FL6.3

Catholic Faith Permeation for this outcome:
  • In the earliest stages of the development of flight, many thought it was "unnatural" for people to fly, and therefore against God's law. (As the classic skeptic states: "If God had wanted us to fly, he would have given us wings."). Why was flight developed despite these attitudes and beliefs?
  • In the design of aircraft for this unit (or any design) more than just function is considered. Aesthetics are also important, not just for marketing, but for its own sake. Beauty ("aesthetics") is one of the marks of the Holy Spirit, and our desire for beauty and harmony is a sign of God's presence in our lives, and provides evidence of the "divine spark" within us. What do you consider "beautiful?" What makes something beautiful? or ugly?) Is the definition the same for everyone? What does the proverb "Beauty is only skin deep" mean?
Faith Permeation Resources:
Compendium of the Catechism of the Catholic Church
  • 3. How is it possible to know God with only the light of human reason? Starting from creation, that is, from the world and from the human person, through reason alone one can know God with certainty as the origin and end of the universe, as the highest good and as infinite truth and beauty.
  • 526. What relationship exists between truth, beauty and sacred art? The truth is beautiful, carrying in itself the splendor of spiritual beauty. In addition to the expression of the truth in words there are other complementary expressions of the truth, most specifically in the beauty of artistic works. These are the fruit both of the talents given by God and of human effort. Sacred art by being true and beautiful should evoke and glorify the mystery of God made visible in Christ, and lead to the adoration and love of God, the Creator and Savior, who is the surpassing, invisible Beauty of Truth and Love.
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Indicator:
a. Assess the characteristics of flying objects (e.g., balloon, kite, glider, airplane, helicopter, and rocket).
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Indicator:
b. Construct a prototype of a flying object that meets student-specified performance and aesthetic criteria.
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Indicator:
c. Work collaboratively with classmates to define criteria for judging the performance and aesthetics of a prototype of a flying object.
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Indicator:
d. Select and carefully use appropriate tools in manipulating materials and in building prototypes.
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Indicator:
e. Work collaboratively to collect relevant observations and data to evaluate the performance of a prototype of an object that will fly.
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Indicator:
f. Demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why it is important to change one variable while keeping others constant in designing and testing prototypes of flying objects).
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Indicator:
g. Analyze personally collected data and suggest improvements to a prototype design.
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h. Communicate procedures and results of prototype design, construction, testing, and evaluation in a technical design report.
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Indicator:
i. Identify new questions or problems about flight that arise through the prototype design process.
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Indicator:
j. Propose designs for futuristic flying devices that meet a particular student-identified need.
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