Florida Department of Education
Curriculum Framework 

Program Title:	Advanced Aerospace Technology
Program Type:	Non-Career Preparatory
Career Cluster:	Engineering & Technology Education

Secondary – Non-Career Preparatory	
Program Number	9401200	
CIP Number	0615080105	
Grade Level	9-12	
Program Length	4 credits	
Teacher Certification	Refer to the Program Structure section	
CTSO	FL-TSA, SkillsUSA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Engineering and Technology Education career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Engineering and Technology Education career cluster. 

The content includes but is not limited to principles of flight, space exploration, space policy and international space law, computer aid design software and basic concepts of robotics. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of four years. 

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
9401210	Introduction to Space	ENG 7G 
PLTW PTE 7G
TEC ED 1 @2	1 credit	3	CT	
9401220	Space Exploration & Utilization 		1 credit	3	CT	
9401230	Aerospace Design, Modeling & Simulation		1 credit	3	CT	
9401240	Advanced Aerospace Mechanical Design		1 credit	3	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

National Standards (NS)

Next Generation Science Standards correspond to the standards and/or benchmarks for the Space Exploration program can be found using the following link:  https://www.nextgenscience.org/

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

Introduction to Space – 9th Grade 
01.0	Explain the importance of space exploration and how it affects human life.  Identify historical contributions made by space pioneers and explain the need for future space exploration.
02.0	Explain the origins of the universe and associated theory and describe what occurred between the Big Bang and the current period as well as what is expected to occur in the future.
03.0	Describe the orbits of celestial bodies as well as the different types of orbits.
04.0	Identify the planets that are in our solar system while describing the physical characteristics of individual planets.
05.0	Describe patterns of the organization, distribution and forces of matter in the universe.
06.0	Explain the seven basic systems on a spacecraft beginning with propulsion and ending with structures.
07.0	Describe how rockets work and propulsion types as well as the methods of maneuvering and stabilization.
08.0	Demonstrate an understanding of the influence of aerospace technology on history.
09.0	Describe the Skylab Program and associated challenges and achievements.
10.0	Investigate the history of the Space Shuttle Program as well as the rationale for authorizing the program.
11.0	Describe the history and design of the International Space Station (ISS).
12.0	Discuss military space history and the newly formed U.S. Space Force.
13.0	Explain the Artemis Program, what it proposes to accomplish, the use of new and innovative technologies and systems for deep space exploration.
14.0	Describe the commercial space program and explain the need for a diversification of spacecraft for the commercialization of space.

Space Exploration & Utilization – 10th Grade  
15.0	Explain the evolutionary process of general space policy.
16.0	Evaluate the effectiveness of scientific space policy from the competing Superpowers during the Cold War.
17.0	Identify the historical record of space policy and law to the direction of future exploration programs.
18.0	Analyze how the major areas of space exploration and commercial space programs are shaped by legislative space policy and law.
19.0	Validate how important it is to have international law that governs space activities and space applications.
20.0	Examine the contributions of international policy and law for access to space exploration.
21.0	Differentiate the roles of national governments and international organizations in the regulation of space activities and applications.
22.0	Discuss the military and security issues that are relevant to space activities and applications.
23.0	Identify applicable regimes governing remote sensing, GIS satellite meteorology, global climate activities, satellite communications, and global navigation satellite systems.
24.0	Evualate space exploration goals and limitations that are available within international partnerships.
25.0	Develop strategic advantages and disadvantages in planning cooperative partnerships in space.
26.0	Predict if there could be legal issues in using robotic and artificial intelligence in lunar and planetary stations as well as space resource exploration.
27.0	Demonstrate an understanding of how robotics, its history, applications, and evolution had a significant impact on the evolution of space exploration and technology development.
28.0	Expalin the history and evolution of artificial intelligence (AI) used in space exploration and technology development.
29.0	Investigate examples of artificial intelligence (AI) applications utilized on Earth and for space exploration.
30.0	Justify the use of artificial intelligence and determine if space and international laws should be followed for space exploration.

Aerospace Design, Modeling & Simulation – 11th Grade 
31.0	Demonstrate the use of artificial intelligence and determine if space and international laws should be followed for space exploration.
32.0	Apply knowledge of how to create and modify a sketch.
33.0	Illustrate how to create solids from sketches.
34.0	Create and manage assemblies and subassemblies.
35.0	Demonstrate how to create drawings.
36.0	Apply dimensions and annotations.
37.0	Demonstrate a full and complete understanding of the CAD software by addressing a real-world challenge provided by a Space Industry Partner.
38.0	Prepare and present the final design to the Space Industry Partner in a professional manner.
39.0	Demonstrate your understanding of essential modeling and simulation terms, careers, and uses.
40.0	Demonstrate information fluency using emerging research techniques and technology.
41.0	Demonstrate a knowledge of the information technology industry, the history of computers as they relate to modeling and simulation.
42.0	Research programming languages, different operating systems, and evolving software as they relate to modeling and simulation.
43.0	Demonstrate an understanding of how to create and texture models for use in the Modeling and Simulation (M&S) environment.
44.0	Demonstrate knowledge of basic materials and textures.
45.0	Demonstrate knowledge of basic lighting.
46.0	Explain visual and distributed simulation.
47.0	Use modeling and simulation to create a process simulation (operational, environmental, manufacturing, assembly work steps).

Advanced Aerospace Mechanical Design – 12th Grade
48.0	Demonstrate the use of CAD for Mechanical Design related to Component Modeling.
49.0	Demonstrate the use of CAD for Mechanical Design related to 3D Assembly Modeling and Management.
50.0	Demonstrate the use of CAD for Mechanical Design related to Technical Detailed Drawing Creation.
51.0	Demonstrate Advanced Aerospace Concepts.
52.0	Demonstrate an understanding of the Basics of Geometric Dimensioning & Tolerancing (GD&T)
53.0	Demonstrate an understanding of 2.5 Axis Milling in preparation for the Autodesk Certification.
54.0	Demonstrate understanding of the Manufacturing Planning Process for Autodesk Certification.
55.0	Demonstrate an understanding of CAD Modeling and model preparation for Autodesk Certification.
56.0	Demonstrate an understanding of how to create and simulate Computer Numerical Controlled (CNC) Milling Toolpaths for Autodesk Certification.
57.0	Demonstrate an understanding of propulsion systems and their performance factors.
58.0	Create a real-world design challenge provided by the customer, a Space Industry Partner.

Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Space 
Course Number: 	9401210
Course Credit:	1

Course Description:

This course is a basic study of the concepts, development, and application of space flight technology, emphasizing the U. S. role in current and future space operations.  Topics include the Big Bang Theory, history of space flight, Space Shuttle operations and crew training, Commercial Space Applications, Spacecraft Systems, and the outlook for the future.

CTE Standards and Benchmarks	
01.0	Explain the importance of space exploration and how it affects human life.  Identify historical contributions made by space pioneers and explain the need for future space exploration.  The student will be able to	
01.01	Identify the connection from early astronomy to the evolution of space flight.	
01.02	Discover and paraphrase the impact of how history, beginning with classical Greek astronomy through Newton, has influenced        
spaceflight.	
01.03	Explain critical developments beginning in 3000 BC to the present.	
01.04	Examine early astronomy and the evolution of space science.	
01.05	Explain the importance of space exploration.	
01.06	Explain the role of early rocket clubs and demonstrate how the early rocket clubs, the NAZI’s research into rocketry, and how politics and the competition between Russia and the U.S. in the Space Race effected the U.S.	
01.07	Identify how the World Wars impacted the space program.	
01.08	Compare the influence of socially, economically, and politically spaceflight has had on not only the U.S but the entire world.	
01.09	Identify key events and players in the development and evolution of spaceflight.	
02.0	Explain the origins of the universe and associated theory and describe what occurred between the Big Bang and the current period as well as what is expected to occur in the future.  The student will be able to:   	
02.01	Identify evidence used to develop and verify the Big Bang Theory.	
02.02	Explain the major evolutionary events associated with the formation of the universe.	
02.03	Explain the cosmological chain of events from the beginning of the universe until the current period and beyond.	
03.0	Describe the orbits of celestial bodies as well as the different types of orbits.  The student will be able to:	
03.01	Explain gravitational attraction as it pertains to celestial orbits.	
03.02	Identify the different classifications of orbits.	
03.03	Explain orbit precession.	
03.04	Describe and apply the coordinate system used to locate objects in the sky.	
03.05	Explain the physical aspects of space flight.	
03.06	Describe the key concepts, relationships, and ideas behind spaceflight.	
04.0	Identify the planets that are in our solar system while describing the physical characteristics of individual planets.  The student will be able to:	
04.01	Explain the formation, composition, and function of the Sun.	
04.02	Describe the Sun and its purpose within the Solar System.	
04.03	Identify characteristics of planets in the Solar System.	
04.04	Describe the Solar System and the associated planets, such as, the physical characteristics of planets, core, surface composition, rings, moon(s), etc.	
04.05	Investigate important historical contributions to space flight made by space pioneers.	
04.06	Examine and discuss the formation of the planets and dwarf planets.	
05.0	Describe patterns of the organization, distribution and forces of matter in the universe.  The student will be able to:  	
05.01	Identify the multiple galaxies, stars, moon, asteroids, etc., that exist in space.	
05.02	Describe the formation process the various stars.	
05.03	Describe black holes and their origin.	
05.04	Describe and explain the creation and behavior of constellations.	
05.05	Illustrate the difference between planets and dwarf planets.	
05.06	Differentiate terrestrial and Jovian planets.	
05.07	Discuss the creation of the Kuiper Belt and its relation to an asteroid belt.	
06.0	Explain the seven basic systems on a spacecraft beginning with propulsion and ending with structures.  The student will be able to:  	
06.01	Describe the uniqueness of spacecraft systems designs.	
06.02	Explain spacecraft project planning.	
06.03	Describe launch vehicles.	
06.04	Explain satellite systems.	
06.05	Explain NASA’s Deep Space Network.	
07.0	Describe how rockets work and propulsion types as well as methods of maneuvering and stabilization.  The student will be able to:	
07.01	Describe Isaac Newton’s third law, action-reaction, and how it pertains to rocket propulsion.	
07.02	Identify the five types of rocket propulsion and the advantages / disadvantages of each one.	
07.03	Explain how a rocket maneuvers in flight.	
07.04	Explain static and dynamic rocket stability to describe the condition of remaining upright, or in the direction of flight.	
07.05	Describe the three primary measures of propulsion system performance and the associated factors for each one.	
07.06	Explain how propulsion system performance is measured.	
07.07	Identify early missiles and explain their propulsion methodologies.	
08.0	Demonstrate an understanding of the influence of aerospace technology on history.  The student will be able to: 	
08.01	Describe Manned and Unmanned Spacecraft.	
08.02	Explain the importance of Mercury, Gemini and Apollo Programs to the U.S. Space Exploration Program.	
08.03	Outline the contributions of Mercury, Gemini and Apollo Programs have made to future space exploration.	
08.04	Explain why Mercury, Gemini and Apollo Programs remain the greatest contribution to the space race.	
08.05	Evaluate the NASA rocket program was a key factor in the development of the U.S. rockets.	
08.06	Explain the critical importance of Von Braun and why he was part of Operation Paperclip.	
08.07	Summarize the creation of NASA.	
08.08	Investigate the importance of the Soviet’s first manned launch in 1961.	
08.09	Demonstrate an understanding of the development and function of the various rockets.	
08.10	Discuss the flight modes.	
08.11	Describe and explain the assorted types of Space flight hardware.	
08.12	Explain the development and versatility of the Space Lunar Module.	
08.13	Explain the criticality of Apollo 13.	
08.14	Discuss the value of studying Moon rocks.	
09.0	Explain the Skylab Program and associated challenges and achievements.  The student will be able to:	
09.01	Explain the history of space stations, beginning with Skylab.	
09.02	Explain and connect the actions of the people and countries that initiated the first space stations.	
09.03	Analyze the hardware and people that contributed to the program.	
09.04	Describe the hardware functions and contributions to future space exploration designs.	
09.05	Describe the Skylab missions and how they have impacted current space travel.	
09.06	Evaluate the multiple levels of the original stations and demonstrate what their functions were.	
09.07	Explain on the amount of cargo needed to sustain a crewed mission.	
09.08	Validate the importance of the Skylab missions and their contributions to the development of the ISS.	
09.09	Explain the criticality of the delays in the Space Shuttle and the impact it had on Skylab.	
10.0	Investigate the history of the Space Shuttle Program as well as the rationale for authorizing the program.  The student will be able to:	
10.01	Describe the rationale for establishing the Space Shuttle Program.	
10.02	Identify some of the important dates and events in the Space Shuttle Program.	
10.03	Identify and describe the major hardware elements of the Space Shuttle Vehicle.	
10.04	Describe the function of some of the Space Shuttle Vehicle major hardware element subsystems.	
10.05	Describe the purpose of each of the major hardware elements of the Space Shuttle Vehicle.	
10.06	Identify the phases of a Space Shuttle mission.	
11.0	Describe the history and design of the International Space Station (ISS).  The student will be able to:	
11.01	Describe and discuss the history, present and future of the ISS.	
11.02	Describe the earliest imagining of a spaceship/space station from 1983.	
11.03	Discuss the people and countries that are involved in the evolution of the ISS.	
11.04	Explain which hardware was designed and contributed to the program by the various countries.	
11.05	Explain the functions of the hardware and how they have contributed to the designs for future space exploration.	
11.06	Analyze the ISS missions and how they have impacted current life on Earth, life in the ISS itself, and space travel.	
11.07	Identify the multiple levels and functions of the ISS modules and how they have evolved over the years.	
11.08	Describe the assembly process of the ISS and identify the contributions of the various countries.	
11.09	Explain the political impact the multiple countries created during the manufacturing process.	
11.10	Analyze the types and ways research can be conducted on the ISS.	
12.0	Discuss military space history and the newly formed U.S. Space Force.  The student will be able to:	
12.01	Describe Military Reconnaissance Satellites (U.S. and Soviet).	
12.02	Explain Electronic Intelligence Satellite.	
12.03	Describe Defense Early Warning Satellites.	
12.04	Describe Department of Defense (DOD) Weather Satellites.	
12.05	Describe Nuclear Weapons Test Detection.	
13.0	Explain the Artemis Program, what it proposes to accomplish, the use of new and innovative technologies and systems for deep space exploration.  The student will be able to:	
13.01	Explain how the Artemis Lunar Exploration program will use innovative new technologies and systems in deep space exploration.	
13.02	Explain and discuss the Gateway as a transfer system.	
13.03	Define how Artemis will allow astronauts to explore more of the moon than has been previously discovered.	
13.04	Demonstrate American leadership and strategic presence in space.	
13.05	Explain why commercial and international partnerships are essential to the space race.	
13.06	Analyze how Artemis will inspire new generations.	
13.07	Identify and examine the multiple iterations of Artemis.	
13.08	Describe the Deep Space Network.	
13.09	Demonstrate how the technology and research garnered from Artemis and Gateway will lead to the first crewed mission to Mars.	
13.10	Identify how history will be made by the U.S. with Artemis III.	
14.0	Describe the commercial space program and explain the need for a diversification of spacecraft for the commercialization of space.  The student will be able to:	
14.01	Describe the innovative approach to government and commercial partnerships in advancing space exploration.	
14.02	Explain why commercial companies are concentrating on providing human transportation for the foreseeable future.	
14.03	Analyze how commercial companies advancing near Earth space travel will leave NASA free to focus on deep space missions.	
14.04	Discuss the various spacecraft being created commercially, and the companies that are committed to space exploration.	
14.05	Analyze how the commercial companies are being so successful in developing new technologies and spacecraft.	
14.06	Evaluate the laws that had to be adjusted and developed to maintain peaceful co-existence for the U.S. and all other nations.	
14.07	Explain and discuss the process NASA uses to achieve the most optimal results in finding the best spacecraft, overall design, and commercial company that can oversee the program.	
14.08	Analyze the evolution of SpaceX from unknown company to a major player in space exploration.	
14.09	Demonstrate knowledge on the innovative and extraordinarily successful vertical takeoff and landing for an orbital rocket SpaceX has designed.	
14.10	Explain the differences between the proposed crew capsules that are currently included in the commercial program.	
14.11	Explain the Space Act Agreement.  	
14.12	Discuss the future of commercial space and the role NASA will play in it.	

Florida Department of Education
Student Performance Standards

Course Title: 	Space Exploration & Utilization 
Course Number: 	9401220
Course Credit:	1

Course Description:

Students will expand their knowledge of artificial intelligence and robotics with the emphasis on the application for future space exploration. Focus area includes space law as it applies to all national and international space agencies as well as commercial space corporations.

CTE Standards and Benchmarks	
15.0	Explain the evolutionary process of general space policy.  The student will be able to:	
15.01	Determine if space law is a branch of international space law. 	
15.02	Compare and contrast space law and internal law.	
15.03	Identify regional, bilateral and national sources of that follow space law and international space law.	
15.04	Identify international organizations that follow space law and international space law. 	
16.0	Evaluate the effectiveness of scientific space policy from the competing Superpowers during the Cold War.  The student will be able to	
16.01	Determine the historical context for space technologies.	
16.02	Identify geopolitical climate and national agenda post WWII, Cold War along with their Ideologies.	
17.0	Identify the historical record of space policy and law to the direction of future exploration programs.  The student will be able to:	
17.01	Justify why future space exploration is critical for the future of humanity.	
17.02	Explain the importance of continued technology development.	
18.0	Analyze how the major areas of space exploration and commercial space programs are shaped by legislative space policy and law.  The student will be able to:	
18.01	Determine there are a limited number of existing laws governing space, and when dealing with space junk, it is currently under FAA rules. As more and more satellites, rockets, stations, etc., are launched into space, there will need to be more oversight on how to deal with the junk.  	
18.02	Develop regulations to be adhered to by all space agencies dealing with the proliferation of space junk.  	
18.03	Identify what exactly is space junk and develop a system to determine the level of danger it poses to the planet, satellites, rockets, stations, etc.  	
18.04	Describe the growth of commercial space programs through space policy records.	
19.0	Validate how important it is to have international law that governs space activities and space applications.  The student will be able to:	
19.01	Identify the main structure and elements of international space law.	
19.02	Determine how various international agencies and corporations provide varied skill sets that can be blended into a program that will benefit the entire world.	
20.0	Examine the contributions of international policy and law for access to space exploration.  The student will be able to:	
20.01	Determine if it is foreseeable there will be political issues that will be problematic within the international agencies and/or the space corporations.  	
21.0	Differentiate the roles of national governments and international organizations in the regulation of space activities and applications.  The student will be able to:	
21.01	Explain common missions, technologies and best practices between the national government space agencies and international space corporations.	
21.02	Compare the differences in technology approaches and business practices between the national government space agencies and     international space corporations.	
21.03	Determine the legal, environmental, and logistical agreements that agencies have entered as a group.	
22.0	Discuss the military and security issues that are relevant to space activities and applications.  The student will be able to:	
22.01	Define non-aggressive use of space.	
22.02	Determine who was in favor of non-militarization of space vs. non-aggressive use.	
22.03	Explain proposals of de-weaponization of space.	
22.04	Discuss prohibit of destroying or physically damaging space objects.	
23.0	Identify applicable regimes governing remote sensing, GIS satellite meteorology, global climate activities, satellite communications, and global navigation satellite systems.  The student will be able to:	
23.01	Define Geostationary orbits and specific uses. 	
23.02	Describe use of remote sensing.	
24.0	Evaluate space exploration goals and limitations that are available within international partnerships.  The student will be able to:	
24.01	Identify how various international agencies and corporations provide varied skill sets that can be blended into a program that will benefit the entire world.	
24.02	Discuss if it is foreseeable there will be political issues that will be problematic within the international agencies and/or the space corporations.	
25.0	Develop strategic advantages and disadvantages in planning cooperative partnerships in space.  The student will be able to:	
25.01	Using statistics, analyze whether these partnerships have experienced an increase or decrease in the level of income based on the partnerships of space corporations.	
25.02	Describe economic and cultural benefits of these partnerships.	
25.03	Discuss how the presence of these partnerships provide a geopolitical influence for space programs.	
26.0	Predict if there could be legal issues in using robotic and artificial intelligence in lunar and planetary stations as well as space resource exploration.  The student will be able to:	
26.01	Discuss the benefits of robotic and artificial intelligence usage in space exploration. 	
26.02	Determine if there could be a negative impact using robotic and artificial intelligence usage in space exploration. 	
27.0	Demonstrate an understanding of how robotics, its history, applications, and evolution had a significant impact on the evolution of space exploration and technology development.  The student will be able to:	
27.01	Explain how the history of robotics impacted the space industry. 	
27.02	Discuss emerging space technologies and the implications on the field of robotics in use for outer space.	
28.0	Explain the history and evolution of artificial intelligence (AI) used in space exploration and technology development.  The student will be able to:	
28.01	Identify early examples of AI and the contributions utilized in AI development for space exploration and technology development.	
28.02	Explore artificial intelligence and provide examples of how AI is used in space.	
28.03	Critique how AI is used for problem solving, in historical, current and future aspects.	
28.04	Identify international organizations that follow space law and international space law.	
29.0	Investigate examples of artificial intelligence (AI) applications utilized on Earth and for space exploration.  The student will be able to:	
29.01	Compare current examples of AI used on Earth and in space.	
29.02	Provide an overview if humans use AI in everyday use.	
29.03	Question if AI impacted by humans could be utilized in space.	
29.04	Discuss if AI could solve problems in areas for real-world issues, business needs, and future work in space exploration and technology development.  	
30.0	Justify the use of artificial intelligence and determine if space and international laws should be followed for space exploration.  The student will be able to:	
30.01	Examine the legal personality of AI and its autonomy.  	
30.02	Determine if there are legal and liability risks/issues concerning the deployment and use of AI in space.	
30.03	Discuss if data privacy and human rights issues are related to the use of AI in space.	

Florida Department of Education
Student Performance Standards

Course Title: 	Aerospace Design, Modeling & Simulation 
Course Number: 	9401230
Course Credit:	1

Course Description:

This course provides students with instruction in the characteristics and evolution of technology, underlying principles of design, and fundamental knowledge and skills in the use of illustration and drafting software. Students will build Computer-aided Design (CAD) skills in 3D design and modelling using 3D design software that unifies design, engineering, electronics, and manufacturing into a single platform. These skills are needed to prepare for further education and careers in the Space Industry, Information Technology and Engineering specialties. 
 
This course also provides students with instruction in aerospace engineering through a series of module projects designed to expose students to the use of CAD software in the aerospace industry. Students will have the opportunity to apply skills learned in class to a series of projects designed by aviation/aerospace industry partners.    

In addition, this course provides practical experiences in modeling and simulation concepts, design, storyboarding, development methodologies, essential programming techniques, prototype development, production/operational processes an overview of the development and expansion of the field of Modeling and Simulation and its impact on society and industry. Strategies, processes and methods for conceptualizing modeling and simulation are introduced to serve as a foundation to cultivate interest and introduce technology skills and knowledge necessary for careers in modeling and simulation.  Hands-on activities using an entry-level modeling and simulation development tool (e.g., Auto Desk, Solid Works or other comparable software) will be integrated into the curriculum. To further enrich the experience, it is recommended that students take a sequence of electives in some of the following areas: digital art, computer programming, CAD drafting/modeling, 3D printing, web design, gaming and animation, robotics and/or geospatial/geographic information systems. 

CTE Standards and Benchmarks	
31.0	Demonstrate an understanding of Computer Aided Design (CAD) Software Workspace and Navigation features.  The student will be able to:	
31.01	Demonstrate how to navigate the Data panel.	
31.02	Describe how to orient a model view.	
31.03	Demonstrate how to use the CAD Software Browser.	
31.04	Explain how to set grid, units, and snaps.	
31.05	Demonstrate how to select objects.	
31.06	Demonstrate how to use the timeline.	
31.07	Explain how to adjust the visual properties of a model and design workspace.	
31.08	Create a sketch on an origin plane or planar face.	
31.09	Create construction planes, axis, and points.	
32.0	Apply knowledge of how to create and modify a sketch.  The student will be able to:	
32.01	Select an appropriate sketch tool for the task.	
32.02	Create a sketch.	
32.03	Modify sketch element type and sketch display properties.	
32.04	Generate geometry from an existing body onto a sketch.	
32.05	Demonstrate how to edit a sketch.	
32.06	Identify which sketch constraints apply.	
32.07	Apply and edit dimensions to sketch geometry.	
32.08	Use design parameters to create a parametric model.	
33.0	Illustrate how to create solids from sketches.  The student will be able to:	
33.01	Create primitive shapes.	
33.02	Create a 3D shape from 2d geometry.	
33.03	Create hole features.	
33.04	Create pattern features.	
33.05	Demonstrate how to modify features.	
33.06	Demonstrate how to use inspect tools.	
33.07	Demonstrate how to use insert tools.	
33.08	Demonstrate how to create a form.	
33.09	Demonstrate how to modify a form.	
34.0	Create and manage assemblies and subassemblies.  The student will be able to:	
34.01	Describe how to activate a component or subassembly to edit.	
34.02	Demonstrate how to update a component to the most recent version.	
34.03	Demonstrate how to create a component from a body.	
34.04	Demonstrate how to align and/or position components with joints.	
34.05	Demonstrate how to apply joints to components.	
34.06	Demonstrate how to drive joints.	
34.07	Demonstrate how to manipulate components.	
34.08	Demonstrate how to check for interference between components.	
35.0	Demonstrate how to create drawings.  The student will be able to:	
35.01	Demonstrate how to create drawing sheets.	
35.02	Demonstrate how to place and edit drawing views.	
36.0	Apply dimensions and annotations.  The student will be able to:	
36.01	Demonstrate how to add and edit dimensions.	
36.02	Demonstrate how to add and edit annotations.	
37.0	Demonstrate a full and complete understanding of the CAD software by addressing a real-world challenge provided by a Space Industry Partner.  The student will be able to:	
37.01	Describe the challenge to address that was provided by a space industry partner.	
37.02	Create the initial draft of the design to address the challenge in CAD.	
37.03	Demonstrate and present the draft design formally to the Space Industry Partner.	
37.04	Revise the design, based on the Space Industry Partner’s comments.	
38.0	Prepare and present the final design to the Space Industry Partner in a professional manner.  The student will be able to:	
38.01	Demonstrate Space Industry level professionalism by presenting the final design to the Space Industry Partner.  	
38.02	Demonstrate industry level product delivery by providing the Space Industry Partner with the agreed upon articles, to include handouts and materials, to signify primary task completion.  	
39.0	Demonstrate your understanding of essential modeling and simulation terms, careers, and uses.  The student will be able to:	
39.01	Define and explain essential modeling and simulation terms and concepts.	
39.02	Explain the difference between Modeling and Simulation and animations or gaming software (SW).	
39.03	Identify disciplines which use modeling and simulation tools and discuss their real-world applications.	
39.04	Identify modeling and simulation related careers and the educational and professional requirements for various fields.  	
39.05	Explain the past, present, and future importance of modeling and simulation and its evolution.	
39.06	Compare and Contrast applications of models and analysis across a spectrum of applications in addition to human in the loop.	
40.0	Demonstrate information fluency using emerging research techniques and technology.  The student will be able to:	
40.01	Compare and contrast emerging technologies and describe how they impact business in the global marketplace (e.g., wireless, cell phones, portables/handhelds, smart appliances, apps, home networks, augmented reality, networking).	
40.02	Analyze internet safety issues and practice procedures for complying with acceptable use standards.	
40.03	Use technology tools to collaborate and generate a deliverable product.	
40.04	Develop and display an electronic portfolio.	
40.05	Create and communicate a multimedia presentation, including text, sound, and graphics as related to modeling and simulation concepts.	
40.06	Correlate the use of social media in the field of modeling and simulation for a variety of purposes.  	
40.07	Demonstrate proficiency using various web tools (e.g., downloading of files, transfer of files, import CAD file, file formats).	
41.0	Demonstrate a knowledge of the information technology industry, the history of computers as they relate to modeling and simulation.  The student will be able to:	
41.01	Explain how information technology and modeling and simulation impact the operation and management of industry and society.	
41.02	Explain the use of intelligent systems as they pertain to Modeling and Simulation.	
41.03	Analyze physical models and organize them conceptually based on their development and historical relevance. 	
41.04	Create a graphic/visual presentation of a historic simulator or synthetic environment that has evolved over time.	
41.05	Describe the evolution of the digital computer as it relates to modeling and simulation.	
41.06	Explain the need for and use of input devices and displays to design and create models and simulations.	
41.07	Demonstrate an understanding of storage management (e.g., RAM, internal hard drive, external storage, transfer speeds, product lifecycle management (PLM), cloud storage) as it relates to creating and storing digital models and simulations.	
41.08	Identify the advantages and limitations of computer-generated models and simulations.	
42.0	Research programming languages, different operating systems, and evolving software as they relate to modeling and simulation.  The student will be able to: 	
42.01	Research and understand the history of programming languages and their evolution.	
42.02	Demonstrate the three types of programming design approaches (e.g., top-down, structured, and object-oriented).	
42.03	Explain the history and purpose of various operating systems (e.g., DOS, Windows, Mac, and Unix/Linux).	
42.04	Research and explain various over the counter (OTC) modeling and simulation software products, do a comparison, and present the pros and cons of the various products.	
42.05	Explain the factors that can limit the simulation capabilities of personal computers.	
42.06	Demonstrate an understanding of the basic concepts of computer maintenance, upgrades, and life cycle support.	
43.0	Demonstrate an understanding of how to create and texture models for use in the Modeling and Simulation (M&S) environment.  The student will be able to:	
43.01	Define the visual modeling process as it pertains to M&S.	
43.02	Explain the role of a modeler.	
43.03	Demonstrate the application of a texture or image map on a model or part of a model	
43.04	Explain the texturing process as it pertains to M&S.	
43.05	Explain how realistic texturing and image mapping is achieved and why it is important.	
43.06	Explain the simulation production pipeline as it relates to modeling.	
43.07	Identify job titles associated with model creation and texturing.	
44.0	Demonstrate knowledge of basic materials and textures.  The student will be able to:	
44.01	Demonstrate an understanding of material and texture storage.	
44.02	Demonstrate an understanding of UV mapping.	
44.03	Apply textures, CAD color or image mapping to an object.	
44.04	Demonstrate an understanding of procedural shaders.	
44.05	Demonstrate an understanding of channels.	
44.06	Adjust the transparency, luminance, and reflection of a material.	
44.07	Demonstrate an understanding of bump and displacement maps.	
44.08	Demonstrate knowledge of material projections.	
44.09	Understand how light affects the look of materials.	
44.10	Understand how camera angles can affect the look of materials.	
45.0	Demonstrate knowledge of basic lighting.  The student will be able to:	
45.01	Compare and contrast real lighting with 3D lighting (sun, environmental, spots, flares, time of day, bright/white/soft).	
45.02	Demonstrate an understanding of 3-point lighting (key, fill, back).	
45.03	Use include/exclude commands to target light on objects.	
45.04	Demonstrate use of negative intensity, specular settings, reflectivity, and others.	
46.0	Explain visual and distributed simulation.  The student will be able to:	
46.01	Explain the difference between visual and distributed simulation. 	
46.02	Define and explain the uses for the different types of simulations.	
46.03	Explain the use of visual simulation in distributed simulation.	
46.04	Research and explain distributed simulation protocols as you understand them. 	
46.05	Explain the major components in a networked simulation or model. 	
47.0	Use modeling and simulation to create a process simulation (operational, environmental, manufacturing, assembly work steps).  The student will be able to:	
47.01	Demonstrate information fluency by conducting research needed to create a process.  	
47.02	Use modeling techniques and software to create a basic operational, manufacturing, assembly work step model/simulation.	
47.03	Communicate the relevance of the model and its impact on the real world.  	
47.04	Demonstrate understanding file formats and storage options.	
47.05	Identify and explain parts of the software interface (menus/palettes).	
47.06	Demonstrate ability to use each of the basic tool sets.	
47.07	Demonstrate ability to import, export and save models and images.	
47.08	Demonstrate understanding of layers and channels if supported by the SW.	
47.09	Demonstrate understanding of filters, effects, and plug-ins.	
47.10	Demonstrate understanding of file presets.	
47.11	Demonstrate ability to select a model or texture in the simulation and manipulate it in real-time.	
47.12	Demonstrate ability to transform or correct selections and images (crop, scale, brightness, hue, contrast).	
47.13	Have at least one preset movement programmed into your environment and show how it works (door opening, wrench turn, etc.)	
47.14	Demonstrate non-destructive operations such as hide-show, screen perspective, color to wireframe, view presets, etc.	
47.15	Demonstrate the ability to import, manipulate and export 3D objects.	

Florida Department of Education
Student Performance Standards

Course Title:	Advanced Aerospace Mechanical Design 
Course Number:	9401240
Course Credit:	1

Course Description: 

Advanced Aerospace Mechanical Design follows the 11th grade course, Aerospace Design, Modeling & Simulation. This Capstone Project course focuses on Aerospace Mechanical Design Projects provided by Space Industry partners.  This course is intended to teach the student advanced Computer-Aided Design (CAD) and further honing their skills to be more beneficial for college and/or more marketable as an after high school career choice in the aerospace industry, specifically for Space Applications. Students will utilize the skills that they acquired in Aerospace Design, Modeling & Simulation and carry them forth to refine the aerospace problem from the 11th grade course, in addition to learning 2.5-axis milling for Computer-Aided Machining in the spring semester. Industry Certification suggestion: Autodesk Certified Associate in CAD for Mechanical Design.

CTE Standards and Benchmarks	
48.0	Demonstrate the use of CAD for Mechanical Design related to Component Modeling.  The student will be able to:	
48.01	Create and modify sketches.	
48.02	Create construction planes and axes.	
48.03	Create 3D solid features.	
48.04	Inspect and analyze models.	
48.05	Use direct modeling features.	
48.06	Create and modify freeform parts.	
49.0	Demonstrate the use of CAD for Mechanical Design related to 3D Assembly Modeling and Management.  The student will be able to:	
49.01	Create and organize assembly components.	
49.02	Create motion with assembly joints.	
49.03	Create and manage motion links.	
49.04	Apply assembly interference inspection tools.	
50.0	Demonstrate the use of CAD for Mechanical Design related to Technical Detailed Drawing Creation.  The student will be able to:	
50.01	Create a basic technical drawing.	
50.02	Create a basic detailed drawing. 	
51.0	Demonstrate Advanced Aerospace Concepts.  The student will be able to:	
51.01	Arrange envelopes, performance, and center-of-gravity envelopes.	
51.02	Identify alternative powerplants to fossil fuel combustion.	
52.0	Demonstrate an understanding of the Basics of Geometric Dimensioning & Tolerancing (GD&T).  The student will be able to:	
52.01	Identify the four fundamental elements of GD&T.	
52.02	Create a design using GD&T symbology.	
52.03	Identify and utilize required tool type, size, and projection.	
52.04	Identify and apply required surface finish.	
53.0	Demonstrate an understanding of 2.5 Axis Milling in preparation for the Autodesk Certification.   The student will be able to:	
53.01	Demonstrate how the Dana Panel works to create new projects, folders, and house files.	
53.02	Demonstrate an understanding of the Browser Tree and what information is found there.	
53.03	Order detailed steps in order to complete a task in chronological order.	
53.04	Complete a dialogue box based on the provided features.	
53.05	Identify several well-used construction planes and axes based on only an icon or a description of the desired    
construction element.	
53.06	Demonstrate understanding of how the timeline operates.	
53.07	Demonstrate how forms are created and edited.	
54.0	Demonstrate understanding of the Manufacturing Planning Process for Autodesk Certification.  The student will be able to:	
54.01	Review detailed drawings.	
54.02	Identify machine and work holding requirements.	
54.03	Create a tool list.	
54.04	Calculate appropriate feeds and speeds.	
54.05	Populate a process plan form.	
55.0	Demonstrate an understanding of CAD Modeling and model preparation for Autodesk Certification.  The student will be able to:	
55.01	Create and define sketches.	
55.02	Create and modify solid and surface features.	
55.03	Apply direct modeling tools.	
55.04	Create and manage assemblies.	
56.0	Demonstrate an understanding of how to create and simulate Computer Numerical Controlled (CNC) Milling Toolpaths for Autodesk Certification.  The student will be able to:	
56.01	Create and manage a digital tool library.	
56.02	Identify a digital CNC setup.	
56.03	Demonstrate how to import and locate work holding devices.	
56.04	Create toolpaths to rough cut parts.	
56.05	Create toolpaths to finish cut parts.	
56.06	Simulate toolpaths and operations.	
57.0	Demonstrate an understanding of how to create required documents to setup and run a CNC Mill for Autodesk Certification.  The student will be able to:	
57.01	Create supporting documentation.	
57.02	Export CNC Code for a CNC Mill.	
58.0	Complete a real-world design challenge provided by the customer, a Space Industry Partner.  The student will be able to:	
58.01	Demonstrate a complete understanding of the challenge provided by the customer.	
58.02	Create the preliminary mechanical design by industry standards.	
58.03	Conduct a Preliminary Design Review (PDR) with the customer and present the design to the customer in a professional manner.	
58.04	Incorporate corporate comments from the PDR into the design.	
58.05	Conduct a Critical Design Review (CDR) with the customer and present the design to the customer in a professional manner.	
58.06	Incorporate comments from the CDR into the design.	
58.07	Finalize the design and present it to the customer in a professional manner.	
58.08	Provide the design per the customer’s process.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading, and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences, and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) and SkillsUSA are the co-curricular career and technical student organizations for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply.

Work-Based Experience (8601800) is the appropriate course to provide Engineering & Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience.  Work-Based Experience (WBE) is also designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations independent of school facilities.  At least one credit of Engineering & Technology Education program consisting of three credits must be completed before enrolling in WBE.  See the Work-Based Experience framework for more information. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.