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/ ' I A AEROSPACE TECHNOLOGY MAGNT long Beach Un1hed SchOOI ()slflCI Area E Sopennteodenl s Ot1ice 5101 E Centra a SHeel Long Beacn CA 90808 (S2T1E3)V 4E3N6 9F9IS31H , A rea E Superintendent ext. 3950 GAIL QUINN, Industry and Post Secondary liaison (213) 436-9931 ext. 1402 ~C~/ ~t ClAV
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6 a-...L u-z.~ tr,J&.""-fl <u au~4,,<JL, ~ , !1~ L.f--0 C 1L<& - o,__, u~ '1v ~ ~~),, ('~a,a_ e?y.x:u~ ~ a-,,..cL ~ ~!!r_yicJ..,/4, 1-1a), ~ ~ ~ ct,,R., ~ "C7M--U- -ruy ~~-,v{4 7J ~), 1Z_,,-,,J&<2, ,h-,_ J- ~ ~ :,,u_, +v-lc ,,0 c~/.,AJ ~ Magnet Schools Alvarado Bancroft Buff um Cleveland DeMille Lakewood Monroe January 6, 1992 TO: Kathryn Johnson Johnson and Associates FROM: Gail Quinn Aerospace Technology Magnet-Long Beach SUBJECT: Contract Proposal to repare Little Rock Magnet Schools Assistance Program Grant Application to U.S. Department of Education - 1993 The following delineates consultant fees and budget, and a timeline of activities to prepare the MSAP federal grant application for Little Rock Schools. It is assumed that the grant deadline will be early 1993 which allows for a one year preparation period. Although I spent four months on the Long Beach application, I expect to write the Little Rock application in 8 weeks or less. The organization will be the same as spelled-out in the table of contents of the Long Beach grant of which you have a copy. I will use vacation time for planning with yourself, Little Rock School personnel, and others
and for writing. The dates listed below are my vacation dates: January 20 April 18-26 June 27-August 22 November 10-12 February 14-17 May 23-25 September 14 November/Thanksgiving Grant planning trips to Little Rock and Washington D.C. will need to be arranged according to the vacation schedule. In addition I can take 4 days this year and next year as needed for travel~ Travel time must include a Saturday to keep airline fares at $300-$400 instead of $1,000 for round trips
therefore, I would initiate travel on Saturday or complete a trip on Sunday. All meals and working while flying are free or at my expense. Please review the budget on the next page. 1. 2. 3. 4. Consultant Budget Contract not to exceed ($50 hourly rate x 320 hours) Airline fares a) Average 3 round trips to LR @ $358 b) Hotel - $66 x 3 nights x 3 trips c) Average 2 round trips to Washington O.C. (Los Angeles or direct to Dulles Airport) $398 each d) Hotel average $100 x 2 nights x 2 trips e) Ground transportation Federal Express Average $22 x 10 mailings Secretarial Assistance Average $15 hourly x 160 hours $16,000 $1,074 $594 $796 $400 $125 $220 $2,400 $21,609 Total Cost Note: The grant application will ask for 4 million each year of the two-year project period. You may want to weigh any consultant fees, whether they are for this proposal or others, against the 7 or 8 million Little Rock can anticipate for a successful application. The timeline and criteria relate to the requirements of the grant application. I recommend the following as a guide. Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 1) Quality of Project Design Identify: . curriculum components, course sequence (JHUniversity), technical skills and academic content in relation to LR junior and high school course requirements
Prepare course outlines for all new courses
Laboratory facilities, hardware/software, and equipment needs
Special instructional approaches and activities
Staff training Collaborative efforts with university, industry, FAA, and business/industry organizations
Program objectives in relation to MSAP Goals regarding the "Strengthening of academic content and development of marketable technical skills. 2) Desegregation Plan/MSAP objectives to reduce a. b. c. Consultant Resource Needs state and local curriculum standards and frameworks Postsecondaryrelated courses outline Technology resources available/compile listing Timeline February - June Trip 1 in February to plan project design Trip 2 in July to critique completed project Design and to discuss Desegregation aspects to proposal1 Evaluation plan, Key personnel and Management plan, and Budget Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 3) Evaluation Plan relative to items 1, 2 4) Key Personnel and Plan of Operation 5) Budget and budget justification
cost effectiveness 6) Complete all other criteria of grant 7) First review panel/ Washington D.C. 8) Second review panel and meeting with U.S. DE Program officer . Consultant Resource Needs Timeline July July August August Trip 3 - End of August to finalize application Trip 1 - Washington D.C. Trip 2 - Washington D.C. One month prior to grant due date I. II. Ill. Unit Outline Aerospace Science, GRRDE 4 Earth characteristics that affect flight IV. Unmanned satellites and exploration A. Atmosphere A. Weather Satellites 1. Weather-Measuring B. Applications technology satellites 2. Temperature C. Lunar probes B. Magnetosphere D. Interplanetary spacecraft l . Magnetic lives of force 2. Radiation belts V. Humans in space Flight in the atmosphere A. Astronauts A. Lighter-than-air-craft l. Selection 2. Physical requirements B. Heavier-than-air-craft ,. B. Space suit Principals of flight 2. Lift/Gravity VI. Projections Technological advances A. Further exploration of space A. Power 1. Power plants 2. Spacecraft l. Chemical batteries 2. Propellers B. Solar systems B. Spacecraft design 1. Significance to Earth l. Symmetry C. Technological improvements in air- 2. Protection of payload craft C. Data collection l. Instruments 2. Recoverable spacecraft D. Safety I. II. 111. Unit Outline Rerospesce Science, GRADE s Earth characteristics that affect flight C. Doto collection A Atomosphere 1. Instruments 2. Passive unmanned spacecraft 1. Weather-Changing 3. Computers 2. Density & pressure 3. Radiation D. Safety B. Magnetosphere IV. Unmanned satellites and exploration 1. Solar Wind A Communication Satellites Flight in the atmosphere B. Astronomy satellites A Bird Flight C. Projects Mercury, Gemini, Apollo B. Heavier-than-air-craft D. Skylab 1. Principals of flight V. Humans in space 2. Lift/Gravity 3. Thrust/Drag A Life-support systems 4. Wind tunnel 1. Spacecraft-atmosphere, water Technological advances supply, food, instrumentation A. Power B. Reentry into Earth's atmosphere 1. Solar cells VI. Projections 2. Fuel cells A Utilization of space environment B. Navigation 1. Life support systems 1. Orbit 2. Control B. Universe C. Technological improvements in air-craft I. 11. 111. Unit Outline Aerospace Science, GRADE 6 Earth characteristics that affect flight IV. Unmanned statellites and exploration A Atmosphere A. Earth observation satellites l . Weather-Forecasting B. Biosatellites 2. Jet stream 3. Ionosphere C. International cooperation 4. Gases and dust D. Space Shuttle Flight in the atmosphere v. Humans in space A. Lighter-than-air-craft A. Astronauts B. Heavier-than-air-craft l . Selection l. Problems in flight 2. Training 2. Rockets 3. Newton's Third Law B. Life-support systems 4. Fuel 5. Guidance l . Spacecraft-temperature, waste, personal hygiene, communica- Technological advances tions A. Management of systems VI. Projections l . Coordination A. Management of resources 2. Flow charts 1. Education B. Navigation and guidance 2. Earth Resources 3. Weather l. Orbit 2. Control B. Products from space 3. Guidance C. Technological improvements in air- C. Data collection craft l . Instruments 2. Computers D. Safety I. Unit Outline Aerospace Science, GRADE 7 Ute in Space II. Humans in Space A. Fish otolith organ A. Life-support systems 1. Abnormal swimming 1. Space craft 2. Orientation to light 2. Reentry into atmosphere 3. Hatchlings adopt 3. Physiology B. Bacteria and spores B. Astronauts 1. Growth 1 ' Selection 2. Shape 2. Physical requirements 3. Sensitivity 3. Training C. Spider behavior C. Medicine 1. Web texture D. Careers 2. Web shape Ill. Bird Flight D. Motor-sensory performance A. Physiology 1. Astronaut coordination B. Perception and Guidance E. Plant responses 1. Growth 2. Photo tropism J A AEROSPACE TECHNOl~Y MAc.NET Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth I. Matter and Energy in Space 2. Atmospheric pollution A. Fluid behavior D. Satellites l . Surface shape 2. Oscillation of drops l . Weather 3. Coalescence 2. communication 4. Diffusion 3. Technology 5. Charged particle mobility 4. Search and rescue B. Mechanics 111. Flight l . Conservation of momentum A. Mechanics 2. Action and reaction 3. Energy exchange l . Lift/Gravity 4. Gyroscope 2. Thrust /Drag C. Magnetic Effects B. Power D. Crystal Growth l. Fuel II. Space and Earth from Space C. Navigation A. Stars and Planets l . Guidance 2. Control l . Quasars 3. Orbit 3. Pulsars 3. X-rays from Jupiter D. Design B. Celestial objects E. Data Collection l . Lunar libration clouds l . Instruments 2. Objects within Mercury's orbit 2. computers C. Remote Sensing F. Safety l. Volcanic eruptions -
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1 .-i - =~ ~ Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth Page2 IV. Careers A Academic 1 . Aerospace engineer 2. Astronomer 3. Chemist 4. Electronic engineer 5. Geographer 6. Geologist 7. Mathematician 8. Meteorologist 9. Physicist 10. Systems analyst 11 . Test and research engineer B. Technician 1 . Aerospace craftsperson 2. Aerospace engineering techni-cian 3. Electrical technician 4. Electronics technician 5. Ground radio operator 6. Machinist technician 7. Metallographic technician 8. Optical technician 9. Patternmaker onci moldei. . .. _ 10. Teletypist 11 . Mechanic - aircraft 12. Mechanic - ground support vehi-cles ~ 13. Aerial photography 14. Flight attendant INDUSTRY PARTNERSHIPS CONCEPT LEVELS Theme Major Conceol: fwhal lhe sludonl will F.NF:RGY: Lir.HT ullirnatr.ly 11ndcrslandJ r -- - - - - _l _ ----- ----. 1 LIGHT F.NF:RGY IS THF. PORTTON OF THF: ELECTRO- I Explanatory Concept: I MAGNF:TJC SPECTRUM TO WIil CH THF. fllJMAN F:YF. I S I ( an Idea used to explain the major concept) I SENSITIVE. IT TRAVF.1.S VF.RY R/IPlDI.Y IN I STRAIGHT l.TNE.S . ' I '--- _______ l __ _ S11bConcepts: (the parts of the explanatory concr.ptJ -r may be absorhed, r e fJPcted, or refracted. I LJght. White liRht is a mJxt.ure of co l ors that can be Sf'parated Into a spectrum of col or. Industry/ Teacher Generated Ac ti vi ties: 1.S 1988 r ____ [ ___ "l Manipulative I Laboratory Skills I I Use r e flected lip.ht I I to chanRe tempf'rat.urf' I lpo]artzed light I 1mirrors and lf'nsf's I 1Prisms & spectra 1 1ero lor mixinr, I I I I L ___________ _J I I -....J r - - A pplk,atioos:- - - 1 f Science Processes I I recoP,ni ze hypotheses I 1eq11ipment. USf'rl in t I Jtr:ht research - 1 industry processes 1analyze how hrn i n 1 interprets imapf's ,r~latf' flow of elec- 1 trons produced in a t photof'lf'ctric cell to I F:inst.ein's e"<p]anat.tont1 It.hat. liRht. is a str 11 l_o[ J:!.hQ.lO.!!.."l ___ _ f ,- - - - - - Those who apply li~ht t.echnolor:y to I solvin~ problems ln society or to improvjn~ society tn some slr:nificanJ way and must. 11nrlerst.:-.nd how 1 ir:ht. I I can be userl as n form of energy. I L _____ l _____ J r- - - - - J - - - - 7 r - - - - L - - Applications: , Careers I Society 6 Technology I : lefiber optics I I aerospace , lelasers & holo~r~ms I I emed1ctnf' flnfrared ima~inr: I I ephot.o~raphy - spec ial! ,spPct.rum nnalysis I I pffect,s I ' ephot.oelec t.ric cell I t.clevJsinn lechnlrinnl synchrotron I lenelneering I : I t I L __________ J L ________ J PREPLAN Title: Objective: - Concept I~ s t r~c tion Department OFFICE OF SCIENCE EDUCATION CONCEPT SCIENCE TEACHING SECONDARY ACTIVITY LESSON PLAN - Process Skills Involved Materials: LESSON Introduction: (anticipatory set or input) Procedure: Discussion: (closure) Evaluations Purpose (why learn or use): (relevance to society/technology) Revised 1987 I . AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District A Partnership with ... McDonnell Douglas Northrop Rockwell International Long Beach City College California State University, Los Angeles NASA Jet Propulsion Laboratories Our Mission AEROSPACE TECHNOLOGY MAGNET T he mission of the Aerospace Technology Magnet is to insure that all participating students will be technologically'literate, well-educated and better prepared to be responsible, productive members of the workforce. This mission will be attained through an articulated 2+2+2 curriculum in manufacturing technology, problem-solving applications integrating academic core components, and career guidance. ..... The future has arrived. AEROSPACE TECHNOLOGY MAGNET Step into tomorrow as you enter the unique classrooms of the new Aerospace Technology Magnet, the first of its kind in the U.S. You'll notice the quiet excitement of students investigating technology and their futures in some of the most advanced public school computer laboratories in the world. In close cooperation with the Southern California Aerospace Industry Education Council, the Aerospace Technology Magnet is designed to provide tomorrow's skilled workforce. A TM is -Hkely to become a national model for public education. It offers students several paths to high tech careers. Graduates can start aerospace careers with entry,level jobs right out of high school. Or they can continue in articulated aerospace manufacturing programs at Long Beach City College and California State University Los Angeles to earn engineering degrees. The only upper limit is a student's skill and desire for more advanced training. Student success in computer technology, mathematics, science, and pre,engineering will translate into competitive success for U.S. aerospace firms. The quality employees that graduate from this model of industry,education partnership will help the U.S. succeed in increasingly competitive world markets. We are fortunate that the U.S. Department of Education, the Long Beach Unified School District, McDonnell Douglas, Northrop, Rockwell International, Long Beach City College and California State University Los Angeles have created this dynamic plan to teach new skills and keep the U.S. aerospace industry strong. 2 AEROSPACE Initial Funding Source: Project Duration: Cooperating Industries and Agencies: Focus: Levels: Number of Schools: Number of Students: U.S. Department of Education 6.2 Million Two Years August 1989 - July 1991 McDonnell Douglas, Northrop, Rockwell International, Ellison Machinery, NASA and JPL Manufacturing Technology 4-12 Continuation
Articulation with Long Beach City College and California State University Los Angeles School of Industrial Technology and Engineering 7: 4 elementary schools, 2 middle schools, 1 high school 2000 3 AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District Elective Integration Computer Technology The Instructional Program Grades 4-12 Core Aerospace Science Mathematics Communication Skills <:=> Elective Integration Manufacturing Technology AEROSPACE TECHNOLOGY MAGNET Long Beach Un~ied School District The Instructional Program 4 6 12 +2 +2 Grades/ T T T T T Levels ---------------------------------- L Manufacturing Technology Communication Skills Applied Mathematics and Science Computer Technology Long Beach City College Associate Degree Advanced Training - Manufacturing Technology Level II - Tool Designer - Computer Numerical Control Technician - Machine Operator - Computer Numerical Control Programmer California State University Los Angeles School of Engineering and Technology B.S. Degree options: Mechanical Engineering Electrical and Computer Engineering Industrial Technology ~!-I Overview of the Instructional Program Grades 4-12 AEROSPACE TECHNOLOC.V MA<.NET Computer TechQology 4-12 0 Keyboarding Hypermedia Animation 0 Aerospace Pre-CAD 0 Application Ulllitles: Word Processing Database Spreadsheet Graphic Design Programming Simulation Hypercard 4-5 Hi-Tech Presentations Networking Telecommunicaions Lego Logo, Logo CAD Oral and written skill integration through project creation and application utilities. ., . Aerospace Science 6-8 0 Earth Characteristics that Affect Flight 0 Technological Advances 0 life In Space 0 Matter and Energy In Space Spacecraft Design 0 Humans In Space Power Data Collection Navigational and Guidance 0 Unmanned Satellites 0 Projections Further Explorations Technological Improvements 0 Flight 0 Space and Earth from Space 9-12 0 Aerospace Biology Responses of the Human Body in Space 0 Aerospace Physical Science Forces of Flight Aircraft Design and Structure Stability and Controls Instrumentation High Speed Flight Remote Sensing 0 Mathematics 8-12 Technical Algebra 9-12 Descriptive Geometry 0 Communication Skills 12 Technical Writing Manufacturi~g Techr:iology 6-12 0 Materials 0 Processes 0 Measurement 0 Electronics 0 Automation CAD CAM Gibbs Software CNC Dyna Mills CNC Dyna Lathes Soorbot ER Ill Robotics System Hydraulics Pneumatics Mechanics Company Organization and Management Job Requirements Educational Requirements , Technology Lab 2000 j.: <O I n t e g r a t i 0 n Computer Applications Product Creation Problem Solving ATM EduCOMP The Student's Educational Plan . .... Elementary - Grades 4 and 5 < 4 schools) . Keyboarding and Computer Application Utilities Aerospace Science Written and Oral Skill integration through product creation and computer applications -__ <: -~- - Middle School - <2 schools) Grade 6 Aerospace Science Lego Logo Programming, Logo CAD Aerospace Pre-CAD Grade 7 Aerospace Science World of Technology Tech Lab 2000 Hypercard/Hypermedia Grade 8 Aerospace Science Drafting and Manufacturing Technology Aerospace Physical Science Aerospace Biology Integrated Software Applications Hypermedia High Tech Presentations Intro to Manufacturing Technology in the Tech Lab 2000 Drafting Technology Desk-Top Publishing Technical Algebra Descriptive Geometry Electronics Technology Manufacturing Technc!ogy Technical Writing 7 .. ,~ A AEROSPACE State-of-the-Art Equipment At Each ATM School TtCHNOlOQY MAGNET HIGH SCHOOL Technology CNC/CAM Computer Laba Science Laba Lab 2000 CAD Faclllty Faclllty Lakewood 36 Mac llex 12 Maclld 10 Mac II ex 31 Mac II d 11 Mac II ex 6Laba 1 Mac II ex File Server 1 Mac II ex File Server 4 MacSE 1 LaserWriler 1 lmageWriter 2 Laser Writers 1 lmageWriler 1 Apple II GS 1 Image Writer 1 LaserWriler 2 Scanners 1 CD ROM Unit 1 Image Writer 1 LO Printer 2 Dyna Mill 4 Videodisk players 1 Laserdisk Player 1 Laser Writer 1 Tape back-up Unit 1 Dyna Lathe Sound and Video 1 TV Monitor 1 LOWriler 1 Mac II ex File server 2 Robotics Digitizers 1 VCR 1 Scanner 3 Plotters 1 Pneumatics 1 VCR 1 Tape Backup Unit 1 Tape backup Unit 1 Scanner 1 Hydraulics 1 TV Monilor 1 CD Rom Unit 1 CD ROM Unit Versacad site license 1 CAM Recorder SciMatech Multifunction, Gibbs NC CAM slte Yamaha Speakers lnlerfaoe Probes license and Sensors MIDDLE SCHOOLS Technology Hypermedia Lego Logo Aerospace Science Lab 2000 DeMille 36 MacSE 36 Apple II GS 12 Apple II GS 7 MacSE Bancroft 1 Mac llex Flleserver 1 Mac SE30 Flleserver 1 Mac II ex Fileserver 2 Apple IIGS 10 Laba 3 tmageWriters 2 lmageWrlters 1 lmageWriler 1 Mac II ex 2 LaserWriters 1 TV Monitor 1 Tape Backup Unit 1 lmageWriter 1 Tape Backup 1 VCR 1 Laserdisk Player 1 LaserWriler 2 TV Monitors LogoWriler site lioense Video Microscopy , LO Printer 11 CD ROM unh Technlc Control t 1 Scanner 1 VCR Robotics Kit 1 Tape backup Unit 1 Laserdlsk player 1 TV Monitor 1 CD ROM UnH video and sound 1 VCR digitizers Yamaha speakers ELEMENTARY SCHOOLS Computer Laba Physlcal Science Laba Buffum 35 Apple IIGS 12 Apple II GS Cleveland 5 MacSE30 1 Mac SE30 Flleserver Monroe 1 Mac SE30 Fileserver 1 lmageWriler 3 lmageWriters 1 Tape Backup Unit Alvarado 2 LaserWriters 1 Laserdlsk Player 8 Laba 1 Scanner 1 TV Monitor Total= 24 Laba 1 Tape Backup Unit 1 CD ROM unit 1 VCR 2 TV Monitors 1 VCR 1 Laserdisk player Yamaha speakers 1 CAM Recorder Sound digitizer , Electronlca Faclllty CNC/CAM 11 Mac llcx 1 Mac II ex File server 1 lmageWrlter 1 LaserWriter 1 Scanner 2 Plollers 1 CNC Dyna Mill 1 Robotics Kepro Etched Circuit Equipment Douglas CNC/CAM and Gibbs Ne CAM Software Programs CAD/NC/CAM Facility 17 MacSE30 1 Mac SE Flleserver CD 1 lmageWriter 1 LaserWriler 1 Plotter 1 Dyna MIii 1 Lathe 1 Robotics 1 Mechanics 1 Pneumatics 1 Hydraulics/ Claris CAD/ Gibbs Ne CAM Software -- lnsb'Uctor's Zone Problem/Concept Exploration Island -"': - ( I I L Owrhead Grid \__ T echnolbrium Deep Thi S.~LS_-::::::7x: ~ Reoean:11 Pods (wall-mounled) Wcble Equlpnwnl ~ Concurrent Engineering Zone I I (). c:,IP9JI <(j\ lJ Communications Island ,C\J -~Ion Ai:',:.:.,i_-&::._.f..~~-:-:.-:: Q TedlCelll"' (wal-mounted) Fabrication/Prototyping Island (JJ_ Experimental Structures ttt?P88ttiQ ' Mini-s Zone Testing/ Data ~uisttion - - Island l Soft Prototyping ~ Island e, .., .,..,.. ... ,_..~,---,..---... Technology Lab 2000 / the SmartLab for Pre-Engineering Studies Designed for the Long Beach Unified School District O> aw A AEROSPACE Organizations Touring ATM Labs February 1990 - January 1991 TECHNOLOGY MAGNET Long Beach l.lniied School District Across the Nation and Canada The U.S. Department of Education/School Improvement Program Director The Council of Great City Schools, Washington, D.C. Prince George County Public Schools, Maryland Montgomery County Public Schools, Maryland Little Rock (Arkansas) School District California San Jose Unified School District Sanger Unified School District Anaheim Unified School District Los Angeles Unified School District Stockton Unified School District Los Angeles County Office of Education Technology Education Teachers Statewide Replication of portions of ATM Industry McDonnell Douglas Rockwell International ARCO Transportation Methode Electronics - Graphic Research Northrop Corporation Ellison Machinery Presentations by the ATM Staff National Science Teachers Association Conference National Middle schools Conference National School Boards Conference, Washington, D.C National Committee for School Resegregation Macintosh LA 1989 and 1990 10 Rockford (Michigan) School District Phoenix Union High School (Arizona) Peoria School District, Arizona Las Cruces Public Schools (New Mexico) Burnaby School District, British Columbia, Canada Los Angeles County Office of Education Computer Technology Teachers throughout Los Angeles County San Diego State University California State University, Long Beach (3 visits) Oxnard Union High School District Napa County Office of Education - ROP GTE TRW IMAR National Technical Systems Navy Space Systems California Vocational Education Conference Industry Education Council Southern California Aerospace Industry Education Council 2+2 Articulation Workshops at El Camino College and Cerritos College Institute for Manufacturing Automation Research at Hughes Aircraft "'IJ A AEROSPACE TECHNOLOGY MAGNET Long Beach Unlied School Dislrid Introduction ATMEduCOMP Design Manufacturing Service Industrial Simulation The formation and operation of a company within the ATM middle and high schools has as its primary goal the introduction of actual industrial practices and procedures within the classroom. The Company will be confronted with all of the real everyday problems, frustrations and rewards that an actual company encounters. Students are faced with the requirements of individual responsibility and accountability for specific jobs. Interaction with students from other classes and other schools now becomes necessary for completion of tasks. Accurate and complete communication is essential, as it is in industry. It now becomes necessary for a student to perform for the benefit of the group and the product rather than just for himself, just as is required in the "real world." Activities The learning experiences in industrial simulating are broad and varied and are introduced through exposure to and involvement in the following activities. 1. Generation of organization charts showing individual responsibilities within the company. 2. Keeping of time cards noting dates, contract, job and activity information. 3. Calculating bids for design, engineering and production costs. 4. Analysis of bids against actual cost on completion of task. 5. Schedule forecasting through the use of Gantt Charts. 6. Wage realities through monthly computer generated paychecks showing all required deductions. 7. Designing and fabricating jigs, fixtures and other related tooling for machining, holding and positioning of parts. 8. Cost analysis of development and tooling through amortization over product run. 9. Work simplification analysis of production tasks. 10. Task analysis for CNC program writing for lathes and milling machines. 11. Task analysis for writing robotic application programs. 12. Management meetings for personnel and production problem solving activities. 13. Technical report writing and inter-divisional communications. Procedures A General Manager will be appointed to oversee all daily operations. Each school participating as a part of ATM EduCOMP shall become a division of the company. The primary instructor at each school shall become the Division Manager. Each division will generate its own organization chart showing lines of responsibility. Each division of the company will be assigned specific tasks to perform toward the completion of the product. The division will submit a fixed cost bid to management of their part of the project. The bid will be based on engineering drawings and specifications submitted to the division, specifying exact tasks to be performed. Upon award of contracts, each division will submit an organization chart of personnel showing the responsibility structure of the division. Within the structure each division will have a Project Manager and a Manager of Quality Assurance that will report directly to the Division Manager. Other responsibilities and titles within the division will be assigned by the Division Manager as needed. 11 Each employee of the company will be assigned an hourly wage scale commensurate with his or her responsibilities. Time cards will be submitted to the designated accounting site every two weeks. Time cards will carry the name of the employee, the division where working, the appropriate dates, the contract and assemblies worked on, the operations performed and the hours required per operation. The times for each division will be verified and signed off by the divisional Project Manager prior to submission to accounting. Accounting will be responsible for generating the company payroll by the last day of each month. Computer generated checks will be issued showing number of hours worked, gross pay, net pay and all the appropriate deductions. Accounting will also be prepared to submit operation cost analysis reports to the Division Managers and the General Manager at the end of each month. Overhead, general and administrative and contingency costs will be established by the Division Managers in consultation with the General Manager. Company memos will be used for all substantive communications between divisions and central management. Phone calls will be confirmed by a memo from the initiator when involving engineering changes, schedule changes or modification of assigned tasks. Summary The company will operate as much like a standard manufacturing firm as can be accomplished in a classroom setting. The students become employees and will be assigned Tesponsibilities that are uniquely their own. The experience is intended to give them an introduction to the many details required to properly operate a manufacturing enterprise. The actual product used as a learning vehicle is important only from the standpoint of keeping student interest. The most important aspect of this type of experience is the exposure to the process. 12 ~ AEROSPACE TECHNOlOC.Y MAc.NET Long Boach lkliiocl School Oi&trict ATMEduCOMP Design Manufacturing Service Management Plan General Manager ATM Program Coordinator, Lakewood High School I I Manager of Finance Division Manager Division Manager Division Manager Instructor, Bancroft MS Instructor, DeMille MS Instructor, Lakewood H.S. I I I I I I Project - Manager of - Project - Manager of Project - Manager of Manager Quality Manager Quality ~ Manager Quality Assurance Assurance Assurance Period 1 Period 1 Drafting/CAD - Inspector - Inspector Inspector (4) Period 2 Period 2 Drafting/CAD >-- Inspector ,__ Inspector Inspector (6) Period 5 Period 4 Drafting/CAD >-- Inspector ~ Inspector Inspector (7) Period 6 Manufacturing f-- Inspector -- Inspector (3) Period 7 Electronics - Inspector Inspector (4) 13 AEROSPACE Number of High SchoolGraduates from the Program TECHNOLOGY MAGNET . - Our Mission is to ensure students will be technologically literate, well-educated, and better prepared to be responsible, productive members of the workforce. Year 1991 1992 1993 Number 22 55 40 Total: 81876 . " 1994 114 1995 1996 170 210 1997 215 1998 1999 560 490 Fact: ATM Students in the 1998 high school graduation class will be the first to have completed the total program which they began as fourth graders. a Number does not include students who live in the Lakewood attendance area who are participating in A TM classes . .".<..t AEROSPACE Aerospace Technology Magnet Locations TECHNOLOGY Gail Quinn, Assistant Director, 880 Locust Avenue , Long Beach , CA 90813 (213) 436-9931 , ext. 7277/8 ..........
.- -------------- :- ------------ ~ : ~ ..., .:' \ ~ r~ t I ' I ' .. :' :_ ___' . ' : I t :,. ............ : ... .. - ..r. -............. ~---: \ ~ . . .6. Cleveland ,... ,------------- . ' ' . ! Bancroft \ :' A Monroe:.. Lakewood . . . ' ,-- - ---- --- ----- - - - _1 ' - . - - - - - - j I '' . . .DeMllle --...... , Lakewood High School 4400 Briercrest Avenue, Lakewood 425-1281 e Bancroft Middle School 5301 E. Centralia Streat, Long Beach 425-7461 DaMllla Middle School 7025 E. Parkcrest Street, Long Beach 421-8424 15 A Alvarado Elementary School .. ... 1900 E. 21st Street, Signal Hill 985-0019 A Buffum Elementary School ... . 2350 Ximeno Avenue, Long Beach 498-2431 A Cleveland Elementary School 4760 Hackett Avenue, Lakewood 420-7552 A Monroe Elementary School 4400 Ladoga Avenue, Lakewood 429-8911 ..' NASA, ROCKWELL CELEBRATE THE BEST PARTNERS IN EDUCATION Bob Minor, president, Rockwell International, Space Systems Division (SSD), and Joyce Jarrett, director, Productivity and Quality, NASA, recently honored 10 Southern California educators for their innovative contributions to the quality of elementary and secondary school education-and to the quality of tomorrow's NASA scientists. The brief ceremony, in which the honorees were presented with certificates by Mr. Minor and Ms. Jarrett, was part of SSD's Building Excellence in Science and Technology (BEST) program. "For over 20 years, SSD people have applied their mal'f!gement and technical skills to problem solving in the community," Minor said. "I'm really proud of their efforts and the tremendous difference they've made in people's lives. I'm also proud that we're able to play a part in NASA's own community efforts. We've been partners in space for a long time
it's gratifying to see our partnership ex1ended to common concerns right here on earth." Programs and activities such as BEST exemplify Rockwell 's commitment to community involvement. While our activities in the community range from small business support to Special Olympics sponsorship, we are especially committed to supporting educational programs, for they represent a long-term commitment to improving the quality of life for future generations. Only by passing on our knowledge to the youngand supporting them in their quest for new knowfedge--<an we ensure that our society stays competitive in the world marketplace and that our standards of living are maintained. Our honorees' creative solutions to the challenges of education are as varied as . _, - .
..~- I ,- 1990 Issue the students who have benefited from them. Gail Quinn of the Long Beach Unified School District, with support from government agencies and private industry, founded the country's first aerospace education curriculum for elementary and secondary school students
Long Beach elementary -school students can now learn basic computer skills along with reading and arithmetic, while their high school counterparts work on hands-on projects in areas such as robotics. Hank Smith, a longtime SSD employee, was a cofounder of SSD's Advanced Career Training (ACT) program, in which SSD volunteers teach weekly after- Community Interface Program FOUR-POINT PLAN 1. To expand on existing employee lnvolv1m1nt and 1nrlchm1nt program. 2. To enhanc. relation, with cuatomer1, key government repreaentatlvea, and ag,nclH. 3. To achieve leader1hlp end HI 1tandud1 In asal1tlng bualneu organizations that Impact Rockwell's business Interest. 4. To support the private sector by Interacting with communities to ensure their economic 1tablllty. 16 .411111~ Rockwell P._~ International Spac Svstem1 01v111on A Journal Of The Community Interface Program BEST wishes-Joyce Jarrett, NASA director for Quality and Productivity, and Bob Minor, president, Rockwell International, Space Systems Division, sign c.rtlllcates of appreciation for ten outstanding Southern Callfornla educators. school classes to local high school students in professional fields ranging from technical writing to computer programming. Linda Kennedy, principal of Ward Elementary School in Downey, initiated a partnership with SSD that brought material and human support to the school, both in the classroom and out. Karen Allen of the Bellflower Unified School District has helped numerous disabled students pursue rewarding and productive careers in mainstream society. These people's accomplishments, and those of their peers, can play a crucial role in the future of America's space programand, for that matter, in the future of any field that demands an educated work force. Quiet innovations such as theirs rarely make big news, but they do make a big dif ference. In this brochure, we will highlight some of the people at Rockwell who are working to make a difference in our communities-and in doing so, we hope to inspire others to do the same. , so will only add to the problem." said Randow. "Our theme 1s 'the decade for preparedness.' " SSD and its primary customer, NASA, share a concern for the future of space study and exploration and know that the dream of expanded space exploration can never be rea lized without a new generation of scientists and engineers qualified to continue the work of their elders. The Community Interface Program (CIP) through its Four-Point Plan promotes the ultimate partnership of Rockwell, the private sector, and the customer. This yea r. Rockwell contributed thousands of dollars to the NASAsponsored Project LASER Mobile Teacher Resource Center, which travels around the country to provide teachers with software, videotapes, and stacks of printed material about aeronautics, astronomy, and space exploration for students of all ages. SSD's Building Excellence in Science and Technology (BEST) program is specifically geared to recognize educators who have endeavored to improve the quality of education. Working hand-in-hand with educators are the Rockwell International employees who voluntarily participate in programs such as the Rockwell Educational Advancement Program (REAP) to inspire students from preschool through graduate studies to believe in themselves and strive for higher levels of achievement. Workforce 2000 at SSD - A Direction not a Destination Another step is to ensure that existing employees are prepared to meet the requirements of evolving technology. Kirk McKenzie, director of Training, Affirmative Action and Services. supports the concept of "life-long learning." "We have developed the philosophy that throughout a person 's tenure there will still be a need for learning exposure, because skills become outdated," said McKenzie. "Since 75 percent of the jobs here are of a technical nature, we need to anticipate where we're going and communicate these things to our people." Frank Chabre, vice president, Human Resources and Employee Communications, said Rockwell and the union are working together to come up with continuous improvement initiatives. "We want our employees to be as strong as possible, and we want good people from the community to come in to take jobs," he said. "Whether it's working in engineering or working in the community. when we all work together, it's a pretty powerful relationship." SSD and NASA team up to reward the cpllshments of Southern California educ.torL Standing, from left to rtght: Bob Minor, Joyce Jarrett, tuink Smith, EIIM Sandford, John Smith, Carol Fox, and Karen Allen. Seated, from left to rtght: Gall Quinn, Ernie Roy, Linda Kennedy, and Betty DeWolf. .... SSD Joins the Congressional Black Caucus to show support for aducatlonal development programs. Standing, left to right: Leon Tlpplna, Business Development
Jeanette Lax, Logistics Administration
thrff Washington, D.C. area students and their t cher
Carroll White, Logistics Operations and Support
ind Dr. Curtis Graves, NASA deputy director, Government ind Civic AffalrL ROCKWEU-CULTIVATED PROFESSIONAL PERSONNEL REAP TEACHER IMPROVEMENT PROGRAM {TIP) E~RYQ= Q ~ Q ,-----, r-----, ,--------, ,--------, COMMUNITY COi.LEGE 9ClHC( EXPOeUAI! MATH.ENGINEEMN:1, ec,vca ACHIEVEM!NI' ADYANCEDCAAIEEl'I STATTECHNICAI. ., i EDUCATION DEVELOPWVff TIW-CACT) AOVISOAVco.MTTU "EOIONAL OH EDUCATION OCCUPATIONAL aESEAACH CSTAC!Aj PAOGRAw 1-, IUIU>IHO EXCElUHCI ' YOCAT10HAl. SCIENCE& TECHHO..OOY BEST CAREER DAY PROJECTS 'COUNSELING MOTTVA T10N 'TOURS EOUCA110HAL PAOC3AAM TEACHER IMPAOV!WEHT' ____________CV E_Pl ____ _ P_AO_G RA _w ___ SMALL 8lJSjNESS HANDS-ON EXPERIENCE WORK EXPERIENCE EXPOSURE PROGRAr.15 SOENTIFIC CllYMPICI CONFERENCES 17 ACT 3 ~ (T\JEI) DA TA ENTRY ROP 20 HR (MON.fll) COi.LEGE INTERNSHIP VEP 20 ~ (MON .fRQ STACER MONTK, Y WTD 101021-4U7 w cc i ~ Aerospace Physical Science AEROSPACE TECHNOLOGY Units are integrated into the required LBUSD Science and Scope Sequence. Teachers use conceptual strategies, supportive activities, and industry resources to emphasize content. I. Atmosphere and Theories of Flight A. Characteristics of Atmosphere 1. Composition and behavior 2. Pressure, weight and density 3. Temperature and humidity 4. Wind and air currents 5. Effects of altitude and relative wind B. Theories of Flight 1. Bumoulli's Principle 2. Newton's Action and Reaction Theory II. Forces of Flight A. Lift 1. Angle of attack 2. Relative wind and air density 3. Wing area and airfoil design B. Drag 1. Angle of attack and boundary layer 2. Aspect ratio and velocity III. Aircraft Design and Structure A. Materials: wood, aluminum, steel, titanium, nickel, magnesium, ceramics, plastics B. Design: fuselage, tail, wings (subsonic - supersonic) IV. Stability and Controls A Stability 1. Positive, neutral, negative 2. Sensitivity of controls, dynamic and static 3. Longitudinal: relative wind, thrust, drag 4. Lateral: dihedral, keel effect, sweepback 5. Directional: vertical tail surfaces, center of gravity, throttle B. Flight controls: ailerons, rudder, elevators, trim tabs V. Aircraft Instruments A. Engine: oil pressure, fuel, manifold pressure, carburetor temperature gauges B. Aircraft: air speed indicator, magnetic compass, alitrneter, tum-and-back indicators, rate of climb indicator, artificial horizons C. Operating Principles: electrical and mechanical instruments VI. High Speed Flight A. Nature of Sound 1. Transmission and variations in speed 2. Mach number, subsonic, transonic, supersonic, hypersonic B. Transonic Zone 1. Air compression and variations in airstream pressure and velocity 2. Shock wave formation and effect on flight C. High Speed Design: thickness-to-chord and aspect ratios, structural strength, drag-lift, sweepback and delta planforms, geometric wings D. High Speed Heat Problems VII. Remote Sensing A. Earth Features: global techonics, landforms, snow-mapping, vegetation patterns, cultural features, ocean currents, meteorological motions B. Technological Coordination: search and rescue, communications, natural resources, vehicular tracking VIII. Careers: professional and technician PREPLAN Title: 3, 2, 1, Impact! Objective: Concept Science Teaching Secondary Activity Lesson Piao Concept: Objects theoretically accelerate toward the earth at 'g'. Forces such as air friction change the acceleration of a falling object. Process Skills Involved: communicating, comparing , organizing , relating , inferring Cognitive Skills Involved: knowledge, comprehension, synthesis Materials: stopwatch, graph paper, leaf, feather, golf ball, marble, etc. LESSON Introduction: Ask students to predict which will fall faster, a golf ball or a marble. Show video of "hammer and feather" experiment of the Apollo mission. What differences between earth and moon cause these objects to behave differently. Procedure: 1. Your groups should choose a strategy to drop an object and clock its time of fall to within 0.1 second or better. Consider a long-fall drop site, various releasing techniques, and reaction times associated with the timer you use. 2. Submit your plan to your teacher. 3. Measure the height and the falling times for your object using the approved methods. 4. Using your measured value for the height, calculate the theoretical time of fall for your object. Remember, this is the time it would take the object to reach the ground if there were no air resistance. 5. Using the graph paper, trace figure B, leaving out the actual speed v. time curve. Draw one vertical line from the theoretical time of fall for your height up to the theoretical speed v. time line. Draw the other vertical line from the actual time of fall up the theoretical speed v. time line. 6. Starting from the origin, sketch your approximation for the speed v. time curve, out to the point where it crosses the actual time line. The area of of your stippled region should be the same as that of the cross hatched-region 7. Draw a horizontal line from the upper right corner of the your stippled region over to the speed axis. Where it intersects the speed axis is the object's probable impact speed. 8. Repeat the procedure for other objects available. Discussion: 1. How did your graph for the marble compare to that of the golf ball? the leaf? 2. Compare your answers to others in class who have used the same objects. Are your answers similar or dissimilar? What could have affected your outcomes? 3. What would a speed v. time graph look like of a styrofoam cup dropped from the Empire State Building? Would it differ from that of a bowling ball? If so, how would they compare? Evaluation: 1 . Have students approximate (using their graphs) the time of impact of an object that you choose from the classroom. How does the material in "slower objects compare to that of faster objects? 2. Have students write a proposal for materials to be used in rockets that are going to re-enter the earth's atmosphere. Purpose (relevance to society/technology): Re-entry of objects such as satellites and the space shuttle into earth's atmosphere must be predicted based upon many factors, including friction due to air resistance. Objects falling toward earth are affected equally by acceleration due to gravity, but air resistance acts on objects differently because of surface area, porosity, etc. IbOenaOc h ~ unified _tf school district "'" PREPLAN Instruction Department Office of Science Education Concept Science Teaching Secondary Activity Lesson Piao Concept Science Teaching Secondary Activity Lesson Plan PREPLAN Title: Apparent Weightlessness Objective: Concept: Microgravity exists in spacecraft orbiting the earth due to freefall. Microgravity can be simulated in classroom freefall experiments. Process skills involved: observing, communicating, comparing, organizing, inferring, applying Cognitive skills involved: knowledge, comprehension, application, analysis Materials: 2 Styrofoam or paper cups, 2 long rubber bands, 2 washers or other small masses, masking tape, large paper clip, water LESSOO Introduction: It is commonly believed that because astronauts aboard an orbiting space vehicle appear weightless, the pull of gravity upon them is zero. This condition is commonly referred to as "zero-g". While it is true that they feel weightless, gravity is acting upon them. It acts with almost the same magnitude as on the earth's surface. The key to understanding this condition is realizing that both the astronauts and the space vehicle are in free fall. Many students have experienced free fall on amusement park rides. The primary difference between such rides and the space vehicle is that the ride has no horizontal velocity (relative to the earth's surface) as it falls toward the earth, so iot eventually hits the earth. The horizontal velocity of the space vehicle ensures that as it falls toward the earth it also moves around the earth. It falls without getting closer to the earth's surface Both cases involve free fall. Procedure: Activity #1 1 . Knot together two rubber bands to make one long rubber band. Knot each end around a washer, and tape the washers to the ends. Bore a small hole about the diameter of a pencil through the bottom of a Styrofoam or paper cup. Fit the rubber bands through the hole from the inside. Use a paper clip to hold the rubber bands in place under the bottom of the cup. (See Fig. A) Hang the washers over the lip of cup. The rubber bands should be under some tension. 2. Drop the cup from a height of about 2 meters. Record your o bse rvatio ns. Activity #2 1. Remove the rubber bands from the cup you used in Activity #1 and fill the cup half-full with water, using your finger as a stopper over the hole. Hold the cup directly over a sink. Drop the cup in the sink. 2. Observe what happens to the water as the cup falls. Record your observations. Activity #3 1. Using a new cup, poke two holes through the ~ near the bottom of the cup. Hold the cup directly over a sink. Drop the cup in the sink. Observe what happens to the water this time. Record your observations. Discussion: Activity #1: What happens to the washers? Explain what caused the washers to act in this way. Activity #2: What happens to the water as the cup falls? Explain why the draining water acted as it did. Activity #3: What happens to the water as the cup falis? Explain why the draining water acted as it did. Evaulation: Suppose you were standing on a bathroom scale inside an elevator. Based on your observations in this activity, predict what would happen to your weight reading when the elevator: 1) Accelerated upward 2) Accelerated downward at an acceleration less than g 3) Moved upward at a constant speed 4) Moved downward at a constant speed 5) Accelerated downward at an acceleration greater than g Purpose: (relevance to society/technology) This concept illustrates articifical weightlessness. NASA uses this concept to simulated microgravity on earth in order to train new astronauts. I . ( 1 LONG BEACH UNIFIED SCHOOL DISTRICT DEPARTMENT: Science COURSE TITI..E AND NUMBER: Aerospace Physical Science 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESTER: 5 GRADE LEVELS: 9-12 PREREQUISITES: Admittance into the Aerospace Technology Magnet Program or 2.0 cummulative grade point average or better. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes concept that is supported with aerospace classroom activity. .' ( 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand how physical and earth science concepts are important to the aerospace industry.* OBJECIJYFS The student will be able to define matter and identify its properties. The student will be able to identify the basic units of matter and explain where they came from. The student will be able to identify the principles that govern the interactions of matter. The student will be able to explain how chemical structure determines the physical properties of matter. The student will be able to explain what happens when substances change. The student will be able to identify the controlling factors of substance change. The student will be able to describe motion and identify the basic kinds of motion. The student will be able to describe force, identify its characteristics, and explain the relationship of force and motion. The student will be able to explain what machines do and the principles that govern their actions. The student will be able to describe energy and its characteristics. The student will be able to identify uses of energy (e.g., aerospace applications*) and explain the changes that occur when energy is used. The student will be able to describe heat energy, explain where it comes from, and identify its properties. *Denotes concept that is supported with aerospace classroom activity. 3 The student will be able to identify uses of heat energy (e.g., aerospace applications*). The student will be able to describe electricity and magnetism, identify their properties, and explain how they interact. The student will be able to identify uses of electricity and magnetism ( e.g., aerospace applications*) The student will be able to describe light and identify its properties and sources. The student will be able to identify uses of light (e.g., aerospace applications*). The student will be able to describe sound and identify its properties and sources. The student will be able to identify uses of sound (e.g., aerospace applications*). The student will be able to identify objects in the universe and how these objects relate to one another. The student will be able to explain how the universe has evolved. The student will be able to explain how we learn about the contents and structure of the universe. The student will be able to explain how plate tectonics has shaped the evolution of the earth. The student will be able to identify the responsibilities of humans toward natural resources. The student will be able to describe the water cycle
explain how it affects the climate, weather, and life of the earth
and how it affects surface features of the land and the ocean floor. The student will be able to describe the oceans. *Denotes concept that is supported with aerospace classroom activity. ! ( 4 The student will be able to explain how humans interact with the oceans and identify some long-term effects of human interactions with oceanic environments. The student will be able to identify the physical bases of the earth's climate and weather. The student will be able to explain how humans are affected by weather and climate, how to predict it, and how it can be altered by humans. METI-IODS AND MATERIALS USED IN TEACHING TIIB COURSE Basic Texts: Conceptual Physics, Addison Wesley Publishing Company, 1987 Chem Com, Kendall/Hunt Publishing Company, 1988 Focus on Earth Science, Merrill Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) NOTE: All physical science concepts are applicable to the aerospace industry. OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. Mechanics A. Motion 1. Newton's Laws a. Law of inertia b. Force and acceleration c. Action and reaction B. Vectors 1. Projectile motion C Momentum D. Energy F. Gravity 1. Center of gravity a. Stability 2. Universal gravitation 3. Gravitational interactions F. Circular motion 1. Satellite motion *Denotes concept that is supported with aerospace classroom activity. 5 a. Circular vs. elliptical orbits* 2. Rotation vs. revolution* 3. Centripetal vs. centrifugal forces* 4. Simulated gravity* II. Matter (Chemistry) A. Atomic nature of matter 1. Elements 2. Atoms a. Nucleus b. Electrons 3. Molecules 4. Compounds B. States of matter 1. Solids a. Density* b. Elasticity* c. Compression and stretching* 2. Liquids a. Buoyancy* 3. Gases a. Atmospheric pressure* b. Boyle's Law* c. Bernoulli's Principle* (1) Lift (a) Angle of attack and boundary layer* (b) Aspect ration and velocity* (c) Relative wind and air density* ( d) Wing area and airfoil design C Temperature and heat 1. Temperature 2. Heat 3. Thermal expansion a. High speed heat problems* 4. Transmission of heat* a. Greenhouse effect* 5. Change of state Ill. Sound and Light A. Vibrations and waves 1. Transverse vs. longituidinal 2. Doppler effect* 3. Bow waves 4. Shock waves a. Formation and its effect on flight* *Denotes concept that is supported with aerospace classroom activity. B. Sound 1. Speed of sound* a. Mach number b. Subsonic, transonic, supersonic, hypersonic C Light 1. Color a. Atomic color code-atomic spectra b. Sunlight* D. Reflection and refraction F. Lenses 1. Telescopes a. Reflecting b. Refracting F. Diffraction and interference 1. Lasers Semester Two IV. Electricity and magnetism A. Electrostatics B. Electric Fields and Potential C Electric Current 1. Ohm's law a. Current b. Voltage c. Resistance D. Electric Circuits 1. Series 2. Parallel 3. Schematics F. Magnetism 1 . Magnetic poles 2. Magnetic fields a. Earth's magnetic field* F. Electromagnetic induction V. Atomic and nuclear physics A. The atom and the quantum 1. Photoelectric effect B. Atomic nucleus and radioactivity C Nuclear fission and fusion 1. Fission 2. Fusion VI. Earth in space A. Earth-moon system Denotes concept that is supported with aerospace classroom activity. I 7 1. Eclipses 2. Space exploration a. Race to the Moon b. Space shuttle* c. Space stations B. Solar system 1. Origin* 2. Sun 3. Planets 4. Other objects C Stars and Galaxies 1. Stellar astronomy 2. Stellar life cycles 3. Classification of stars 4. Origin of the universe VII. Atmoshpere A. Characteristics of the atmosphere 1. Composition and behavior 2. Pressure. weight. and density 3. Temperature and humidity* 4. Wind and air currents 5. Effects of altitude and relative wind* B. Weather and climate 1 . Factors of weather 2. The water cycle 3. Forecasting a. Remote sensing 4. Climatology VIII. Oceans A. Composition B. Currents 1. Remote sensing C Waves D. Tides F. Topography F. Deposits VII. Plate Tectonics A. Theory B. Plates and plate boundaries 1. Remote sensing* C Earthquakes *Denotes concept that is supported with aerospace classroom activity. \ , 1 DEPARTMENT: Science COURSE TI'ILE AND NUMBER: Aerospace Biology 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESIBR: 5 GRADE LEVELS: 9-12 PREREQUISITES: Successful completion of Aerospace Physical Science with grade of "C" or better, meeting of Biology 1-2 prerequisites, or Teacher Approval. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes aerospace application. I . l 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand the effects of air and space flight upon the human body. OBJECTIVF.S The student will be able to identify the characteristics of living things. The student will be able to explain how the structures of living things perform their functions, interact with each other, and contribute to the maintenance and growth of the organism. The student will be able to identify the realtionships of living organisms and explain how living things are classified. The student will be able to explain how humans interact with other living things. The student will be able to identify the effects of air and space flight upon the human body. The student will be able to explain the biochemcial basis of life and metabolism. The student will be able to identify the component structures of cells, explain their functions, and explain how cells grow. The student will be able to explain how the characteristics of living things are passed on through generations and how heredity determines the development of individual organisms. The student will be able to explain how life has changed and diversified through time. The student will be able to identify the processes and patterens that characterize the evolution of life. The student will be able to identify ecosystems and explain how organisms interact in them. *Denotes aerospace application. \ . I 3 The student will be able to explain how energy flows within an ecosystem. The student will be able to explain how ecosystems change. The student will be able to identify the responsibilities of humans toward ecosystems. METIIODS AND MATERIALS USED IN TEACHING TI-IE COURSE Basic Text: BSCS Green Version: Biological Science: An Ecological Approach, Kendall/Hunt Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. The Biosphere A. Food Webs 1. Interactions of organisms B. Individuals and Populations 1. Abiotic and biotic factors 2. Limiting factors C Communities and Ecosystems 1. Ecosystem structure 2. Stability 3. Human influences D. Matter and Energy 1. Biochemistry 2. Photosynthesis and Respiration II. Continuity A. Cells 1. Structure 2. Function 3. Reproduction B. Reproduction 1. Sexual a. Meiosis b. Fertilization C Development *Denotes aerospace application. 4 1. Animal 2. Control of conception 3. Cancer D. Heredity 1. Mendelian genetics 2. Genes and chromosomes 3. Genes and DNA E. Evolution 1. Diversity, Adaptation, and Evolution 2. Natural Variation and Natural Selection 3. Forces of Evolutionary Change Semester Two III. Diversity and Adaptation A. Biological Classification 1. Prokaryotes a. Microorganisms and disease b. Bacteria, viruses, viroids, and prions 2. Eukaryotes a. Origin of mitochondria and chloroplasts b. Protists (1) Autotrophic (2) Heterotrophic c. Fungi d. Plants (1) Nonvascular (2) Primitive vascular (3) Seed plants e. Animals IV. Functioning Organisms A. Digestion and Ingestion B. Cellular Respiration C Nutrition D. Humans 1. Maintenance of internal environment a. Circulation ( 1) Cardiovascular function in microgravity* (a) Cardiovascular responses to lower body negative pressure is greatest during first three weeks of flight. Stabilization occurs by about the eighth week* (b) Changes in blood flow and compliance of the leg vessels (related to muscle) show rapid *Denotes aerospace application. I . I 5 adaptations to first, weightlessness, then sudden return to one-g (c) Present length of space flights shows no deterioration of cardiac function, but longterm accumulation of cholesterol must be measured* ( d) Decrease in red blood cell mass is a constant occurrence during space flight* (e) Plasma volume decreases (f) Oxygen released by red blood cells increases (g) Minor structural chromosomal defects in blood cells seem not to significantly increase during flight* b. Metabolism ( 1) Metabolic functions in microgravity* (a) The ability to at relatively high levels (500kcal/h), without physiological problems, is reasonable for short periods* (b) The pacing of activities has been about 250kcal/h which, for long durations, has been comfortable (c) Fluid and electrolyte metabolism changes reach a stabilized condition of homeostasis* (d) Metabolism of bone minerals, protein, and carbohydrates show persistent lack of stability c. Immunity ( 1) Immunology in microgravity (a) Alterations in serum proteins is insignificant (b) Lymphocyte responsiveness decreases markedly on flight recovery* d. Gas exchange and excretion ( 1) Respiratory response in flight* (a) Above 10,000 feet the effects of hypoxia are significant: increase in breathing and pulse rate, dulling of sensory receptors, impaired vision, and decreased muscular control* (2) Lung cells exposed to weightlessness for two months showed only minor, insignificant changes e. Temperature regulation 2. Coordination a. Movement ( 1) Musculoskeletal function in microgravity *Denotes aerospace application. 6 (a) Increase in urinary calcium is similar to that found in prolonged bedrest (b) Significant loss of nitrogen and phosphorous is associated with observed reduction in muscle tissue ( c) Initial loss of mass in weightlessness will not prevent humans from sustained missions provided proper diet is maintained ( d) Mineral loss in bone occurs mostly in the lower extremities. This loss appears to stabilize after one to two months ( e) Muscles lose mass and minerals (f) Appropriate exercise can minimize loss b. Nervous System c. Endocrine System d. Behavior and nervous system ( 1) Neurophysiology in microgravity (a) Most humans going into microgravity experience some responses, varying from dizziness to incapacitating nausea (b) Humans are able to obtain adequate sleep over prolonged periods (c) Sleep quality diminishes during postflight periods ( d) In-flight tasks usually take longer at first than those conducted prior to flight* ( e) Performance adaptation in microgravity is very rapid (f) No evidence indicates that performance deterioration can be attributed to long-term exposure to microgravity* e. Drugs and behavior E. Plants 1 . Form and function a. Leaves and photosynthesis b. Stems and conduction c. Roots and absorption d. Growth e. Morphological adaptations to different environments 2. Maintenance and coordination a. Photosynthesis b. Respiration c. Biochemical and environmental control of growth *Denotes aerospace application. 7 V. Patterns A. Selection and Survival I. Populations a. Changes 2. Environments a. Succession and evolution in ecosystems B. Prehistoric ecosystems I. Environmental reconstructions 2. Evolution of life a. Human evolution C Biomes I. Climate a. Precipitation b. Temperature 2. Insolation 3. Human influences D. Ecosystems I. Terrestrial 2. Aquatic a. Freshwater b. Marine environments E. Human-shaped ecosystems 1. Human built ecosystems a. Cities and suburbs b. Agriculture c. Future ecosystems F. Humankind in the future 1. Human biology and behavior 2. Major issues in human ecology 3. Human technology in the future *Denotes aerospace application. J SCIENCE By the conclusion of the project period 1n 1991, at least 70 I of the Grade 4-12 students enrolled since October 15 w111 have completed with minimum competency8 the LBUSD Performance Based Assessment administered the last week of May/first week of June. 8H1nimum competency will be defined as an average of at least .....lQ1._ (Elementary/Middle) and _____.2!_ (~igh School) correct. PHYSICAL SCIENCE By the conclusion of the project period, 70 , of the grade 4-5 students enrolled in the magnet school progrm will score at or above an established competency score on each of four (4) teacher and student selected reportsb. The extent to which this objective is met will be determined by teacher records and verified by the site magnet facilitator. 8 Minimum competency will be defined as an average of at least _l_ on each report using the following scale: 4 Well beyond expectations for grade level
extraordinary. 3 Does better than expectations for grade level
canpetent/fluent. 2 At level or average performance for grade level
appears comfortable with demands of project . l Approaching average performance for this grade level
sane skill/c0fl'4)rehension acquired. 0 Novice
no evidence of relevant skill/comprehension . bScientific Method - Experimental Design Given a question or a problem, students will formulate a hypothesis, design an experiment, observe and draw conclusions frcrn the data. Process Skills Elementary: Observation, classification, comnunication, inference. Middle : Comparing, organizing, categorizing, relating, inferring, applying. Computer Technology for Scientific Purposes Having a product that reflects the use of canputers, laser discs, VCR's, calculators, and science equipment. Self-Assessment/Self-Esteem Student and teacher selected work will be placed in individual student portfolios. TECHLAB7 II PHYSICAL SCIENCE 11 I PROJECT RATING FORM FOR STUDENT ASSESSMENT Student: Grade: Scientific Method- Ski 11 Sb Sel f-AssessmeJt Experimental Process Computer Technologyc Self-Esteem Design I I I I IO QJ QJ Criteria C Ill "' "' .., - - 0 0. 0. .., Ill 0. 0. (to be developed) .I.l.l .-., C Ill ::, ::, QJ Cl V E E ... 0 C I I QJ C: Ill Ill Ill - 0 QJ Ill QJ "' .c Ill QJ 0 V') ~ V') j .., .., - .., .., .., QJ V') QJ L - C Ill .., Ill - C - "' L "' Ill +-' Ol- Ol Cl) u Ill Ill u II> .., L Ill Ill Cl) L .... ::, Ill Ill "U Ill "' 3 u C C C QJ E - 0 0 Cl) ti# L 3 0 0 E 3 \,. .c 0 0 Ill .D .c QJ QJ - C :, - Cl) . - ~ 0 . QJ ::, &. u QJ . QJ Ill 0. .D - .., - . "U 4 u .D "Cl 0 .! 0. .D 0 "U u .D 0 "U 0 L .., Ill o- -~ ~ - "U " 0 :, - .c 0 Cl) 10 .c - 0 Ill .. L - .c a. IO L L Q L,- ....I Cl a.. > a.. u c., a: ..J a.. > Cl ..J at: ID > a.. V') Cl l!l a.. u 3 ID 3 ::c 1. Abt llty to Implement a Plan of Action 2. Techn teal Skills/ Problem Solving 3. Understanding of Ideas Evidenced In Production 4. Understanding of Ideas Evidenced in Reflection 5. Quall ty of Work TOTAL Average - Total # of Criteria 8Given a question or problem, students will fonnulate a hypothesis, design an experiment, observe and record data and draw conclusions from that data . bObservation, classification, conmunication, Inference in elementary, comparing , organizing, categorizing, relating, Inferring, applying In middle . ~ving a product that reflects the use of computers, laser discs, VCR's calculators, and science equipment . Student and teacher-selected work will be placed in individual student portfolios . I L I >- Cl) -- 0. 0 E o Ill .C V') u V') Ol C4- Ill Ill - 0 0 0 . . QJ - "U 0 ""Cl L C .c - 3 UJ a.. > 11/20/90 L O H Q B B A C K O H I P I B D 8 C K O O L ~ t ~ ~ x I c ~ llROSPACB TECHNOLOGY MAGNET PROGRAM PROPOSBD roa TBB MAGNET SCHOOL ASSISTANCB GRANT APPLICATtON TO TBB 0.8. DEPARTMENT OP EDOCATION APPLICATION FOR 2.QAT'IIU..n"ID ..__,_ FEOERAL ASSISTANCE 12/4/89 95000-1886-AI ,. ,.,,.r, - 2. Q.11'1 - ff Sl'AT'I SI.-"-'- ~ ,.., :DP=-o- 89040822 Ow- c:..r.- 4Q61'1_.., __ ,,___ ~~ ~ PR Award Its 165A90138 L~-- i..-- ~UM: Soec ia 1 Proiects Services USrottiy T:-~ S165A.,C'() 138-~ ____ ,,._r,1,,.._,ac,a_.,._.,..._ Long Beach Unified School District --i,.-=-i 701 Locust Avenue Dorothy T. Harper, Director Gail Quinn, Long Beach, CA 9J613 Special Projects Services Aerospace Tech no (2!3) 436-9931, Ext. 1322 Magnet Ext. 727 ----------- 7. ~a,~\_,_, IIXl")OT&.11 Jene, rn OCU'I ln 61 ol al I I al al 61 -I Ai I I A. -- M,_SCfWDO.... 9 5 - I 1.eo.- L Slam c.:r,.,_ ,,_,,,_,al~.._ c...._ J.-- .. ~ 01' -...c.r.1- 0.T- ll .,.,,.,r,_ ,. - 6jc.a,,,,,_ --- E- ~-- F-...... ..
,,,,,n'-_, ., ~-.,., CD"0Qr"a:llt ~-- .. cx.i: 0 13.~C:-.:. ~ -~,,,, A. ~ A..C .. ~ .. -- c_,,.._o...a, 0~~ oi,..1-,.,,: L-01'-.--r, U.S. Depart::ient of E:ducat::.on/ ACC ioiash::.ngton, D.C. 20::.02 ''- :-.lT~- 01' --~ I s I 4 ll l ~ jS Al ,,. ~ mu c, ~ ~ ffl'L.E: Magnet Schools Assistance Program The Aerospace Technology Magnet Progra 12. -~ ..,""0,ACT {C:,-. - - __ ,, Long Beac!-1 U:i i f:.ed Sc:1001 n:.sr:-ic~ &.~""CACT: ,._ cco-,~ oosnncn ~ si.,o.. l!ndlnQ 0.. LAoc,lica,,c !11.~ 080190 073191 3 I, 32, 42 3 I, 32, .'.. _~ lL OT'7IIIA T'ID ~ I L is .-.,c,,,.roo, ~ -:-o,..,,..,. .,, -:T.lTI !DCJTl'IW caoa ~ oao:::ss-r .. i:-. 1 3,125,939 . QII .. -1:.5. ~ ~..:c>.~,.,-..:c>.:"'CN WAS i.c.AD!: AV~""": """E S-:-A"l'c :XEC.ITil.1: ~ ,.:n ~ ~~ "VIEW ,:i,. 11."-'t I ..QD CATI! 12 /i/89 ~si.. I ..QD II ,ci. D ~ IS MOT~ SI' !.C. 1Zl1'2 d.~ .. O'I ~ MAS ,cir 3E9< ~ E1Y STA~ eOl'I 111:VlEW ~01,w ..QD I. ~ ......... ..QD 11. S nta ~ ta.Jll0l.eff OIi ,,_ - .:Bn
. :'CTAL 3,125,939 .QII CY . .., ... _.,_ Ci .., IL ro n,a IRST CII' - ~ - --- AU ::.i.r .... n.a ---=--~TIOOI AAII ~ - -=--:T. ,.. ~ ..... - CIULY ...,_..,,.,.. ~ ol1f o, n,a ~ "",.,.. --.x:ff ~ ~Y wm. noa TT.oooe:, ~..en"' ""lf'II &G<ST.ucz ,s - I. r,,_ -al ---~WWW- 1 7 Leon E. Tavlor 1:i.r-<1111 Bus:.ness ~Iar:ac:,::- lc..-..-.cnor,a~ .'.. 36-9931 X II 89 d. ~,z
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standard Form 424. Table of Contents. Budget Information MSAP Assurances TABLE OF CONTENTS Non-Construction Program .......... . Certification Regarding Debarment, Suspension, and other Responsibility Matters ...... . Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion .. Certification Regarding Drug-Free Workplace Requirements . . . . . . . . . . . Desegregation Plan Information. Supplemental Data Sheet. Abstract ... . ..... Program Narrative. I. Background (green) A. City of Long Beach B. Long Beach Unified School District (LBUSD) C. LBUSD Voluntary Desegregation Plan 1 II. Needs Assessment. Goals. and Objectives (orange) . . . . 9 Need 1: The Reduction and Prevention of Minority Group III. Isolation Objective La. Need 2.a.l.: Strengthening the Knowledge of Academic Content 2.a.2.: The Underrepresentation of Minorities in Science and Math 2.b.: Developing Marketable Technical Skills 2.c.: Employment and Training Needs in the Aerospace Industry 3.a.: Evaluation of LBUSD Magnet Programs Objective 2.a. 2.b. Plan A. B. c. 2.c. 3.a. of Operation (beige) ...... . Management Plan Management Tirneline 26 Relationship of Project Objectives to Purposes of the Program D. Use of Resources and Personnel to Achieve Each Objective E. Equal Access and Treatment F. How Assistance Will Be Used to Promote Desegregation IV. Quality of Key Personnel (goldenrod) .......... 44 A. Overview B. Qualifications of Key Personnel c. Qualifications of Other Key Personnel to be Used in the Project _ D. Time Commitment of Key Personnel to Project E. Nondiscriminatory Employment Practices V. Quality of Project Design (blue) ............ 57 A. overview: The Aerospace Technology Curriculum 1. The Basic Skills for Physical Science and Physical Science Laboratory . 2. Computer Technology and the Computer Technology Laboratory 3. The Pre-engineering Studies B. Aerospace Technology in the Elementary School 1. Content Knowledge in Aerospace Science 2. Content Knowledge in Computer Technology c. Aerospace Technology in the Middle School 1. Content Knowledge in Aerospace Science and Technical Algebra 2. Content Knowledge in Computer Technology 3. Content Knowledge in Pre-engineering Studies 4. The Technology 2000 Laboratory D. Aerospace Technology in the High School 1. Content Knowledge in Aerospace Biology, Aerospace Physical Science, Descriptive Geometry and Technical Writing 2. Content Knowledge in Computer Technology 3. Content Knowledge in the Pre-engineering Studies 4. The Technology 2000 Laboratory E. Instructional Approaches and Time 1. Cooperative Learning 2. Teachers Expectations for Student Achievement (TESA)
formally entitled Equal Opportunity in the Classroom 3. The Academic and Non-Academic Student Recognition Program 4. Amount of instructional time F. The Staff Training Plan G. The Planning Component to Evaluate the LBUSD Magnet Program H. Bringing St~dents from Different Backgrounds Together I. staff Experience in and Knowledge of curriculum Development and Desegregation Strategies J. Addressing Educational Needs Appropriate to Students Enrolled K. Parental Decision-making and Involvement VI. Budget and Cost Effectiveness (lt pink) ......... 114 VII. Evaluation Plan (gray) ..... . . . . . . . . . . . . VIII.Adequacy of Resources (purple). . . . . . . . . . . IX. x. Commitment and Capacity (yellow) .. . . . . . . . . Special Consideration (drk pink). A. Recentness of the Implementation of the Approved Desegregation Plan . . . . B. c. D. E. Involvement of Minority Group children Need for Assistance Degree of Achievement Collaborative Efforts 116 120 122 127 BUDGET INFORMATION~ Non-Construction Programs GIii ................ ..... ,,..,. ~.,...,. . 11n1,.._ A IIUOCllf ' - ~-: 1......WUr blgN4,_. ....... ................ DeandcA ....... Adhlllr ..... ...... ..... .., .. ...... ....... .. , .... Ca) ~ (<) (d) (e) (f) ti> 1 I I I I I vcA,'P DI. I l
C A 1 l'.Vi Q1Q 3.125 939 J. J. .. I. TOl'MS I I s I I 'l J?CQ'lQ .. J?t
, O'lO - H~ -IIUOGITCAffGOAIU --f\lNC'IIOIIC.ACIMI\' .,....anac.. ....... ,. ... .. ........ (I) (!) ()) (4) m I I I s I I 1/,,I
i,.7Q I 11,.(,, 1.,1. It. ............. 204 .4 78 204 .4 is C. , ..... .. ., " ... .. ...... 594. 151 594 .151 D".1'7 ')')g rJ')'J ".l".ID - t C..edliill It 1cn ?nn I co ?1\1\ c. ,~ .... . - .. . .. ... -- 73459 73,45~ L , ............ OllwllC.--ofle-1111 'L00S.102 1 .oos. ,h2 .. ....... ~ 120.837 120} 837 t. TOT AU (lull! of II end II ) I I s s I 1 _12'i 939 , .... 3.125.9H I,. ,... ___ s I I I I --- ~ ,_, SECIIONC NON-fEDUAL mouaas __ .... - . -- -- -IO'f.11. .. I .. , .. " - IJ. TOTAU (luaof ...... lelld 11) I I I SECTION D fOIIECASTtD CASH NEEDS IL,.._.. ...... , .. ,_ -- -- -- S 3 125.939 1.196.889 I 602.738 I 602,7 39 ............ IS. TOTAL (waofliMI 1J 111111114) I 3,125,939 I. 196,889 I 602,738 I 602,738 I SECIION E IUDGET ESTIMATtS Of FEDERAL FUNDS NEEDED FOR aAlANCE Of THE NOJECT ,., ......... .......... ---....... (d'"-" ""'1Mt4 11. I I 17. IL , .. JI. TOTAUC.U-of..._111t) I I I SECTION f. OTHEI IUDCiET INFOIIMA TION . &Ana<hNdltioMIShee11rf'--Y) JI. DnctO..-: ,. Ill. ..... a....-: 120,837 RateS.012% 3. . . 005, 102 1J. ...... Capital outlay is deducted from the direct charges. the result is the base, which is indirect coat rate. . Aulhorlzed fo, local Reproduction I -- 602.737 I 602,737 ... , .... I multiplied by the flf 424A t4_..I .... I ,......-,oi,ac...A-... ' THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Elementary Level: 4 Schools Magnet Enrollment 1720 pupils Object Class Number Cost a) Personnel/Certificated 1. site Manager/ 4 46,520 Computer Specialist 2. Physical Science 4 38,717 Teacher Specialist 3. Summer Teacher 3 $25 per hour Specialist in X 6 weeks X Physical Science 4 hours 4. Year-round 4 tracks $25 X 4 Intersession hours X 8 Teacher Specialist weeks (2 intercess-ions) 5. Classroom Teachers/Summer School 3 schools $25 X 4 X 3 hours X 6 teachers weeks per school=9 6. Classroom 1 school Teachers/Year Round X 3 Intercession teachers 7. Teacher Training: Stipends For participation in training that takes place after duty-hours or duty work year a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning X 4 tracks=12 25 49 $25 X 4 hours X 8 wks (2 intercessions) $13.71 X 6 hours $13.71 X 6 hours Total 186,080 154,868 1,800 3,200 5,400 9,600 2,056 4,031 Explanation supervision and instruction at school site instructor for Physical Science Lab implementation of a summer science program implementation of a summer science program implementation of a summer science program implementation of a summer science program training for teachers new to the program more training on equal status interactions c. TESA d. Computer, laser disc, hypercard, scanner, CD-ROM, and network administration training 8. Teacher 25 25 $13.71 X 6 hours $13. 71 X 30 hours 44 $100 X 5 Training: Substitute classroom days Teachers teachers to release classroom teachers "Essential Elements of Instruction", the Aerospace Curriculum, and Strategies for lesson delivery 9. Additional curriculum Writing a. Computer Technology Component 1. Lego Logo 2. Hypercard for the Apple GS b. Aerospace Science Sub-Total/Personnel 3 3 3 $25 X 40 hours $25 X 40 hours $25 X 40 hours 2,056 10,283 22,000 3,000 3,000 3,000 $410,374 training for teachers new to the program required training for project and classroom teachers new to the program teacher training carried out during school hours for purpose of teachers learning new content and software designated in the instructional lesson accompanying course outlines. The Madeline Hunter Model is used. To keep course content current with technology, and student level of competency. As students become knowledgeable and proficient, course outlines will need to be modified/updated to keep pace with student abilities and new information b) Fringe Benefits/Certificated (sheets attached) Sub-Total/Personnel and Benefits d) Equipment Juan Bautista Alvarado School 1. COMPUTER LAB a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive {A9M0106) Apple 5.25 {A9M0107), Apple Color RGB Monitor {A2M6014) A2B2092 Apple II Video Overlay Card A2P6020/A IIGS Hard Disk B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) b. M5335/A Macintosh SE Hard Disk 40 CPU (2MB) w/Apple Keyboard 32 1 1 1 8 1,466 385 1,055 4,768 2,470 82,764 $493,138 46,912 385 1,055 4,768 19,760 Mandated by employees bargaining unit as a part of Teacher contract effective through August 1991 Items a-hare required to implement coursework, and to share files and printers c. B0098LL/A S0MB-SE/30 AppleShare File Server system (for Apple II, Macintosh & MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361) , Apple Keyboard (M0116), AppleShare File Server 2.0 (M054S/B) , LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) d. A9P0521/A ImageWriter II Network Printer Includes ImageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) e. M6210 LaserWriter IINT w/Toner Cartridge and letter cassette 1 5,125 5,125 3 505 1,515 2 3,174 6,34S f. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC {M2640/A), Apple SCSI System Cable {M0206), Apple SCSI Cable Terminator {M0209) g. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive {M2700/A), SCSI System Cable {M0206), SCSI Peripheral Interface Cable {M0207), SCSI Cable Terminator {M0209) h. M6023 Apple Scanner w/cables Includes Apple Scanner {A9M0337), SCSI Peripheral Interface Cable {M0207), SCSI System Cable {M0206), and SCSI Cable Terminator {M0209) i. A2M2058 Apple II 256K Memory Expansion Kit j. Hayes Modem V9600 k. Farallon PhoneNet Connectors #PN208 1. Farallon Cable Adaptors rn. Farallon Sound Digitizer n. Pioneer Videodisc Player (LB-V4200) 2 2 2 32 1 50 2 1 1 1,105 923 1,343 111 905 23 5 134 1,161. 2,210 1,846 2,686 3,552 905 1,150 10 134 1,161 for networking system to be used in instruction o. Zenith TV Monitor Receiver, Color 25" diagonal screen p. Wall-Mounted Rack, black enamel for 25" TV and VCR includes installation q. Video cassette recorder-player, VHS format, 1/2" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 r. Projector, Overhead, 10" X 10" optical stage with 14" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 r. Projection Screen, pull down, wall mount, 60" X 60", matte surface, includes brackets. Draper "STAR" s. Data Display for Apple IIGS 2 580 2 210 1 350 1 160 1 40 1 1,500 1,160 420 350 160 40 1,500 for students to view the instructional lesson for purposes of preplanning instructional lessons to be placed on the teacher station for teacher directed instruction installed on computer for purpose of viewing the instructional lesson on projection screen t. Bose Roommates 1 pair 250 250 to amplify Speakers audio from CD-ROM player which will enable students to hear lesson without use of headphones u. Furniture 1) Student desks 32 375 12,000 ( 3 2 II) with lock down devices to fit Apple GS computer systems per specifications attached in appendix 2) Student desk 8 350 2,800 (32") with lock down devices to fit Macintosh SE computer systems, per specifications attached in appendix 3) Chair, 40 11.29 452 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 4) Table, printer 5 480 2,400 to house laser per specifications printer and attached in ImageWriter appendix Network Printer 5) Teacher station 1 500 500 for purposes of unit (on casters) teacher to hold computer, directed CD player, instruction laserdisc player, scanner, and overhead projector 2. PHYSICAL SCIENCE LAB a. A2P6015/A Apple 12 1,466 17,592 Items a - are IIGS 1MB RGB required to Professional System teach course Includes Apple IIGS content and CPU (1MB) software
and (A0012LL/A) Apple to share files 3.5 Drive (A9M0106, and printers Apple 5.25 Drive (A9M0107), AppleColor RGB Monitor (A2M6014) A2B2092 Apple II 1 385 385 Video overlay Card A2P6060/A IIGS Hard 1 1,055 1,055 Disk A2M2058 Apple II 12 111 1,332 256K Memory Expansion Kit b. B0098LL/A SOMB-SE/30 AppleShare File Server system (for Apple II, Macintosh & MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361), Apple Keyboard (M0116), AppleShare File Server 2. O (M0548/B), LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A202059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) c. A9P0521/A ImageWriter II Network Printer Includes IrnageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) 1 1 5,125 5,125 505 505 d. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC (M2640/A), Apple SCSI System Cable (M0206), Apple SCSI Cable Tenninator (M0209) e. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI system Cable (M0206), and SCSI Cable Terminator (M0209) f. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) h. Zenith TV Monitor Receiver, Color 25" diagonal screen i. Video cassette recorder-player, VHS format, 1/2" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 2 1 1 1 1 1 1,105 1,343 923 1,161 580 350 2,210 1,343 923 1,161 580 350 to be used in instruction for students to view the instructional lesson for purposes of preplanning instructional lessons j. Projection Screen, pull down, wall mount, 60" X 60", matte surface, includes brackets. Draper "STAR" k. Video camerarecorder, VHS. (physical science lab) Two zone autofocus, AV input for recording from TV. To include, Battery Pack, AC adaptor, pause control remote unit, 300 to 75 Ohm transformer, A/V cable, AV converter connector, Battery pack charging connector, VHS coaxial cable, carrying case and shoulder strap. Panasonic Model AG-170 1. Data Display for Apple IIGS m. Bose Roommates Speakers n. furniture 1) Student desks (36 11 ) with lock down devices to fit Apple GS computer system per specifications in appendix 1 1 1 1 pair 12 40 1,500 1,500 250 378 40 1,500 1,500 250 4,536 One camera is required to take pictures of students doing hands-on activities for purposes of comparing the results of investigative work Installed on computer for purpose of viewing the instruction lesson on projection screen to amplify audio from CD-ROM player used in teacher directed instruction 2) Chair, classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 3) Table, printer per specifications attached in appendix 4) Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 5) Wall-Mounted Rack, black enamel for 25" TV and VCR includes installation 6) Table, lab, 30 X 72" per specifications in appendix 12 11.29 1 480 1 500 1 210 6 190 Monroe, Cleveland, and Buffum Schools 1. Additional equipment needs consistent with coursework descriptions in program narrative and first year equipment purchases a. A2P6060/A Apple IIGS Hard Disk 2 X 3 schools= 6 1,055 135 480 500 210 1,140 6,330 to house laser printer and ImageWriter Network Printer for purposes of teacher directed instruction one for the computer lab and one for the physical science lab b. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) 3 c. A2M2058 Apple II 3 schools 256K Memory X 32 Expansion Kit computers in computer lab and 12 computers in the physical science lab= 132 d. M6023 Apple 3 Scanner w/cables schools Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) e. Pioneer 3 Videodisc Player schools {LB-V4200) f. B0103LL/A 1 per Macintosh IICX Hard 3 schools Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) 923 2,769 111 14,652 1,343 4,029 1,161 3,282 4,768 14,304 for teacher directed instruction through technology in the computer lab for teacher directed instruction in the computer lab for teacher directed instruction in the computer lab g. Projector, 3 schools overhead, 10" X 10" X 2 labs optical stage with = 6 14" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 h. Projection Screen, pull down, wall mount, 60" X 60", matte surface, includes brackets. Draper "STAR" i. Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 3 schools X 2 labs = 6 3 schools X 2 labs = 6 160 40 500 j. Data Display for 3 schools 1,500 Apple IIGS X 2 labs = 6 k. Bose Roommates Pair of Speakers 1. Science Equipment such as assorted apparatus and balances: specific Gravity, measurement, weight, instrumentation, solar, electrolysis, heat, work, and light Sub-Total/Equipment 3 schools X 2 labs = 6 3 schools 250 5,000 960 240 3,000 9,000 1,500 15,000 $239,472 for teacher directed instruction in the computer and physical science lab for purposes of teacher directed instruction installed on computer for purpose of viewing the instructional lesson on a screen to amplify audio from CD-ROM player as used in teacher directed instruction for hands-on activities in the physical science lab e) Supplies 1. Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 4 schools X 2 labs per school= 8 4 APPLE PRINTER 3. A9G0331 ImageWriter II Color Ribbon (box/6) SUPPLIES: 4. A2M0077 Cloth Ribbon (DMP) (box/6) 3 per computer lab+ 1 per physical science lab X 4 schools= 16 3 per computer lab+ 1 per physical science lab X 4 schools= 16 30,000 240,000 139 556 59 944 44 704 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. LASERWRITER PRODUCTS: 5. M0139 LaserWriter II Legal Cassette 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 4 schools and computer labs X 2 = 8 4 schools and computer labs X 2 = 8 4 schools X 3 per computer lab and 1 per physical science lab X 2 = 32 125 1,000 90 720 25 600 8. Supplies 4 2,500 10,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Conswnables 10. Lego TC Logo Starter Kits includes interface, software, slot card, teacher's guide, student guides, reference guides
one kit for 4 students Apple IIGS #1092 4 X 1720 students 9 25 485 172,000 4,365 Introduction to robotics in computer lab and Lego Logo, Logo programming in the physical science lab 11. Lego TC Logo: Technic Control I for up to 24 students includes 12 Technic Control I sets of optosenors, volt motors, counting wheels and activity cards and 12 manual control units 12. Classroom sets of resource books for computer lab 13. Classroom sets of resources books and posters for physical science lab Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 4 2,223 4 1,000 4 2,000 1720 .25 X 10 students mailings 1720 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Elementary 8,892 4,000 8,000 $451,781 4,300 5,160 $ 9,460 resources for creating teaching lessons to be implemented in computer lab resources for, the lab instructor to plan experiments as part of teaching lesson student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Middle School Level: 2 Schools Student Enrollment: 1,951 pupils Object Class Number a) Personnel/Certificated 1. Site Manager/ Computer Specialist 2. Career Counselor .50 DeMille .50 Bancroft 3. Physical Science Teacher Specialists 4. Technology 2000 Lab Specialist - Pre-Engineering Studies 5. Summer Teacher Specialist - Applied Physical Science and Mathematics 6. Teacher Training: Stipends a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning c. TESA 2 1 2 2 2 X 2 teachers per school 10 25 25 Cost 48,734 49,026 38,714 38,714 6 wks X 4 hrs X $25 per hour $13.71 X 6 hrs $13. 71 X 6 hours $13.71 X 6 hours Total 97,468 49,026 77,434 77,434 2,400 823 2,057 2,057 Explanation program monitoring and computer instruction assisting students with career path
liaison w/industry Instructors for Physical Science Lab Instructors for Exploring the World of Technology in the Technology 2000 Lab to implement special summer program Training for teachers new to the program More training on equal status interactions Training for teachers new to the program d. Computer, laser 10 $13.71 X 30 4,113 For teachers disc, hypercard, hours new to the scanning, CD-ROM, program and network administration training 7. Teacher Training To develop and/or Curriculum and/or revise Writing: new course Substitute Teachers outlines which to release include the classroom teachers learning of software programs and equipment a. Aerospace 3 $100 X 5 1,500 Biology days b. Aerospace 3 $100 X 5 1,500 Mathematics and days Technical Algebra c. Technology 2000/ 3 $100 X 5 1,500 The World of days Technology d. Aerospace 6 $100 X 5 3,000 Pre-CAD and Lego days Logo 8. Curriculum Writing Teams: Computer Technology, Aerospace Science, and Pre-Engineering Studies - Aerospace Pre-CAD 6 $25 X 40 6,000 and Lego Logo hours integrated in the Physical Science Laboratory - Technology 2000 3 $25 X 40 3,000 Lab/Introduction to hours Manufacturing Technology Sub-Total/Personnel $329,312 b) Fringe Benefits/ Certificated (sheets attached) Middle School Sub-Total/Personnel and Benefits d) Equipment 1. Bancroft computer Lab a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive (A9M0106 Apple 5.25 (A9M0107), Apple Color RGB Monitor (A2M6014 b. A2B2092 Apple II Video Overlay card c. A2P6020/A IIGS Hard Disk 15 1 2 31,737 $361,049 1,466 21,990 385 385 1,055 2,110 Part of employment contract Required to implement Lego Logo coursework, and utilize software not , available for the Macintosh (Note: Computer Labs are Macintosh Labs. DeMille has Apple IIE and GS equipment and therefore does not need additional equipment) DeMille and Bancroft Computer Labs: Additional equipment needs d. B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display (M0404), and Portrait Display Video Card (M0119) 2 4,768 9,536 To implement parent involvement component through home-school communication regarding the magnet e. A2M2058 Apple II 256K Memory Expansion Kit e. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) f. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) 39 2 2 2 111 923 1,343 1,161 4,329 1,846 2,686 2,322 To increase memory of Apple IIGS computers purchased with MSAP funds 1989-90. There are 12 Apple IIGS in each physical science laboratory and 15 (see la above) Apple IIGS requested for Bancroft's Computer Lab. This will enable the project to utilize new software. To be used for instruction in the computer lab 2. Projector, 4 160 640 For teacher overhead, 1011 X 10" directed optical stage with instruction in 14 II f/3 .5 lens, fan the computer cooled, attached 3 and physical wire cord science labs: approximately 16 projectors will feet long, dust go on the cover, 75 hour teacher station rated lamp. 3M Model 313 3. Projection 2 schools 40 160 Screen, pull down, X 2 labs wall mount, 6011 X = 4 60", matte surface, includes brackets. Draper "STAR" 4. Teacher station 2 schools 500 2,000 For purposes of unit (on casters) X 2 labs teacher to hold computer, = 4 directed CD player, instruction in laserdisc player, the computer scanner, and and physical overhead projector science labs 5. Science 2 schools 5,000 10,000 For hands-on Equipment such as activities in assorted apparatus the physical and balances: science lab specific gravity, measurement, weather, instrumentation, solar, electrolysis, heat and work, light 6. Furniture: 15 375 5,625 Student desks (32") with lock down devices to fit Apple GS computer systems per specifications attached in appendix 7. Chair, classroom 15 11 165 stacking, one piece, plastic shell, chrome frame, Dutch Blue Sub-Total/Equipment $ 63,794 t e) Supplies 1, Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 3. Apple Printer Supplies: A9G0331 ImageWriter II Color Ribbon (box/6) 4. A2M0077 Cloth Ribbon (DMP) (box/6) 5. LaserWriter Products: M0139 LaserWriter II Legal Cassette 2 schools 30,000 X 3 curricul-um componen-ts 2 3 per computer lab+ 1 per physical science lab X 2 schools 3 per computer lab+ 1 per physical science lab X 2 schools 2 schools X 2 computer labs 139 59 44 125 180,000 278 1,112 352 500 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 2 schools X 2 computer labs 2 schools X 4 labs 90 360 25 200 8. supplies 2 2,500 5,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Consumables 10. Lego TC Logo Technic Control I: Includes 404 elements with two 4,5 volt motors, two optosenors, two counting wheels and five activity cards (1090) 11. Classroom sets of resource books for computer lab 12. Classroom sets of resources books and posters for physical science lab 13. Pre-engineering Studies 425 students 5 2 2 a. Graphic 425 Representation students course 25 138 1,000 2,000 25 10,625 690 2,000 4,000 10,625 Lego Logo computer coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials Systems course 425 students 15 10,625 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 1951 .25 X 10 students mailings 1951 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Middle School $226,367 4,878 5,853 $10,731 $661,941 student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The High School Level - 1 School Object Class Number Cost Total a) Personnel/Certificated 1. Site Manager 2. Career Counselor 3. Computer Technology Teacher Specialist 4. Technology 2000 Lab Teacher Specialist: a. Introduction to Manufacturing and Technology b. Fabrication/ Modular Automation/ Prototyping/CAD 5. Aerospace Physical Science Teacher Specialist 6. Summer Teacher Specialist - Applied Physical Science and Mathematics 1 1 1 1 1 4 59,384 49,026 38,717 38,717 38,717 6 wks X 4 hrs X $25 per hr 59,384 49,026 38,717 38,717 38,717 2,400 Explanation Program implementation and supervision liaison at the high school. This is an actual salary. Programming magnet coursework and identifying student's career path (350 students) Instructors for magnet coursework To implement special summer program 7. Curriculum Writing of Writing Team detailed course Additional Hourly content into Salary: lesson plans a. Aerospace 2 24 hrs X $25 1,200 Biology (1 year) per hr course b. Fabrication/ 3 40 hrs X $25 3,000 Modular Automation/ per hour Prototyping/CAD (1 year) course c. Electronics/CAD 3 24 hrs X $25 1,200 (1 semester) course per hour d. Descriptive 3 40 hours X 3,000 Geometry (1 year) $25 per hour course e. Technical 3 40 hours X 3,000 Writing ( 1 year) $25 per hour course 8. Curriculum 14 $100 per day 7,000 Development: use of X 5 days substitute teachers to release teachers for writing 9. Teacher Training To implement Stipends: training program for teachers new to MSAP program a. Sensitivity to 5 $13.71 X 6 411 Interacting with hrs Diverse Populations b. Advanced 5 $13.71 X 6 411 Cooperative hours Learning c. TESA 5 $13.71 X 6 411 hours d. Integrating 25 $13.71 X 30 10,283 Required Technology - hours training for Computer, laser teachers new to disc, hypercard, the program and scanner, and the for classroom CD-ROM, throughout teachers who the teaching participate in lessons of newly follow-up lab developed Aerospace activities and Magnet curriculum reinforce activities taught in the classroom Sub-Total/Personnel $256,877 b) Fringe BenefitsL 51,447 Mandated by Certificated employees (sheets attached) bargaining unit as a part of Teacher contract effective through August 1991 Sub-Total/Personnel $.3o.~,32L/ and Benefits d) Equipment 1. Computer Lab: Hardware a. M5740LL/A 32 5,071 166,432 To implement Macintosh II Ci DeskTop Hard Disk 80 CPU Publishing, ( 4MB) High-Tech Presentations, and Integrated application coursework b. M0116 Apple 32 90 2,880 Keyboards c. M0404 Apple 32 769 24,608 Macintosh Portrait Display d. 80MB AppleShare 1 5,836 5,836 File Server System (for Apple II, Macintosh & MS-DOS Workstations) Includes Macintosh IIcx Hard Disk 80 CPU (4MB) (M5680), Apple Keyboard (M0116), Apple High Resolution Monochrome Monitor (M0400), Macintosh II 1bit Video Card (M0504), AppleShare File Server 2. O (M0548/B), Local Talk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), Apple Share Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) e. M0403 Apple 32 62 1,984 Universal Monitor Stand f. A2P6015/A Apple 5 466 2,330 To implement IIGS IMB RGB Technic II Professional Factory Systems: Includes Automation Apple IIGS CPU, portion of Lego Apple 3.5 drive, TC logo into Apple 5.25 drive, robotics and Apple Color RGB content of Monitor World of Manufacturing coursework g. A2B2092 Apple 1 385 385 II, Video Overlay Card h. M6210 2 3,174 6,348 LaserWriter IINT w/Toner Cartridge and letter cassette i. M6033/A Apple CD 1 923 923 SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) j. M6023 Apple 1 1,343 1,343 Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) k. Hayes Modem 1 905 905 V9600 1. Farallon 25 23 575 for networking PhoneNet Connectors system #PN208 m. Farallon Cable 2 5 10 Adaptors n. Farallon Sound 1 134 134 Digitizer o. Pioneer 1 1,161 1,161 to be used in Videodisc Player instruction (LB-V4200) p. Zenith TV 2 580 1,160 for students to Monitor Receiver, view the Color 25" diagonal instructional screen lesson g. Wall-Mounted Rack, TV, VCR, black enamel for 25 11 TV and VCR includes installation r. Video cassette recorder-player, VHS format, 1/2" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 s. Projector, Overhead, 1011 X 10" optical stage with 14" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 t. Projection Screen, pull down, wall mount, 60 11 X 60 11 , matte surface, includes brackets. Draper "STAR" u. Data Display for Mac II 2 1 1 1 1 210 350 160 40 2,245 420 350 160 40 2,245 for purposes of preplanning instructional lessons Installed in computer, teacher uses for purposes of viewing the instructional lesson on the projection screen v. Bose Roommates 1 pair 250 250 To amplify Speakers sound coming from CD-Player which will enable students to hear elements of lesson without using headphones 2. Furniture a. Student desk 32 350 11,200 (32") with lock down devises to Macintosh SE computer systems, per specifications attached in appendix b. Chair, 32 11.29 361 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue c. Table, printer 2 480 960 to house laser per specifications printer and attached in Imagewriter appendix Network Printer d. Teacher station 2 500 1,000 For purposes of unit (on casters) teacher to hold computer, directed CD player, instruction in laserdisc player, computer scanner, and coursework and overhead projector in the physical science lab 3. Pre-Engineering To implement Studies: Materials coursework: Systems/CNC/CAM Materials System a. Computer 2 8,995 17,990 Numerical Control (CNC) DynaMyte Model 2200 (attachment) for milling and drilling b. Forging Furnace c. Crucible Furnace d. Sandmiller e. Molder Tools and Flasks f. Mig Welder g. Welding Stations (10) includes regulators, plumbing, stainless piping, and safety (Broadhead and Garrett) h. Robotics Hardware package: Scorbot-er II Sub-Total/Equipment e) Supplies 1. Additional software 1 1 1 1 1 1 2,000 2,600 1,200 2,000 25,000 5,000 3 curri 30,000 culum componen-ts 2,000 2,600 1,200 2,000 25,000 5,000 $287,290 90,000 To implement robotics units into curriculum There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 2. LaserWriter Products: M0139 LaserWriter II Legal Cassette 3. M6002 LaserWriter II Toner Cartridge 4. Scanner Replacement Lamp 6 125 750 6 90 540 2 25 50 5. Supplies 1 2,500 2,500 . Xerographic paper . Pencils . Lined white paper . Pens File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 6. Science Consumables 7. Lego TC Logo Technic Control II: Includes 458 elements with three 4.5 volt motors, two optosenors, two counting wheels activity cards and six light elements 8. Classroom sets of resource books for computer lab 9. Classroom sets of resources books and posters for physical science lab 350 25 students 5 195 1 1,000 1 2,000 8,750 975 1,000 2,000 For 3 pre-engineering classrooms, Technology 2000 lab, computer and physical science Advanced robotics and factory automation as a part of Introduction to Manufacturing Technology Coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson 10. Pre-engineering Studies a. Graphic 350 Representation students course 25 8,750 Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials systems course 350 students 15 5,250 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades 11. Textbooks a. Descriptive 35 25 875 To implement Geometry students new coursework b. Technical 35 25 875 Algebra students Sub-Total/Supplies $124,190 h) Other 1. Postage 3685 . 25 X 10 9,213 student students mailings recruitment and parent involvement bulletins 2. Xeroxing/ 3685 .03 X 10 11,055 student printing costs students mailings X recruitment and 10 sheets parent involvement bulletins 3. Installation of 25,000 welding stations Sub-Total/Other $ 45,268 TOTAL DIRECT/High School $7 /
,S, tJ-7~ THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories Object Class Number a) Personnel/Certificated 1. Project Manager (100%) 2. Assistant Director, Research (10%) 3. Program Specialist (.05) a) Personnel/Classified 4. Public Information and Recruitment Facilitator (.50) 5. Computer Graphics Technician (. 75) 6. Programmer (15%) 1 1 1 1 1 1 Central Office Cost Total 58,262 58,262 6,383 6,383 2,906 2,906 20,000 20,000 18,200 18,200 8,540 8,540 Explanation Implementation and supervision of project Evaluation of the districtwide plan to improve and magnets aRd summative evaluation of Aerospace Technology Magnet Project Student recruitment and marketing Developer of printed materials for student recruitment and marketing Access student achievement and other data in the evaluation of 15 magnets 7. Secretary (100%) 1 $2000 X 21,700 Typing of 10.85 pay public periods information, curriculum, evaluation, testing, teacher training material a. Clerk Typist .50 10,322 (. 50) b. Temporary Office 1 $10 per hour 3,600 Worker X 360 hours Sub-Total/Personnel $149,913 b) Benefits Applies to personnel according to , employees contract for employment
sheets to calculate are attached 1. Certificated 12,395 2. Classified 26,135 Sub-Total/Benefits $ 38,530 d) Egyi12ment Portable Macintosh 1 3,595 3,595 For the {M5350) director to record the minutes of the Technical Advisory Committee and Site Parent Advisory meetings, and to take to conferences to record input of sessions Sub-Total/Equipment $3,595 Object Class f) Contracts 1.a. Maintenance of computer equipment b. Visiting Evaluation Teams: 2 "outside magnet practitioners" per team X 15 teams X a 9 day evaluation process consisting of site observations, interviews, and report writing Airfare: 3 trips X 15 people X $500 average 3 trips X 15 people X $200 average Hotel: 55 nights@ $80 Total Cost 50,000 70,000 22,500 9,000 4,400 Explanation The district will use a time and materials warranty on an open purchase order basis. on site warranty includes $75 trip charge, $60 per hour labor, plus parts. Loaner equipment will be supplied if repairs take longer than 24 hours. Carry-on is at $60 labor per hour, plus parts. This contract would begin when the 90 day Apple warranty terminates. NOTE: The district is assured a one year warranty with Apple dealers will be finalized if the project is funded, thereby reducing maintenance cost. The Planning Component to evaluate LBUSD magnet programs is 10% of the Direct Costs (MSA Acts P.L. 100-297: Section 3010). The evaluation process is described on pages 98-100 of the Program Narrative. Fifteen LBUSD Magnet Programs will be evaluated in 1990-91. The process is conducted by contracted visiting evaluation teams composed of magnet school practitioners from cities who have outstanding magnets. Cost cover the salaries of "magnet practitioners" for 9 days (3, 3 day evaluation sessions} Per diem: 55 nights @ $60 3,300 Sub-Total/Contracts $159,200 e) Supplies Office Supplies - xerographic paper, pens, pencils, file and pendaflex folders, envelopes, videotapes, diskettes, and tape Sub-Total/Supplies h) Other 1. Mileage@ .24 per mile, 500 miles annually 2. Xerox/printing cost@ .025 per sheet 3. Postage@ .25 per unit 4. Office Phone $200 X 12 months Sub-Total/Other TOTAL 25,000 $ 25,000 200 1,000 2,000 4,800 8,000 $384,238 Supplies for public information and recruitment, curriculum, training, and evaluation materials development Project Manager to travel to seven sites, industry, and community college, university sites Recruitment, curriculum, training, and evaluation material production Public Information materials MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 3007 of Title III of the Elementary and Seco~dary Education Act of 1965, the applicant hereby assures and certifies that it agrees-- Cl) to use funds made available under the Magnet Schools Assistance Program for the purposes specified in section 3007 of Title III of the Elementary and Secondary Education Act of 1965: (2) to employ teachers in the courses of instruction assisted under the Magnet Schools Assistance Program who are certified or licensed by the State to teach the subject matter of the courses of instruction: (3) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in the hiring, promotion, or assignment of its employees or other personnel for whom it has any administrative responsibility:, (4) that it will not engage in discrimination based on race, sex, religion, color, national origin or handicap in the mandatory assignment of students to its schools or to courses of instruction within its schools expect to carry out the approved plan: (5) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in designing or operating extracurricular activities for students: and (6) that it will carry out a high quality educational program that will encourage greater parental decisionrnaking and involvement. FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED DESEGREGATION PLANS ONLY. The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Long Beach Unified School District Organization Name Dr. E. Tom Giugni, Superintendent of Schools Name and Title of Auth:rize~sentative .Ls:f ~
Signature Fll Date/ ' ASSURANCES - NO~ONSTRUCTION PROGRAMS Note: Certain of thne assurances may not be applicable to your project or procram- I! you have questions, please cont.a.ct the awardin( .,ency. Further, certain Federal awlJ"dil:li qencie may ~uire applicants to certify to additional auurance1. I! 1uch ii the cue, you will be notified. ~ the duly authorued representative o( the applicant I certify that the applicant: 1. Hu the leral authority to apply (or Federal aui.ttanc:e, &Ad the institutional, znanaaeri&l and financial capability (incl udini funds 1ufficient to pay the non-Federal share of project coital to ensure proper planninf, mana1eme11t and completion of the project detcribed in t.hiJ application. 2. Will pv, the awlJ"dil:li qency, the Comptroller C.11eral o( the United States, and if appropriate, t.he State, throll(h any authorued representative, acce11 to and the richt to examine all record , boolu, papen, or docume11t1 related to the award
and will establilh a proper accountinc 1ystem in &CCQrdance with renerally accepted accountinr sta.odardJ or arency dinctivH. 3. Will establish safeiuards to prohibit tmployfft Crom u1in1 their po1itio111 (or a purpoH that conJtitutes or present.I the appearance o(penonal or orpniutional conflict o( intere1t, or personal pin. 4. Will initiate and complete the work within the applicable time Crame after receipt o( approval or the a wardin( &1911C)'. 5. Will comply with the I11ter1overnm1ntal Personnel Act o( 1970 (42 U.S.C. H 472S..763l relatini to prescribed standard, (or merit 1ystema (or prorrama funded under 0111 o( t.he nineteen statutes or reruJatioru specified in Appendix Ao( OPM's Standard, (or a Merit System o( Pert0D11el .Ad.ministration (5 C.F.R. 900, Subpart F). S. Will comply with all Federal ltatutet relatinc to 11011discriminatio11. TheM include but are not limited to: (al Tit.le VI oft.he Ciril Ri(hta Act of 196-4 (P.L. 88-3S2l which prohibit.I discrimination 011 the buit o( race, color or n.ational oriiin
(b) Title IX or the Education Amendment.I o( 1972, u amended (20 U.S.C. H 1681-1683, and 1635-1686), which prohibitl cwcrimin.atio11 on the buit o( 11x
(cl Section 504 oflh. Rehabilitation Act or 1973, u amended (29 U.S.C. I 79-4), which prohibit, cfa. crimi.natio11 on the buiJ of handicaps
(d) the Ap Di1erimination Act of 1975, at amended (42 U.S.C.U 6101-6107), which prohibit, di1crim ination on the basil of qe
(el the Drue AbUM Office and Treatment Act or 1972 (P.L. 92-255l, u amended, relatinf to nondiscrimination 011 the buit o( drur abUH
(n the Compreheruive Alcohol AbUH and Alcoholism Pnvention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616l, u amended, r,latin( to 11ond.ixrimination on th1 buiJ o( alcohol abuse or alcoholitm
<1l ff 523 and 527 o(the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ff 3), u amended, relatinr to confidentiality of alcohol and drur abUM patient records
(hl Title VIIl of tht Civil JUihta Act or 1968 (42 U.S.C. t 3601 et Hq.), a, amended, relatin1 to nondiscrimination in the salt, rental or financinr of hou1in1
(i) any other 11ondi1crimination proi.liona in the specific 1tatute(1l under which application ror Federal auutance it beinr made
aod (j) the requirement, o( any other 0011d.iJcrimination 1tatute(1) which may apply to the application. 7. Will comply, or hu already complied, with the ~uinmentl o( Titles II and III o( the Uniform Relocation Aui1tanc1 and Real Property Acqui1ition Policies Act o( 1970 (P.L. 91-646) which provide for (air and equitable treatment or perso111 displaced or whose property is acquired u a result .o( Federal or federally assisted programs. These requirement.I apply to all interest.I in real property acquired for project purposes re1ardle11 o(Federal participation in purchase, . a. Will comply with the provision, or the Hatch Act (5 U.S.C. H 1501-1508 and 7324-7328l which limit the political actiYitiet o( employeu who11 principal tmplo,m.nt activitie1 are funded in whole or in put wit.h Federal (undl. 9. Will comply, u applicable, with the provisions or t.he Davu-B&con Act (40 u.s.c. H 276& to 276a- 7), the Copeland Act (40 U.S.C. t 276c and 18 U.S.C. H 87-4), and the Contract Work Hours and Wety Standards Act (40 U.S.C. ff 327-3331, re-prdinl labor 1t.and.ardl (or federally assisted c:on1truction subail'ffmenta. Stancwd Form Ocl ,, ... , Pr-.cnbed bl' OUI Ctc:ular A-102 Authorized for Local Reproduction n2 Certification Regarding Debarment, Suspension, and Other Responsibility Matters Primary Covered Transaction$ This certification is required by the regu!alx)ns implementing Ex8CU!iva Order 12549, Debarment and Suspension, 34 CFFI Part 85, Section 85.510, Participants' responsibili5es. The regu!alions were ~ as Part VII of h May 26, 1988 federal Register (pages 19160-19211). Copies of the regu!alions may be obtained by c:ontac!i'9 h U.S. Deparunent of Ech.calion, Grants and Contracts Service, 400 Maryland Avenue, s.w. (Room 3633 GSA P.egionaJ Office Builang No. 3), w~ D.C. 20202-4725, telephone (202) 7322505. (BEFORE COMPLETING CERTIACATION, READ INSTRUCTIONS ON REVERSE) (1) The prospective prrnary partx:ipant certifies 10 the best of its krowiedge and belief, ttiat it and its ~pals: (a) /.le not presendy debarrad, suspended, proposed for deba1Tner4. declared ineigbe, or wuitariy exd!Xled from covered transactions by arr
F1lderaJ department or agency
(b) Have not wihn a ttne-year period precadng ltu proposal been convidsd of or had a civi jl.01T)ent rerdered aoam them for ccmmission of frau:l or a criminal offense in comection witl otJtai'ir9, attempti9 1D obtin, or perlormr,g a putii
(Federal, Stals or local) nnsaction or conlTad l6-cler a put:k b'anSaction
viola.lion of Federal 01 State anlW1JSI SlallJ!8S or commission of embezzlement, 1hett, forgery, lri:lery, ta!sificatjon or deslndion of r8COf'ds. maJo:i'1g false s!alements, or receivn
l Slelen p.-operty
(c) /.le not presentty indici9d for or OM'MSI Ctinnally or cM1y 0'larQ8d by a goverm,enlaf entity (Federal, Stals or local) wilh commission of arr
of the offenses eruneral8d in para~ (1 )(b) of ltu carUcaoon
and (d) Haw not wittll'I a ttne-year period ~ ltu ~saJ had one or more puti,c nnsactions (Federal. Slate or local) IBrminaled to.- cause or defa1il. (2) 'Nhere the prospect.-e ~ par1ldpant is ll'atje 10 certify 10 arry al the Sta!emenls in lhs C8ftikation, such prospective participant shall attad'lan8x
w,aliontcltui:roposat. Long Beach Unified School District Magnet Schools Assistance Program O~Name PP.'Award ~be( or Project Name Dr. E. Tom Giugni, Superintendent of Schools C1 ED Fool! GCS-OOS. (REV.12,U) Certification R~ardlng Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions This certffi:alion Is recred by the regualions inplementing ~ Order 12549, Debannent and Suspension. 34 CFR Part 85, Section 85.510, Participants' responsibi~Ues. The reo,.ialions Wffl pubished as Part VII of h May 26, 1988 EederaJ BeQister: (pages 1916(}19211). Co~e, of the regualions may be ob!ained by contacting h person 10 wndl tis proposal is submilltd. (BEFORE COMPLETING camFlCATION, READ ~UCTIONS ON REVERSE) (1) The prospective lower tier participant C8ftffies, by stbnission of !his proposal, tat neilher ~ nc, its principals are p-esentty deba.'red, , susperded, proposed lor debarment, declared ine6git,e, ' ~ exdooed from pam:ipallon in this nnsaction by arr, Federal depar1ment 0( agency. (2) Where the prospedlve lower * participant is ir,al:lle 10 carllly ti arr, of h statements in tis cer1iGcallon, sud'1 prospecUve participant shall altadl an expar,ab 10 tis~- Long Beach Unified School District Orgarwtion Name Magnet Schools Assistance Program PPJAward Punbef ' Project Name Dr. E. Tom Giugni, Superintendent of Schools Name and Tille of Autlorized R:Z-
.. /f~_r- GJ ED Foon GCS-009, (REV. 12i18) Certification Regarding Drug-Free Workplace Requirements Grantees Other Than Individuals Thia CC't1&adcn ii raqwnd by tha regula.dom lmplement1ng tlw Orug-r~ Workpaca Ad ol 1981, 34 en Part 85, Sw,pan F. The ~na. pul:,lilbad in the January
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