Aeronautics.

1. (1) Matter and Its Interactions. Performance expectation 1. Plan and conduct an investigation to compare the structure of substances at the macroscopic scale to infer the strength of electrical forces between particles.
2. (A) Clarification Statement. Emphasis is on understanding the relative strengths of forces between particles and how those forces contribute to macroscopic properties of materials (e.g., melting point, vapor pressure, surface tension). Investigations could include comparing structure and properties of materials (e.g., metals, plastics, composites) used in aircraft construction to better understand how these materials influence aircraft performance, safety, and regulatory compliance (e.g., meeting FAA standards and regulations). Safety considerations could include how material defects (e.g., cracks, corrosion, fatigue) affect structural integrity of an aircraft.
3. (B) Assessment Boundary. Investigations should focus on observable characteristics and the relationship between material structure and bulk properties. Assessment can include simplified examples of aircraft construction and regulatory standards related to material performance and safety.
4. (C) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements; consider limitations on the precision of the data (e.g., numberof trials, cost, risk, time); and refine the design accordingly.
5. (D) Disciplinary Core Ideas. Structure and Properties of Matter. The structure and interactions of matter at the macroscopic scale are determined by electrical forces within and between atoms.
6. (E) Crosscutting Concepts. Structure and Function. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way theircomponents are shaped and used, and the molecular substructures of its various materials.
7. (2) Motion and Stability: Forces and Interactions.
8. (A) Performance expectation 1. Analyze and interpret data to support the claim that Newton’s second law of motion describes the mathematical relationship among the mass, acceleration, and net force acting on macroscopic objects.
9. (i) Clarification Statement. Emphasis is on the forces acting on an aircraft (e.g., lift, weight, thrust, drag), and using Newton’s second law to qualitatively describe and quantify the relationship between these forces, the mass of the aircraft, and its resulting acceleration. Example data for analysis could include different flight scenarios (e.g., takeoff, cruise, landing) and varying parameters such as airspeed, altitude, and aircraft design.
10. (ii) Assessment Boundary. Assessment does not include complex aerodynamic calculations, advanced fluid dynamics, or three-dimensional vector analysis. Assessment can include simplified scenarios (e.g., steady acceleration during takeoff) with provided parameters.
11. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze data using tools, technologies, and/or models (e.g., computations, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
12. (iv) Disciplinary Core Ideas. Forces and Motion. Newton’s Second Law accurately predicts changes in the motion of macroscopic objects.
13. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
14. (vi) Connections to Scientific Literacy. Science Models, Laws, and Theories Explain Natural Phenomena. Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena.
15. (B) Performance expectation 2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when no net external force acts on the system.
16. (i) Clarification Statement. Mathematical representations can be used to illustrate how momentum is transferred during flight maneuvers (e.g., turns, climbs, descents), how propulsion systems affect aircraft momentum (e.g., jet engines, turbofans, rockets), and how changes in velocity and direction influence momentum. Conservation of momentum principles can be applied to predict outcomes and assess risks, such as collision dynamics (e.g., bird strikes, mid-air collisions, emergency landings).
17. (ii) Assessment Boundary. Assessment is limited to systems consisting of more than one object, moving in one or two dimensions. Emphasis is on linear and simple vector components of momentum, avoiding complex multi-object interactions or advanced calculus.
18. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
19. (iv) Disciplinary Core Ideas. Forces and Motion.
20. (I) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
21. (II) If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by change in the momentum of objects outside of the system.
22. (v) Crosscutting Concepts. Systems and System Models. When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
23. (C) Performance expectation 3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
24. (i) Clarification Statement. Emphasis is on aircraft safety features (e.g., cockpit restraints, energy-absorbing materials, bird-strike resistant materials) and systems (e.g., emergency landing systems, impact mitigation technologies) that minimize forces on aircraft occupants during collisions.
25. (ii) Assessment Boundary. Assessment is limited to basic principles of impact reduction, such as force distribution, energy absorption, and material properties.
26. (iii) Science and Engineering Practices. Designing Solutions. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade off considerations.
27. (iv) Disciplinary Core Ideas.
28. (I) Forces and Motion. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by change in the momentum of objects outside of the system.
29. (II) Defining and Delimiting Engineering Problems. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
30. (v) Crosscutting Concepts. Cause and Effect. Systems can be designed to cause a desired effect.
31. (D) Performance expectation 4. Communicate scientific and technical information about why the molecular level of designed materials determines how the material functions.
32. (i) Clarification Statement. Example materials used in aviation could include metals, composites (e.g., carbon fiber reinforced polymers), and ceramics. Emphasis is on explaining how the molecular arrangement in these materials influence their properties (e.g., strength, stiffness, durability, heat resistance) and how that influences material selection for specific aircraft components. Scientific and technical communication could include diagrams, graphs, or models.
33. (ii) Assessment Boundary. Assessment should focus on general explanations of how molecular structure influences material properties and their functions, emphasizing clarity and relevance to aviation.
34. (iii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Communicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including oral, graphical, textual, and mathematical).
35. (iv) Disciplinary Core Ideas. Types of Interactions. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
36. (v) Crosscutting Concepts. Structure and Function. Investigating or designing net systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and the connections of components to reveal its function and/or solve a problem.
37. (3) Energy.
38. (A) Performance expectation 1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
39. (i) Clarification Statement. Emphasis is on analyzing energy flows and conversions within different aircraft propulsion systems (e.g., jet engines, turbofans, rockets) by creating computational models to calculate changes in energy (e.g., kinetic, potential, thermal) as fuel is consumed and converted into thrust. Predictions of energy changes should focus on different phases of flight (e.g., takeoff, cruise, descent) and work done by external forces (e.g., thrust, drag, gravity), using energy balances to model and quantify these changes.
40. (ii) Assessment Boundary. Assessment is limited to basic algebraic expressions or computations for systems with two or three components. Focus is on energy forms including thermal energy, kinetic energy, and potential energy, relevant to propulsion systems and forces acting during flight.
41. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Create a computational model of a phenomenon, process, or system based on basic assumptions.
42. (iv) Disciplinary Core Ideas.
43. (I) Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
44. (II) Conservation of Energy and Energy Transfer.

a. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

b. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

c. Mathematical expressions which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.

d. The availability of energy limits what can occur in any system.

1. (v) Crosscutting Concepts. Systems and System Models. Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
2. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.
3. (B) Performance expectation 2. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
4. (i) Clarification Statement. Emphasis is on exploring how technology converts energy and transfers it to the aircraft. Designs could include models of aircraft propulsion systems (e.g., combustion engines, turbofans, electric propulsion) that convert one form of energy (e.g., chemical energy from fuel) into another form of energy (e.g., kinetic energy for thrust). Devices could address real world problems such as energy efficiency, energy harvesting, or energy recovery systems. Computational tools may be used for simulations or design evaluations.
5. (ii) Assessment Boundary. Assessment for quantitative evaluations is limited to total output for a given input.
6. (iii) Science and Engineering Practices. Designing Solutions. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
7. (iv) Disciplinary Core Ideas.
8. (I) Definitions of Energy. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
9. (II) Defining and Delimiting Engineering Problems. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
10. (III) Interdependence of Science, Engineering, and Technology. Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
11. (v) Crosscutting Concepts. Energy and Matter. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
12. (C) Performance expectation 3. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
13. (i) Clarification Statement. Emphasis is on using models to illustrate how electric or magnetic fields influence forces between objects in the context of aviation technologies (e.g., magnetic fields in avionics systems). Models could be used to show how these interactions contribute to the operation of aircraft systems (e.g., electric propulsion, communication). Models could include diagrams, simulations, or mathematical representations.
14. (ii) Assessment Boundary. Assessment should focus on understanding the basic principles of electric and magnetic fields in relation to the forces they produce and how those forces impact aviation systems.
15. (iii) Science and Engineering Practices. Developing and Using Models. Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
16. (iv) Disciplinary Core Ideas. Relationship Between Energy and Forces. When two objects interact, each one exerts a force on the other. These forces can transfer energy between the objects. Forces between two objects at a distance are explained by force fields (gravitational, electric, or magnetic) between them.
17. (v) Crosscutting Concepts. Energy and Matter. Energy cannot be created or destroyed. It only moves between one place to another, between objects and/or fields, or between systems.
18. (4) Waves and their Applications in Technology for Information Transfer.
19. (A) Performance expectation 1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
20. (i) Clarification Statement. Emphasis is on using mathematical relationships (e.g., v = ƒλ) to understand how various media change the speed of waves, particularly those used in communication and navigation systems (e.g., radar systems).
21. (ii) Assessment Boundary. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
22. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
23. (iv) Disciplinary Core Ideas. Wave Properties. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.
24. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
25. (B) Performance expectation 2. Develop an argument for how scientific evidence supports the explanation that electromagnetic radiation can be described either by a wave model or the particle model, and in some situations one model is more useful than the other.
26. (i) Clarification Statement. Emphasis is on understanding the strengths and limitations of each model for practical aviation navigation applications. For example, the wave model helps in understanding interference patterns and shielding techniques (e.g., radar systems), while the particle model is useful in understanding the interaction of high-energy particles with electronic components (e.g., optical fibers, laser communication systems).
27. (ii) Assessment Boundary. Assessment is limited to qualitative descriptions and conceptual understanding of how each model applies to different situations.
28. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Construct, use, and/or present an oral and written argument or counter arguments based on data and evidence.
29. (iv) Disciplinary Core Ideas.
30. (I) Wave Properties. Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other.
31. (II) Electromagnetic Radiation

a. Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons.

b. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.

1. (v) Crosscutting Concepts.
2. (vi) Connections to Scientific Literacy. Science Models, Laws, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
3. (C) Performance expectation 3. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
4. (i) Clarification Statement. Emphasis is on aircraft communication systems that use technological devices such as radar and lidar systems, GPS and satellite communications, weather detection and monitoring, and instrumentation (e.g., altimeters, transponders).
5. (ii) Assessment Boundary. Assessment is limited to qualitative information.
6. (iii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Communicate scientific and/or technical information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
7. (iv) Disciplinary Core Ideas.
8. (I) Wave Properties. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
9. (II) Electromagnetic Radiation. Photoelectric materials emit electrons when they absorb light of high enough frequency.
10. (III) Information Technologies and Instrumentation. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.
11. (IV) Interdependence of Science, Engineering, and Technology. Modern civilization depends on major technological systems.
12. (v) Crosscutting Concepts. Cause and Effect. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
13. (5) Engineering Design.
14. (A) Performance expectation 1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
15. (i) Clarification Statement. Global aviation challenges could include reducing aircraft emissions, improving air traffic management, enhancing aircraft safety, and developing sustainable aviation technologies.
16. (ii) Assessment Boundary. Assessment focuses on how students apply basic principles of system design and problem-solving to identify qualitative and quantitative criteria and constraints for a solution.
17. (iii) Science and Engineering Practices. Defining Problems. Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
18. (iv) Disciplinary Core Ideas.
19. (I) Defining and Delimiting Engineering Problems.

a. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

b. Humanity faces major global challenges today, such as the need for supplies of clean water and food, which can be addressed through engineering. These global challenges also have many manifestations in local communities.

1. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
2. (v) Crosscutting Concepts.Cause and Effect. Systems can be designed to cause a desired effect.
3. (B) Performance expectation 2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
4. (i) Clarification Statement. Complex real-world problems could include improving aircraft fuel efficiency (e.g., engine performance, aerodynamic drag, flight operations), enhancing in-flight safety systems (e.g., collision avoidance, emergency systems, pilot training), reducing noise pollution from aircraft (e.g., engine noise, airframe noise, operational noise) and/or designing a more sustainable aircraft (e.g., sustainable materials, energy efficiency, renewable energy).
5. (ii) Assessment Boundary. Assessment focuses on how students apply basic principles of system design and problem-solving to develop realistic and relevant solutions to a complex real-world problem.
6. (iii) Science and Engineering Practices. Designing Solutions. Design a solution to a complex real-world problem based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
7. (iv) Disciplinary Core Ideas. Optimizing the Design Solution. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (e.g., trade-offs) may be needed.
8. (v) Crosscutting Concepts. Structure and Function. Designing systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and the connections of components to reveal its function and/or solve a problem.
9. (C) Performance expectation 3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
10. (i) Clarification Statement. Solutions to complex real-world problems could include alternative fuel sources for aircraft (e.g., biofuels, hydrogen, electric batteries), new aircraft designs for noise reduction, improvements to air traffic control systems (e.g., NextGen technology), and implementation of drones in commercial aviation (e.g., cargo delivery, surveillance).
11. (ii) Assessment Boundary. Assessment focuses on students' use of evidence to evaluate how design solutions meet specific criteria and constraints.
12. (iii) Science and Engineering Practices. Designing Solutions. Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
13. (iv) Disciplinary Core Ideas.
14. (I) Developing Possible Solutions. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
15. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
16. (v) Crosscutting Concepts. Systems and System Models. Systems can be designed to do specific tasks.

Added at 42 Ok Reg, Number 21, effective 7-26-25