as you can afford. Several types of structures can be made besides flight decks. One with which we are experimenting this year is a large cargo bay. Using duct tape and visqueen, we are making fan-inflatable air locks, similar to inflatable planetariums you may have seen. Tech students can CAD design the locks as well as the cargo bay, including the dimensions. Then they can construct them. We will do these approximately three weeks before the mission, so that astronauts and specialists can have time to train in them. Another way of incorporating technology is to construct some type of robotic arm, used to "capture" or "release" satellites. This can be something very simple, such as a long lever with a manual grappling device, a student made "hoist", constructed out of a cheap radio-controlled car, or a complete computer controlled device, complete with programming and joystick control. If robotic sensing is taught at your school, there are scores of ways it can be used to simulate experiments in space. Satellite repairs are major functions of shuttle missions at times, and tech classes studying electronics may be able to design a "broken" circuit for a satellite and train astronauts on the proper method of trouble-shooting circuits in order to repair them. It could be as simple as connecting a loose wire to complete a circuit, or as complex as using voltmeters to analyze circuit paths and re-routing pathways to get the satellite "operative." For those schools with more "adventurous" teachers, students could be assigned the design and construction of a water- cooled flight suit, a motorcycle-space helmet voice- activated headset, a computerized lunar "rover", or a suspension system device to give the feeling of realistic zero G cargo-bay movement, complete with helium-filled satellites that move away the moment they are nudged and/or bumped by the astronaut. I sometimes think that the reason many students are "bored" with school is that we don't give them challenging enough tasks. Certainly, many days/weeks could be spent designing some of these ideas which could make any space simulation more realistic. For those tech programs with a large bent towards drafting, all of the above ideas could be done with CAD programs, including orthographic projection drawings and 3-D views, which could be sent out over the Internet to other schools for review and critiquing. In summary, potential outcomes for tech education include: 1) CAD/drawing design of structures and/or devices. 2) Construction of structures and/or devices. 3) Testing and modification of ideas and building of final prototypes used in project. HISTORY/GEOGRAPHY It is sad to admit that in a technologically advanced world, with immediate feedback in news and weather, we still have students that don't have a clue as to where certain continents are, let alone countries and capitals. Unfortunately, many never learn because they fail to see any use in learning these places. Often a space simulation is just the ticket to encourage students to "get to know" their world. Geography classes can use a tracking program to map the course of the shuttle flight, identifying countries and fly-over times. They can use programs such as PC Globe or the Internet itself to find out special facts about countries over which the shuttle will fly and perhaps work together planning and conducting SAREX types of activities (see International Languages above). Many parts of the world have been photographed by either satellite and/or the shuttle. Images can be downloaded off of the Internet in GIF or JPEG format. Geography students can download several images of areas over which astronauts will fly and then prepare GIF slide shows to present to the astronauts to prepare them for their flight. NASA Space Link has several GIF images of various areas around the world that can act as a starting point. World history classes could do a unit on human exploration to complement a shuttle simulation. There have been several major times of exploration in our history (move to the New World in 15-1600's, Westward expansion in the 1800's in US, expansion of travel into air and eventually space in the 1900's, to name a few). Classes could identify common threads of each expansion, including responses to successes and failures, development of technology to accomplish and spur on exploration, etc. Predictions could be made about future expansions into space and/or the oceans. Specific outcomes that could be accomplished in History/Geography would include: 1) Demonstration of knowledge of locations of countries and cities. 2) Researching international customs and areas of interest using computers and/or the Internet. 3) Locating, retrieving and converting GIF and JPEG files in order to better understand geography. 4) Identification and recognizing patterns in exploration of man. 5) Use history to identify patterns and make predictions on future explorations of man.
Www.rice.edu/armadillo/Simulations/curric2.txt and prepared for the rigors of simulated space flight. the orchestrator of excitingeducational activities could change career, of course but simulation is a http://www.rice.edu/armadillo/Simulations/curric2.txt
Extractions: MANAGING A CLASSROOM AND CONDUCTING A TELECOMMUNICATED SIMULATION Robert E. Morgan Many teachers involved in our telecommunicated simulations ask "how can you manage a classroom and run a telecommunicated simulation at the same time?" It's a pretty good question and while these answers are not complete answers and while they don't solve every problem, they are the result of the experience of many who have participated in our simulations. Hope they help. 1. Get a substitute teacher in to help. While this isn't a realistic possibility in many schools, it doesn't hurt to try. If your project catches the imagination of administrators, you might get some excellent assistance. 2. Ask for the assistance of your administrators. In most schools which have participated in our simulations, administrators have been very supportive and have involved themselves to a degree in the management of the simulation. 3. Ask your colleagues for assistance. Perhaps they'd be willing to give up a few "free" (aka planning) periods or time slots in exchange for your doing the same for them at another time. 4. Recruit parents, high school or college students, or professionals from space related industries in your area. 5. Plan activities that will really engage all students during the simulation. If possible,involve them in the simulation on an ongoing basis. In addition to observing the activities, students who are not directly involved can be working on activities related to the simulation. 6. Don't be afraid to choose some relevant and interesting video tapes or films to show to classes during the simulation. 7. Have students help conduct the class. Have representative students who are directly involved share their experiences with your class or classes. Do a question and answer session with some of the students involved in the simulation. Those involved in the simulation can take turns doing this. If you have other ideas relating to classroom management, please share them with us. PUBLICITY FOR YOUR SIMULATION PROJECT:SAMPLE PRESS RELEASE Robert E. Morgan, University School Contacting the person responsible for publicity or media relations in your district might get your simulation project some important publicity. The value of publicity in making helpful contacts is usually significant. Here's the "press release" I sent to our publicity people for one of our past 24 hour missions: STUDENTS SIMULATE SPACE SHUTTLE MISSION The decline of forests, brain wave activity in microgravity, and the education of youth will be among the concerns of University School student astronauts as they spend 24 hours on a simulated space shuttle mission using the school's permanent full-size replica of the flight and mid decks of the space shuttle. The mission, scheduled for Tuesday April 27, 1993 is part of University School's celebration of the national Science and Technology week. Six student astronauts, three shifts of student mission control personnel, and a host of other student support personnel will work toward simulating a real space shuttle mission. Personnel will be trained and prepared for the rigors of simulated space flight. During the mission, University School's space shuttle "Centennial" will communicate via computer telecommunications with many other schools worldwide. These schools are also simulating some aspect of space as part of an international project conducted by the National Public Telecomputing Network and its Academy One National Educational Simulations Project Using Telecommunications. During this real time 24 hour mission, schools will act as the Russian space shuttle and the Mir space station, alternate landing sites, the space station Freedom, science information sites, and a host of other activities. Students in many states and several countries will be involved in linking their classroom simulations. A visiting student from Australia will report to schools in Australia about his activities. Additionally, University School parents and guests will have the opportunity to attend a planetarium show in the "Starlab" inflatable planetarium, a telescope will be available for deep sky observing (if skies are clear), and a reception will be held for area educators and aerospace professionals. The school's amateur radio station will be "on the air" and live amateur television will be exchanged with local schools. During the 24 hour mission, University School astronauts will simulate forest observations and work with students in Finland in discussing and dealing with problems related to forestry. The development of a national forests holiday, a project involving students in both Finland and the United States will be part of their discussions and activities. Student astronauts will also monitor brain wave activity using state of the art electroencyphlograph equipment, and will teach several "classes from space" to younger students. All student participants receive a mission sticker and a certificate of completion. Student astronauts will be "debriefed" upon their return at a school assembly. Robert Morgan - Add your school contact person and address at the end with a phone number even if that person is YOU Send the release to newspapers, radio stations, and TV stations (don't forget your local cable provider). Be ready to meet the media! AMATEUR RADIO AND SIMULATIONS Robert E. Morgan, K8RBV Educational Advisor (EA), The American Radio Relay League (c) 1995 "OH1XXAA in Finland, this is K8RBV in Cleveland, Ohio calling." That was the start of a QSO (conversation) between students in my classroom and students at a School in Finland...a conversation live via amateur radio. Both schools were involved in simulating space shuttles in their respective classrooms and it was fun just to talk to a school whose data we had been seeing via the internet. OH1XXAA is a fictional ham radio station call sign, but we really did talk to a school in Finland. K8RBV is the call sign given to me as a licensed amateur radio operator in the United States. If you're not familiar with amateur radio, you might find knowing a little about this fascinating hobby helpful in working with simulations both in the classroom and via telecommunications. We've used amateur radio in a variety of ways to augment our simulations work in the classroom. WHAT IS AMATEUR RADIO ANYWAY? Many people confuse amateur radio and citizen's band radio, but the two radio services are distinctly different. Citizen's band radio was designed to provide private citizens with a method for local radio communication. No license is required for citizen's band radio, communication is limited to 40 select "channels," and the intent of the service is that it be used for short distance local communication. Today, citizen's band radio is largely unpoliced and poor operation, bad language, and illegal use of the service are not uncommon. Amateur radio, however, has a long and distinguished record of communications assistance, scientific research and discovery, and educational activities. Amateur radio operators must pass a license examination (at any of several levels of privilege and difficulty) and hence, having an amateur radio license is an accomplishment. In exchange for demonstrating knowledge and skill, amateur radio operators are accorded many more privileges than citizen's band operators. There is no limit to the distance one can talk and world wide communication is commonplace among amateur operators. Amateur operators can use a wide range of frequencies which are tunable, not limited to a small number of channels. Additionally, amateur radio operators may use many methods of transmission: voice, television, computer data, facsimile, morse code, etc. In fact, amateur radio operators operate a number of orbiting satellites which are used to relay amateur signals for experimental purposes. Hence, amateur radio operators are often at the forefront of experimental techniques involving radio and communications. The thrill of talking to other amateur operators world wide is one not soon forgotten. HOW CAN I OR MY STUDENTS GET AN AMATEUR RADIO LICENSE? It would take pages to detail the procedures, techniques, and levels of amateur licensing. If you're interested, the best thing to do is to contact a local amateur radio club. Ask around. Almost everyone knows someone who is a "ham" (amateur radio operator) or someone who knows a ham. Once you've found a ham, just ask! Most hams are anxious to assist interested newcomers of any age. And if they can't help, they'll point you toward a source of help. If all else fails, contact the national amateur radio organization: The American Radio Relay League 225 Main Street Newington, CT 06111 phone 203-666-1541 Or send email to info@arrl.org. Put nothing in the subject heading, but in the body of the message, type send PROSPECT.TXT and get a file on getting your amateur license. Type send HAMFAQ1.TXT to get answers to frequently asked questions about amateur radio. DO I HAVE TO BECOME AN AMATEUR OPERATOR TO USE AMATEUR RADIO IN MY CLASSROOM Nope. Many schools have made good use of amateur radio by contacting local amateur radio operators and radio clubs and soliciting their help. Inviting amateur operators into your classroom to demonstrate, help with an event, or assist in one of your simulations can only add more excitement and educational validity to your activities in the classroom. I'VE HEARD THAT HAMS CAN TALK TO THE SPACE SHUTTLE. IS THAT TRUE? Yep. Almost all shuttle astronauts are now amateur radio operators and almost every shuttle mission includes some form of contact with amateur radio operators on the ground as part of the SAREX (Shuttle Amateur Radio Experiment) activities. On certain missions, planned contacts with selected schools occur. One of the most exciting days at our school involved our contact with the shuttle astronauts "live" while they were in orbit. Our classroom astronauts got to talk to the real astronauts "on the job." For information, contact the American Radio Relay League (address above). OK, SO WHAT ABOUT AMATEUR RADIO AND SIMULATIONS? We've used amateur radio in a variety of ways during simulations. Here's what we've done: 1. Contact other schools via amateur radio during simulations. The result was we could talk to students at another school doing a simulation and compare activities and procedures. Students got to talk to students. 2. Contact the space shuttle during your own simulation. This requires advance planning and arrangement with the American Radio Relay League, but it can be an amazing experience! 3. Operate a "special events" station to publicize your activities or simulation. During a special event, an amateur radio station is operating (often on several frequencies at the same time) and contacting other amateur stations (there are almost a million hams worldwide) and discussing the event your simulation. 4. Just demonstrate. During many of our major simulations, we set up our amateur radio station just to demonstrate what amateur radio is and what it can do. We almost always get several new interested students. Most local radio clubs will be glad to help you do this. AMATEUR RADIO DURING THE APRIL 25, 1995 NESPUT 24 HOUR SIMULATION We'll be running a special events station during the upcoming April simulation. Here's the announcement which will appear in upcoming Amateur radio magazines: BROWNSVILLE, TEXAS AND CLEVELAND, OHIO The Brownsville, Texas C.H.A.R.R.O. amateur radio club will operate N5SHG and the Cleveland, Ohio LEARA (Lake Erie Amateur Radio Association) club will operate WB8CQR during a national 24 hour school space shuttle simulation on Wednesday, April 26, 1995. Operation will be in the lower portions of the General 40, 20, and 15 meter subbands and the Novice 10-meter phone subband. For certificate, send QSL and a 9 x 12 SASE to K8RBV, 376 E.329, Willowick, Ohio 44095. You Are HOW you teach: Using Classroom Simulation to Rediscover the Joy of Teaching Robert E. Morgan University School rem@nptn.org (c) 1995 Cardboard space shuttles, fabricated conestoga wagons, stained- glass and gothic columned classrooms, airliners in the art room, rainforests in the coat closet... I've been working with classroom teachers for a number of years on using simulation as an educational technique. We've generated a lot of enthusiasm as teachers find ways to make the educational process "real," "hands- on," and "engaging." The expected happens frequently: students become so engaged in the activity and the learning that they really enjoy school. Kids will ask "when we finish this are we going back to school" as if school has to be dull and dry. The concept of using simulation activities in the K-12 classroom is considered somewhat novel at first by teachers. In fact, simulation is widely used by the military and industry as an educational technique and has been for years. Educational techniques which have been successful for years in the private sector have only recently been "discovered" by educators. Teachers, accustomed to the role of "sage on the stage," learn quickly the value of student involvement in the classroom and the importance of playing the role of "guide on the side" at least occasionally. Simulation is valuable as a teaching tool for a variety of reasons: First, students involved in a simulation are doing, not listening. They are participants, not observers. It is one thing to listen to a lecture on the space shuttle, but quite another to be a participant in a simulated space shuttle mission. The value of having a "rack on which to hang one's hat" in education is extremely significant. Lectures listened to are quickly forgotten; activities participated in are remembered for a long time. Think back to your own grade school experience. The things you remember are most likely the things you did, not the things you heard. Next, it's obvious that some experiences which we'd like students to have simply can't be done in reality. We can't really take a conestoga wagon trip or go to Mars. But we can better understand those activities by pretending to do them as realistically as possible. Finally...and this is the point I most want to address ... simulations are fun. It's always fun for teachers when they see students excited and involved in an activity, but the fun goes well beyond the rewards of a successful activity for students. I know a teacher who taught the same subject at the same grade level for over twenty years. For most of those 20 years, he used the same materials, gave the same tests, used the same unchanging lesson plans. His biggest problem as a teacher involved the gradual demise of the 16 millimeter motion picture projector and the rise of video tape as a medium. He really had a tough time finding videos to replace the tired old films he'd been showing for years. Worse yet, he had to learn to use VCR's. He managed, however, and kept his reputation as "Mr. Movie" intact. He hated teaching, was bored, cynical, and not very patient or understanding of his middle school students. After enough years and an offer of early retirement, he quit, bitter, disappointed, and unfulfilled. In his last years of teaching he listened to my thinking on teaching and how to find excitement and avoid burn-out. He even tried a few of my ideas. But it was too late. "You can't teach an old dog new tricks," he sighed and spent his last years more or less like his first. Somehow, he never found the fun and excitement in being an educator. I find the best teaching comes from enthusiastic teachers. Teachers who look forward to their classes or can't wait to try a new activity or approach are sure to transfer their enthusiasm to students. I won't suggest that using simulations as an educational technique will make all teachers instantly enthusiastic about their work, but I will suggest that properly orchestrated simulations are dynamic, exciting events which end up inspiring students and teachers alike. The first simulations I developed around our exciting new space shuttle simulation facility were really amazing experiences for the students who participated and for me. But I acted as the director, the facilitator, the organizer, the advisor. During one simulation, one of my students said, "hey, Mr. Morgan, what's your part in the simulation?" Since then, I've played a variety of roles a NASA official, a visiting Russian dignitary, even the President of the United States. When all is said and done, simulations are play. Admittedly, it's play designed to teach, but play nonetheless. If you haven't tried simulating something in your classroom, you owe the technique a try. You owe it a try because I'm reasonably certain that you'll find the transformation from the role as dispenser of knowledge to sedate receptors to the orchestrator of exciting educational activities could change how you look at the career of educator. I'll put it more bluntly. If you're not having fun as a teacher, you're not the best teacher you can be. If you're not looking forward to each day with eager anticipation, you're not getting from your career what you deserve to get. There are lots of ways to build excitement into your career, of course...but simulation is a significant way to start.
Sanford Flight Lab Introduction more than one purpose in order to have activities that keep students busy and allowfor the most flight time and Air Traffic Control RADAR simulation time. http://www.flightsimulation.com/lab/intro.htm
Extractions: Click Image *This program is designed to familiarize the student with general aviation principles only and shall not be used in lieu of adequate flight training under the supervision of a Certified Flight Instructor. This is not an FAA approved training program under Part 61 or Part 141 FAR. Gain an understanding of how to use the Flight Simulator Lab: Look at options for classroom management and usage. The Flight Simulator Lab is designed to allow students the opportunity to learn in a realistic environment. Both the military and civilian airlines use simulators to train their pilots. The lab is designed to allow students to apply all the things they will learn in a real world environment. The design of the lab also gives the instructor a great deal of freedom in using a wide range of teaching tools. The instructor must have an understanding of all workstations and how they can be used. The instructor should also have a complete understanding of Flight Simulator 98 and the activities in which students will participate.
SPACESIM Newsletter For Space Simulation Enthusiasts National Association of Space Simulating Educators provides information on student space simulations. With details of programs and activities. Electronic Newsletter for Space simulation Enthusiasts SCIENCE simulation by Robert E. Morgan. 6. LESSONS, activities, EXPERIMENTS mission control, and flight deck. This year's http://riceinfo.rice.edu/armadillo/Simulations/simv2n2a.html
Extractions: Vol. 2 No 2 Published Monthly by the National Association of Space Simulating Educators Chris Rowan, Ed. By Chris Rowan chris@tenet.edu Morningside Elementary 1025 Morningside Rd. Brownsville, TX 78521 (210) 982-2760 SPACESIM is published during the first or second week of each month of the traditional school year (excluding September). Distribution of SPACESIM is encouraged as long as no fee is involved and is distributed "AS IS," uncut and unaltered. Some of the following articles may be too technical for the novice Internet user. If you need assistance in locating resources or would simply like an in-depth explanation of one or more topics discussed below, please email Chris Rowan (chris@tenet.edu), Robert E. Morgan (aa629@cleveland.freenet.edu), or Fred Donelson (KGH_DONELSON@MEC. OHIO.GOV). Special thanks to Robert E. Morgan and Fred Donelson for their excellent articles
Ultimate Camping Guide Experienced instructors teach and lead 12 person groups in rock climbing, rappelling Activitiesinclude intense flight simulation, land survival training http://www.21stcenturyadventures.com/brochure/camp/campGuide1-10.html
Extractions: Imagine spending a part of your summer vacation living in a tipi in the mountains, hiking, swimming, canoeing, riding horses, kayaking, and generally having a lot of fun... For sixty-eight years, YMCA Camp Chief Hector has been helping young people to do all these things and more! URL: Camp Chief Hector Wilderness Adventure At Eagle Landing Wilderness Adventure at Eagle Landing: is an all-outdoor adventure program. Located in the Blue Ridge Mountains of Virginia, participants sleep in two person tents each night and challenge themselves in a different activity each day. Experienced instructors teach and lead 12 person groups in rock climbing, rappelling, canoeing, kayaking, caving, mountain biking, high and low ropes, primitive living skills, 50 ft. climbing wall, and a 900 ft. zip line (one of the longest in the world!). URL: Wilderness Adventure At Eagle Landing Camp Highlander Camp Highlander provides expert instruction in rock climbing, ropes courses and challenge expeditions. With safety always uppermost, campers learn rope handling, belaying, free climbing, traverses and rappelling at breathtaking sites such as Looking Glass Rock and Devil's Courthouse. Whitewater rafting and kayaking trips down the great Nantahala River are a camp favorite, as are special hikes along the famous Appalachian Trail and days spent exploring places such as Linville Gorge, Shining Rock Wilderness Area and Graveyard Fields.
VFA-257 StingRays - Flight Deck (Jane's F/A18E News) Shift + ESC (10 Sep 00) Tired of being kicked out of online flying because you hit ESC after a mission. Then download Ranger's solution. Now Open - JCN is up and running with F/A-18E. gaming service supporting eight (8) Janes/EA combat flight simulation programs. This voice-over mission will teach you how to fly http://home.cfl.rr.com/vfa257th/Flightdeck/Flightdeck.htm
Extractions: Home Flight Deck Hangar Radio Room ... Links Flight Deck Activities (Jane's F/A-18E News) Shift + ESC (10 Sep 00) Tired of being kicked out of online flying because you hit ESC after a mission. Then download Ranger's solution. Get It Combat.net. Now Open JCN is up and running with F/A-18E. Janes Combat Net is a free online gaming service supporting eight (8) Janes/EA combat flight simulation programs. Combat Ladder (22 August) Do you enjoy competition? PalFix v1.2 (06 August) Wow, it just keeps getting better. This is the 2nd upgrade to the Palette. This fix enhances all the texture objects in F/A-18E (all the planes, the weapons, the aircraft carrier, and all ground objects) To take advantage of this palette fix, load PlaneFix v2.0 first, then load PalFix v1.2. Then, get ready for a new Jane's Super Hornet. Get It Official Database for Pilots (06 August) Rick Knight " In any event, I really enjoy Jane's F/A-18 Combat Simulations and it would be just great having everyone stop by the Official Database for Pilots to join us in building a F/A-18 community where everyone can meet and benefit." Go Visit Web Page Formation Training (15 Jun) Slider 131st
Wright Brothers' Invention Process -- Tested Theories including wind tunnels, computations, flight simulation, and research in the Centennialof flight Celebration. and contains handson activities for building http://wright.nasa.gov/tested.htm
Extractions: (1901 - 1902) - Tested Theories The early kite and glider experiments did not meet the performance goals which the brothers calculated before the flights. In late 1901, the brothers began to doubt the data which they were using to design their aircraft. They built a wind tunnel and developed model-testing techniques including a balance to more accurately determine the lift and drag of their aircraft. They tested over two hundred different wings and airfoil models to improve the performance of their gliders. Their very successful aircraft was based on their new data. Today, NASA engineers at Ames, Langley, and Glenn Research Centers use sophisticated models and wind tunnels to study a variety of problems associated with modern aircraft design. These tunnels and test techniques are only modern improvements on the original work done by the Wright Brothers. You can use a computer simulator of the Wright tunnel to find out how it works.
Wright Brothers' Invention Process -- Tested Theories The CFD simulation includes an animation of the flow features facts, lesson plans,simulations, activities, and contains in the Centennial of flight Celebration http://wright.nasa.gov/sim.htm
Extractions: details of the Wright brother's aircraft and discoveries. NASA Glenn Research Center has developed a number of web pages concerning the discovery process of the Wright Brothers. Many of these pages contain interactive educational simulations. There is an index of all the pages with the interactive pages indicated. Here is an
Plane & Pilot Magazine | Feature Articles | The Kids Are Alright There are so many activities vying for the attention fiveday camp of realistic flight-simulationtraining for pilot programtop-gun training simulation on an http://www.planeandpilotmag.com/content/articles/kids.html
Extractions: The Kids Are Alright In the season of giving, who's giving aviation to the next generation? By Judy Bumgarner The image of the kid hanging on the airport fence, longing for a closer look at the airplanes, is fading fast. There's so much more to compete for our children's time nowhundreds of television channels, dozens of extracurricular activities, the Internet. With so many distractions these days, who will pass along the wonder of flying to the next generation? What's to become of aviation's legacy? Though some of the programs at NASA's Aviation Challenge allow parents and kids to work together, children are on their own for some activitieslike this simulated parachute landing (above). Students of the U.S. Space and Rocket Center, which occupies a 22,000-square-foot building designed to resemble an aircraft hangar, range in age from 10 to 18. Training includes a centrifuge, classroom time and realistic flight simulators (below). "We've got a shortage of pilots. There are so many activities vying for the attention of our kids, we've got to do something to get noticed," explains Steve Buss, executive director of the EAA's Young Eagles program. "Just look at the explosion of soccer with kids. We've got to stand up and say, "Hey! Remember us?" The EAA's Young Eagles program is probably the best known of the dozens of organizations committed to getting young people interested in flying. Its mission is to provide a meaningful flight experience for one million young people by the year 2003, the 100th anniversary of the Wright brothers' first powered flight. The program has seen some remarkable success.
The Math Forum - Math Library - Lesson Plans/Activities simulations with pre and post-simulation exercises AIMS Education Foundation ActivitiesIntegrating Mathematics and study the history of flight, including the http://mathforum.org/library/resource_types/lesson_plans/
Extractions: By Topic: Arithmetic Lesson Plans Collections Algebra Lesson Plans Collections Geometry Lesson Plans Collections Pre-Calculus Lesson Plans Collections Calculus Lesson Plans Collections Prob/Stat Lesson Plans Collections Discrete Math Lesson Plans Collections By Level: Elementary Lesson Plans Collections PreK-2 Lesson Plans Collections Lesson Plans Collections Middle School Lesson Plans Collections High School Lesson Plans Collections There are so many items in this category that we recommend using the keyword search and math topic or grade level menus to narrow down your results. What is Infiltration? Math objectives: 1. Define the term "percent." 2. Solve problems using percentages. Energy objectives: 1. Define infiltration. 2. Describe the major areas of infiltration in the home. An activity guide from the Energy Conservation ...more>> 100th Day of School Celebration - Loogootee Community Schools, Loogootee, Indiana
Systems Thinking Collaborative of building and testing a simulation model reaps Learning activities surroundingthe 'playing' of the MFS Management flight simulators are comprised of two http://www.stcollab.com/products.html
Extractions: Collaborative consultants develop and promote our clients' systemic perspective using a variety of means, depending on their particular goals. Our strengths lie in processes that allow groups of people to use systemic tools on a real issue, while providing residual knowledge of the tool itself. Several of our templates for group learning are:
Wright Brothers' Invention Process -- Tested Theories including wind tunnels, computations, flight simulation, and research lesson plans,simulations, activities, and contains the Centennial of flight Celebration. http://www.grc.nasa.gov/WWW/Wright/websites.htm
Extractions: Skip top Home Invention Process Researched Flight ... 1901 - Wind Tunnel Related Websites Program Description URL Grade Aeronautics Kidspage This website is designed to help children learn about aeronautics, with an emphasis on aircraft engines. Lesson plans on the history, dynamics, and propulsion of airplanes are provided. http://www.ueet.nasa.gov/StudentSite/ K- 6 Aeronautics Learning Laboratory for Science Technology (ALLSTAR) Lesson plans and experiments on the Principles of Aviation, Aerospace, and The History of Aeronautics are available on this website. Clearly established levels of understanding for different 'and age-ranges are a strength of this site. www.K-16star.fiu.edu Ask a Scientist Ask a NASA scientist about space, earth science, aeronautics, or anything else of interest.
Website Descriptions covers gravity, Bernoulli's Principle, and flight as they This is an interactivesimulation of what would with more teacher resources and activities to teach http://www.grc.nasa.gov/WWW/K-12/p_test/WeblistMS/Summary.html
Computer-based Simulation Applications may repeat frequently, as in a flight simulation, or infrequently, as in a processsimulation where the of instructional programs as the activities that the http://hagar.up.ac.za/cie/med/modules/mio880_2000/resources/theory/simulations.h
Extractions: Computer-based simulation applications Definition Physical simulations Process simulations Procedural simulations ... References Definition An instructional simulation is a realistic setting in which the learners: Thus, instructional simulations do more than merely duplicate features. They call upon the learner to respond through decision making, problem solving, and/or role playing. Tutorials are generally used when presenting learners with information and guiding them in acquiring the information or skills. Drills deal with the provision of practice to enhance retention and fluency. Simulations may be used in any phase of the learning for: initial presentation of the content guiding the learner practice assessing learning any combination of the above.
Embry-Riddle - Daytona Beach Campus The new high bay bayî simulation center houses communications office, informationcenter, flight Deck grill Strip snack bar, student activities offices, and http://www.embryriddle.edu/0Universe/01/01dbcampusfacts.html
Extractions: @import url(../0-styles.css); QUICK LINKS About Embry-Riddle Academic Depts. Accepted Students Administrative Depts. Admissions - Apply Online - Costs - Financial Aid Athletics Calendar of Events Locations - Daytona Beach, FL - Prescott, AZ - Extended Campus Career Services Catalog Degrees - Bachelor's - Master's Distance Learning ERAU Online/Blackboard ERAU Store Libraries News Non-Degree Programs People Search Research ROTC Site Map Flash Interface Future Students Academia Accepted Students ... Contact Us Daytona Beach Campus Facts The Daytona Beach campus is located next to the Daytona Beach International Airport. The high- technology industry in the Orlando area, as well as nearby Cape Canaveral and Kennedy Space Center, provide the university with an outstanding support base. The campus offers state-of-the-art facilities, including the new 75,000-square-foot Aviation Building. The Gill Robb Wilson Aviation Technology Center houses classrooms, single and multi-engine simulators, a weather room, and dispatch headquarters. Flight instruction is provided in Embry-Riddle's fleet of Cessna 172s, the multi-engine Piper Seminole aircraft, and a full range of single-engine, multi-engine, and turbine simulators. Airline-specific training is delivered in an advanced flight simulation facility. The new "high bay" bayî simulation center houses an FAA Level-D full-motion Beech 1900D simulator produced by FlightSafety International.
