Introduction to Aerospace and Aviation
PEIMS Code: N1304672
Abbreviation: INTAEAVI
Grade Level(s): 9–11
Award of Credit: 1.0
Approved Innovative Course
• Districts must have local board approval to implement innovative courses.
• In accordance with Texas Administrative Code (TAC) §74.27, school districts must
provide instruction in all essential knowledge and skills identified in this innovative
course.
• Innovative courses may only satisfy elective credit toward graduation requirements.
• Please refer to TAC §74.13 for guidance on endorsements.
Course Description: 
The Introduction to Aerospace and Aviation course will provide the foundation for advanced 
exploration in the areas of professional pilot, aerospace engineering, and unmanned aircraft 
systems. Students will learn about the history of aviation, from Leonardo da Vinci’s ideas about 
flight to the Wright brothers and the space race. Along the way students will learn about the 
innovations and technological developments that have made today’s aviation and aerospace 
industries possible. The course includes engineering practices, the design process, aircraft 
structure, space vehicles past and present, and a look toward future space exploration. 
Students will also learn about the wide variety of exciting and rewarding careers available to 
them. The Introduction to Aerospace and Aviation course will inspire students to consider
aviation and other aerospace careers while laying the foundation for continued study in grades
10-12.
Essential Knowledge and Skills:
(a) General Requirements: This course is recommended for students in grade 9-11. Students
shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging professions.
(2) The Transportation, Distribution, and Logistics Career Cluster focuses on planning,
management, and movement of people, materials, and goods by road, pipeline,
air, rail, and water and related professional support services such as transportation
infrastructure planning and management, logistics services, mobile equipment,
and facility maintenance.
(3) The Introduction to Aerospace and Aviation course will provide the foundation for
advanced exploration in the areas of professional pilot, aerospace engineering,
Introduction to Aerospace and Aviation
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and unmanned aircraft systems. Students will learn about the history of aviation, 
from Davinci’s ideas about flight to the Wright brothers and the space race, along 
the way students will learn about the innovations and technological developments 
that have made today’s aviation and aerospace industries possible. The course 
includes engineering practices, the design process, aircraft structure, space 
vehicles past and present, and a look toward future space exploration.
(4) Students are encouraged to participate in extended learning experiences such as 
career and technical student organizations and other leadership or extracurricular 
organizations. 
(5) Statements that contain the word "including" reference content that must be 
mastered, while those containing the phrase "such as" are intended as possible 
illustrative examples.
(c) Knowledge and Skills.
(1) The student demonstrates professional standards/employability skills as required 
by and the aerospace and aviation industries. The student is expected to:
(A) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation;
(B) identify and demonstrate employers' expectations and appropriate work 
habits;
(C) differentiate between professional and unprofessional behaviors;
(D) identify and demonstrate effective communication and appropriate 
interaction in a professional setting;
(E) research aviation resources, information systems, and technology;
(F) demonstrate awareness of the technical knowledge and skills related to 
health and safety in the workplace, as specified by appropriate 
governmental regulations and an understanding of personal responsibility 
in this area;
(G) explain the role of the employee in creating a successful and profitable 
workplace, including personal responsibility; and
(H) apply reasoning skills to a variety of simulated workplace situations in 
order to make ethical decisions.
(2) The student applies academic skills to the requirements of aerospace and aviation. 
The student is expected to:
(A) demonstrate oral and written communication skills needed to 
communicate effectively with individuals from various cultures such as 
fellow workers, management, and customers;
(B) explain the documents related to aviation and aerospace, including 
aeronautical charts, graphs, aircraft system diagrams; and
(C) demonstrate understanding of standard Aviation measurement systems
(Statute and Nautical).
(3) The student examines the history of aviation from its primitive beginnings to early 
powered flight. The student is expected to:
(A) investigate and describe how the earliest attempts of human flight were 
based on images of animals in flight;
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(B) summarize how inventors used gliders and balloons to further their 
knowledge of flight;
(C) explain how engineering practices can be applied to Davinci’s earliest
flying inventions and to recent aircraft models;
(D) describe the scientific method the Wright brothers used to solve the 
power, control, and lift problems they encountered; 
(E) differentiate between early and more modern airfoil designs of wings and 
propeller blades and identify the strengths and weaknesses in each; and
(F) identify aviation manufacturing pioneers such as Glen Curtis, Bill Boeing, 
Clyde Cessna, Lloyd Stearman, Walter Beech, and Olive Ann Mellor and 
their contributions that improved on the work of the Wright Brothers.
(4) The student analyzes innovations in aircraft design and manufacture and traces
the practical applications that lead to the establishment of aircraft as an essential 
military tool. The student is expected to:
(A) explain the influence of World War I on aviation and aircraft design; 
(B) identify and describe aviation innovations brought about by World War II; 
and
(C) analyze and interpret data to draw conclusions about early engine design
and airplane performance in World War I versus engine design and 
airplane performance in WWII.
(5) The student analyzes technological advancements and events in space 
exploration. The student is expected to:
(A) explain the origins of practical rocket design and how World War II started 
the early race between the United States and the Soviet Union toward 
space;
(B) describe and summarize events and innovations, such as Warner Von 
Braun’s V1 and V2 rockets, that were key to the advancement of space 
exploration; 
(C) summarize key objectives of National Aeronautics and Space 
Administration’s (NASA) three space programs that led to a man on the 
moon;
(D) explain how NASA engineers and the crew of Apollo 13 used basic 
engineering principles to solve the multiple related system failures that 
resulted from explosions aboard the spacecraft and enabled the craft and
crew to return to earth safely; and
(E) describe the challenges that must be solved by engineers for the 
colonization of Mars to become a reality.
(6) The student researches events and explains innovations that led to the jet age.
The student is expected to:
(A) explain how Newton’s Third Law related to the creation of thrust from a jet 
engine;
(B) describe the five main components of a jet engine and explain the 
significance of each;
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(C) identify and describe features of a jet aircraft that came about as a result 
of jet engines; 
(D) identify and summarize the origins of commercial airline service;
(E) summarize developments and innovations in navigation systems that 
occurred as aircraft began to be used for commercial purposes; 
(F) summarize how lessons learned from the first failed airline services
pointed the way to modern commercial airline flight; and
(G) analyze the impact of the jet engine on world travel and the social 
changes that came about as a result of international travel.
(7) The student describes innovations of modern aircraft navigation and how these 
innovations impact the industry. The student is expected to:
(A) explain how the “glass cockpit” and fly-by-wire innovations helped pilots 
fly airplanes more safely;
(B) investigate and identify features of Visual Flight Rules (VFR) on 
aeronautical charts;
(C) explain criteria for the use of composites in aircraft design; 
(D) define various composite structural materials and identify ways in which 
composites are used in aviation and aerospace; and
(E) explain current navigational technology and predict what it might look like 
in the future.
(8) The student summarizes current and possible future impact of the aviation and 
aerospace industry on the environment. The student is expected to:
(A) describe aviation’s current impact on the environment such as noise, air 
quality, and carbon footprint;
(B) identify the connection between advancements in technology and the 
potential to positively impact the environment; 
(C) identify and summarize several major developments in aviation that will 
reduce aviation’s impact on the environment such as electric aircraft, fan 
blade technology, biofuels, and noise abatement practices;
(D) summarize the challenges and opportunities related to supersonic 
commercial travel; and
(E) explain potential benefits to society from autonomous aircraft.
(9) The student describes current and future challenges to the aerospace and aviation 
industries due to new and emerging technologies. The student is expected to:
(A) summarize how innovation and technology help solve airspace capacity 
and integration limitations and increase safety;
(B) describe the challenges to integrating unmanned aircraft systems into 
the national airspace system; and
(C) summarize how modern aircraft use innovations in autonomy to help 
flight crews manage their flights and issues that come with automation of 
aircraft.
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(10) The student identifies the federal regulatory guidelines, safety organizations that 
are essential to today’s aviation and space environment. The student is expected 
to:
(A) define aviation safety;
(B) examine concepts such as perceived and accepted risk;
(C) construct a basic safety management system; and
(D) compare the Federal Aviation Administration (FAA)’s responsibilities and 
functions against its mandate to keep aviation and private space travel 
safe and more efficient.
(11) The student examines a variety of aerospace and aviation careers. The student is 
expected to:
(A) summarize the career opportunities for pilots in general aviation, 
commercial aviation, and military aviation;
(B) describe the process for becoming a career manned aircraft or unmanned 
aircraft pilot;
(C) explain the skills and abilities required to be a professional aircraft or UAS 
pilot; 
(D) compare personal strengths and interests with the skills and abilities 
required for various professional manned aircraft and unmanned aerial 
systems (UAS) pilots;
(E) identify and summarize career opportunities available with the FAA and 
National Transportation Safety Board (NTSB);
(F) explain the essential skills and abilities required to be an aerospace 
engineer; 
(G) compare personal strengths and interests with the skills and abilities 
required to be an aerospace engineer; 
(H) explain the essential skills and abilities required to be an air traffic 
controller; and
(I) compare personal strengths and interests with the essential skills and 
abilities required to be an air traffic controller.
(11) The student creates a plan for a career in aviation and aerospace. The student is 
expected to:
(A) construct a personal mission statement to serve as a guide in preparation 
for a career in aviation or aerospace;
(B) analyze various education, training, and certifications requirements in 
pursuit of a career in aviation, unmanned aerial vehicles, or aerospace; 
and
(C) determine the positives and negatives of a particular job based on skills 
needed and education or training required.
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Approved for use beginning: 2019-2020 Page 6
Recommended Resources and Materials: 
Aircraft Owners and Pilots Association (AOPA) High School Aviation STEM Curriculum Project. 
Retrieved February 8, 2019 from https://youcanfly.aopa.org/high-school/high-school-curriculum
Federal Aviation Administration (Free downloadable PDF Aviation Handbooks) Retrieved
February 8, 2019 from https://www.faa.gov/regulations_policies/handbooks_manuals/aviation/
 Pilot Handbook of Aeronautical Knowledge FAA-H-8083-25B
 Airplane flying Handbook FAA-H-8083-3B
 Aeronautical Information Manual (AIM)
 Weather Services AC 00-45H
 Aviation Weather AC 00-6B
 Aeronautical Chart Users Guide
 Pilot Controller Glossary (with change 3) (Vocabulary)
National Aeronautics and Space Administration (NASA)
Various curriculum Ideas. Retrieved February 8, 2019 from 
https://www.nasa.gov/offices/education/about/index.html
NASA Johnson Space Center (Houston)
Various curriculum Ideas and tour information. Retrieved February 8, 2019 from 
https://www.nasa.gov/offices/education/centers/johnson/home/index.html
Organizations that support Youth in Aviation Education:
Experimental Aircraft Association (EAA). Retrieved February 8, 2019 from 
https://www.eaa.org/eaa
Commemorative Air Force (CAF).Retrieved February 8, 2019 from 
https://commemorativeairforce.org/pages/CAF-Education
Civil Air Patrol. Retrieved from https://www.gocivilairpatrol.com/programs/aerospaceeducation/join-as-an-aem
Integrating Technology into classroom
The use of Commercially available full-sized motion, non-motion or desktop flight simulation
equipment, or a desktop flight simulator using off the shelf products and software can enhance
the learning of aviation concepts. Reinforcing that students should use simulation equipment as
they would a real aircraft enhances learning of how pilots fly safely and instills good aeronautical
decision making.
Recommended Course Activities:
• written papers 
• industry interviews 
• multimedia videos 
• visits to industry sites 
Suggested methods for evaluating student outcomes:
• Tests, projects, and presentations. 
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• independent and group projects. 
• Presentations and written reports 
Teacher qualifications:
• Trade and Industrial Education: Grades 6-12
• Trade and Industrial Education: Grades 8-12
• Vocational Trades and Industry
Recommended experience in aviation such as Pilot Certificate, Airline Transport Certificate, 
Advanced Ground Instructor or Certified Flight Instructor certificate would be very helpful in 
teaching this course