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KAMICO® Instructional Media, Inc.STAAR CONNECTION™

Diagnostic Series™EOC English III Reading

Table of Contents

Reporting Categories and Related TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Assessment 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Assessment 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Assessment 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Assessment 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Assessment 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Assessment 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Assessment 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Assessment 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Assessment 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Assessment 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Assessment 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Assessment 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Student Bubble Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Student Written Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Bubble Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

TEKS Reading Alignment Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Student Progress Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Letter to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Strategies for Reducing Your Students' Test Anxiety . . . . . . . . . . . . . . . . . . 185

KAMICO® Product Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Assessment

Name ___________________________________________ Date ______________________

Avionics through TimeA Blog for the Aviation History Enthusiast

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showing posts sorted by relevance for query "Flight" +"mechanics". Sort by date Show all posts

POSTED 4 APRIL 2013

In Their Flying Machinesby Paula Craft

You may have seen them: those turn-of-the-

twentieth-century silent films showing would-beinventors experimenting with odd-looking contraptions,trying to achieve flight. There is the man with thewooden bird wings strapped to his arms, the jalopy withan umbrella-looking device moving quickly up and down,the plane with paddlewheels for wings, and the smallhelicopter that spins hopelessly out of control. All ofthese zany devices have one thing in common: theirinventors did not adequately account for all necessaryforces required to achieve and sustain flight. There arefour forces acting on any aircraft in flight: thrust, lift,drag, and gravity. Not until 1909 would a person—orrather two people—successfully account for all theseforces and fly a craft that was heavier than air.

In that year in Kitty Hawk, North Carolina, a pair ofbicycle mechanics, Orville and Wilbur Wright, constructedand successfully flew the first powered heavier-than-airplane, called the Wright Flyer. Since then, airplanes havedeveloped into complicated, sophisticated machines thathave dramatically influenced our culture, economy, andway of life—indeed, they have directly shaped the courseof history. They are today used for numerous purposes,including transportation of passengers and goods, militarydefense, firefighting, and stunt flying. Some planes aretiny, barely large enough for two people, while others aremassive, capable of carrying over 400,000 pounds of

Our StaffDorothea Kiff, founderMason Jones, editorSari Singh, contributorClarke O'Connell,contributorLarry Cocker, contributorPaula Craft, contributor

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cargo or more than 500 passengers. However, all thesecraft share something in common with one another andwith the Wright Flyer: they all include a power source, alifting source, and control surfaces. Only when all threeof these are present in the correct configuration will apowered plane fly.

The Forces That Act on a Plane in Flight (Click to Enlarge)

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Power Hungry

A power source is required to propel an aircraftforward; that is, it provides thrust and overcomes dragand gravity. Gravity is the force that pulls the plane backtowards the earth. Drag is caused by the air moleculesthrough which the plane must fly. If either of theseforces becomes larger than the thrust provided by theplane's power source, the plane cannot fly. A plane'spower source must be powerful enough to providesufficient thrust, but also light enough to allow the planeto overcome gravity.

Aircraft achieve this power through a mechanicalengine. The power source for the Wright Flyer wasprovided by a piston engine that the Wright brothers hadbuilt to meet their specific needs. Until the late 1940s,all planes were powered by piston engines that turnedpropellers like the Wrights' engine. Depending on thesize of the plane and the speed desired, those earlyengines varied widely in size. Early fighter planes, forexample, were designed for speed and maneuverability;they usually had one powerful engine, although some hadtwo. Bigger planes, such as long-range bombers ortransports, almost invariably had more than one enginebecause of their bulk and the large loads they had to

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carry. Modern planes are more often powered by jetengines, except for small planes, some of which still usepiston engines. Jet engines do not produce their powerby turning a propeller; instead, they launch the planeforward by their exhaust plume.

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Need a Lift?

Once a plane has power, it must have some way tobecome and stay airborne. In other words, it needs asource of lift powerful enough to overcome the force ofgravity pulling the plane down. This necessary lift isprovided by the plane's wings. In some of those earlyflying experiments mentioned previously, wings wouldoften be made to flap, for inventors naturally used theflapping wings of birds as their design model. Theyhoped that the flapping of the wings could provide theneeded lift and the needed power. However, the planesor other devices connected to these flapping wings werealways too heavy to take off. Eventually, the Wrightbrothers realized that a fixed wing combined with a powersource to provide forward thrust could get a heavierobject in the air. They learned this lesson by conductingexperiments in an early wind tunnel. The wind tunnelallowed them to test various wing configurations withouthaving to experiment with an actual plane in flight.

Aviation pioneers experimented with several wingdesigns. Many early fixed-wing aircraft, including theWright Flyer, had two wings on each side of the plane. Such planes are called biplanes. A few planes had threewings. These planes are called triplanes. The addedsurface area of the wings of these multi-winged aircraftcould produce a great deal of lift. As a result, the wingscould be smaller, which allowed for greatermaneuverability. However, the trade-off with this designwas an increase in weight and drag, resulting in the needfor increased thrust in order to achieve significant speed. As engines became more powerful, the advantagesprovided by a biplane's or a triplane's increased liftbecame less important. As a result, aircraft with onlyone set of wings, monoplanes, came to dominate. By theend of World War II, virtually all planes were monoplanes.

Recent stories The Autogyro and HowIt Flies by Sari Singh

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Wing aerodynamics can be quite complicated, buttheir basic principles are simple. Essentially, wings workby creating lower air pressure above their surface thanbelow it. They do so because the air moving over thewing is moving faster than the air going below it. Thatpressure difference allows the wings to lift the plane andkeep it aloft. If the airflow is disturbed in any way, theplane cannot fly. Ice on the front of the wings, forexample, disrupts the airflow along the wings, causingthe plane to lose lift as the relative air pressure equalizes. Wings can also cause stall. If, for example, the nose ofthe plane is pointed up at an angle too great for thepower being applied by the engine, the wing loses airflowand causes the plane to stall. Until the plane is broughtmore nearly level and proper airflow restored, it cannotcontinue to resist gravity and drag.

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Get Control

Once a plane is airborne, it has a natural tendency tomove in almost any direction but straight ahead. Thus,to be practical, a plane must be steerable. Planes aremade to go where desired by the use of control surfacesthat direct their movements. These control surfacesmust maintain the plane in the desired attitude around itsaxes. The three movements to control are called roll,pitch, and yaw.

The Three Types of Plane Movements(Click to Enlarge)

Roll is the tendency of the plane to rotate360 degrees around its longitudinal axis, animaginary line running from the plane's nose to its tail. To maintain controlled flight, controls must keep the


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wings level or allow them to go up and down as desired. To keep wings level, the basic type of control is theaileron. Each wing will have at least one aileron thatmoves up and down independently parallel to the wingsurface. By adjusting these control surfaces, a pilot maykeep the wings level or make them dip and rise.

Pitch is the tendency of the plane to put its nose upor down on its lateral axis, a line running from onewingtip to the other. To maintain controlled flight,controls must be provided that keep the body of theplane level or allow the nose to go up or down. Thebasic type of this control is the elevator. Located in shortwings near the tail, the elevators work in unison, movingparallel to the wing surface.

Yaw is the tendency of the plane to move left orright along its vertical axis. To keep the plane headed inthe desired direction, yaw must be overcome. Thecontrol surface that combats yaw is called the rudder, avertical structure at the end of the plane. In the rudder isa surface that moves back and forth vertical to directionof the plane's flight, thereby keeping the nose of theplane pointed in the proper direction.

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Putting It All Together

The result of over a century of aviation developmentand experimentation is a vehicle that today provides theworld's safest form of transportation. Per million milestraveled, commercial passenger jets have fewer accidentsthan any other form of transportation. It is oftenobserved that a person is in more danger going to theairport than at 32,000 feet in a modern airliner. Althoughmany elements have to come together for a plane to fly,modern planes are the safest way to get somewhere. Who would have guessed so many years ago that thosewild, dangerous flight experiments would eventuallyresult in such a safe, dependable, and comfortablevehicle?

posted by Paula Craft at 4:33 p.m. EST14 comments (view)


PLEASE VISIT OUR SISTER WEBSITE: WWW.VOYAGERFLIGHT.NET


On May 21, 1927, Charles "Lucky Lindy" Lindbergh landed in Paris, France, in hisspecially modified airplane, the Spirit of St. Louis, successfully completing thefirst solo, nonstop transatlantic flight. What follows is an account of the eventssurrounding this achievement. Although the actions, thoughts, and dialogue areinvented, the events are based on factual information, including Lindbergh's ownwritings.

Lucky Lindy

1 Nearly a hundred thousand Parisians cheered in unison as the planetouched down at Le Bourget Aerodrome on the evening of May 21, 1927. Adapper young aviator, looking elated yet exhausted, emerged from the cockpitof the peculiar aircraft, and the crowd erupted again. Charles Lindberghlooked at the ocean of people and swelled with pride—the type of pride thatvery few people have an opportunity to experience, that which comes fromknowing you were the first to achieve something great. He had succeededdespite the scorn of countless detractors.

2 As he left his specially designed aircraft, the Spirit of St. Louis, thecrowd rushed out onto the airfield toward the twenty-five-year-old airmailpilot. Charles sensed that although he had just accomplished one of the mostdangerous flights in history, the peril he faced was not yet over. The franticthrong reached him, and in their excitement, people began to tug at his legsand arms. Charles lost his footing and fell. He looked around wild-eyed forsome form of help, but before it could arrive, he was whisked up onto theshoulders of the adoring crowd and carried around like a football hero.

3 He managed to glance over his shoulder at his beloved aircraft as themob surrounded it. The plane had been his only companion for the pastthirty-three hours as he flew across the Atlantic Ocean from New York, and ifsomething were not done quickly, it would surely be destroyed by the frenziedcrowd.

4 Suddenly, Charles heard police sirens and men barking orders in French. He was set down gingerly, and a policeman quickly took him to a car. Severalother policemen shooed the crowd away from the aircraft. It looked toCharles like the plane had escaped serious harm.

5 "Monsieur Lindbergh, we are sorry you have received such an impolitegreeting. Are you all right?" queried the driver of the car in which Charles sat.

6 Still a little stunned, Charles replied, "Yes, I think I'll have a bruise ortwo, but nothing serious. I wasn't quite expecting such a welcome. I wasn'treally expecting anyone here to know me at all."


7 "I do not think you will ever again have to worry about being recognized,Monsieur Lindbergh," replied the driver. "You are now a hero of the world." Charles again swelled with pride as the impact of his accomplishment beganto sink in.

8 When he arrived at the American embassy in Paris, he was treated to agrand reception. Another crowd had gathered and cheered loudly. Charleswaved and smiled as he entered the building.

9 "Well, if it isn't our American Daedalus! Welcome, Mr. Lindbergh! Letme congratulate you on your remarkable feat," spoke a man dressed in a navyblue suit as he emphatically shook the twenty-five-year-old aviator's hand. "I'm Timothy Herrick, United States ambassador to France."

10 "Pleased to meet you, Ambassador Herrick. Thank you for your warmreception."

11 "Is there anything I can get for you?" asked the ambassador.

12 "Well, I haven't slept in about sixty hours. I could use a soft bed, sir, ifyou don't mind."

13 That night, Charles slept as he never had before. During the night andinto the next morning, he had wonderful dreams of the endless expanse ofwater and the beautiful sea of star-spattered nighttime sky.

14 When he arose, he ate the breakfast that had been laid out for him. After Charles finished eating, the ambassador came in.

15 "Mr. Lindbergh, I trust your breakfast was satisfactory?" he asked.

16 "Your hospitality is gracious, sir. Everything is wonderful."

17 "Then, sir, would you please indulge me? You have just flown the firstnonstop solo flight from New York to Paris. I would love to hear about howyou have spent the last several days," spoke Ambassador Herrick.

18 "Certainly, sir." Charles thought back to his flight and continued. "Well,I had flown from San Diego to New York just a few days before I crossed theAtlantic, a flight which took just over twenty hours. When I arrived inNew York, the reporters informed me that I had set a new transcontinentalspeed record. That was nice, I suppose, but what was more important wasthat there had been no problems with the Spirit of St. Louis. It was time tofocus on making the flight to Paris.


19 "I left New York on May twentieth. It was about seven-thirty in themorning, and the weather was better than it had been, but not ideal. Theplane was loaded down with fuel; I had never flown her with all the tanks full,and when I took off, I just barely cleared the telephone wires at the end of therunway by about ten or twenty feet.

20 "I hadn't slept the night before, so it didn't take long for me to getdrowsy. About four hours into the flight, I descended to ten feet over thesurface of the water to try to keep myself engaged. That kept me awake forthe time." The ambassador was staring at the pilot, captivated and hangingon every word he spoke.

21 "Not long after I lost sight of land, darkness settled in, which was when Ifirst felt nervous and not a little afraid. I realized that there was no turningback. I would either succeed or perish. I pressed on into the pitch-blacknight, fighting my exhaustion and fear.

22 "I was truly testing my navigational skills as well. In order to keep theplane as light as possible, I hadn't brought a radio or any navigationequipment other than a compass. Since we put the cockpit behind the hugefuel tanks, the only way I could see forward out of the plane was through aperiscope, so I couldn't take position readings to determine precisely where Iwas at any given moment. I was flying the plane directed only by a compassand charts, using my watch and speedometer to figure out how far I hadtraveled. I was flying across the ocean entirely by dead reckoning.

23 "After about eighteen hours, I was halfway to Paris, and I had to hold myeyes open with my fingers. Even then, I caught myself drifting into sleep withmy eyes open. I knew that if anything went wrong, or if I failed to stayawake, there would be no hope for me. I was determined to fight thesleepiness. I was determined to land safely in Paris. I opened the windowsso that the cold air might keep me alert. Still, I began to hallucinate, seeingghosts permeating the walls of the cockpit. I'd be lying if I said I wasn'tafraid, but I managed to play silly games in my head to keep myself awakeand keep my mind off my peril.

24 "Finally, shortly after dawn, I saw some fishing boats and knew that landmust be near. About twenty-seven hours after I had left New York, I saw acoastline, which turned out to be the southern tip of Ireland. Checking mycharts, I discovered that I was only about three miles off course. After seeingland, adrenaline began coursing through my veins, and I didn't have to worryabout falling asleep again. I realized that I had made it and that I hadconquered my fears and doubts. The press had called me the 'flying fool'before I left, but I had put it out of my mind. Even though everyone doubted I


could do it, I was succeeding." Charles thought back to the satisfaction hefelt at the time. "I landed about six hours later."

25 "That is quite an incredible story, Mr. Lindbergh. You are truly a specialindividual, perhaps one of the bravest men to have walked the earth. Do yourealize that you are quite famous now?" asked the ambassador.

26 "Well, I saw all of the people who came out to the airport," repliedCharles.

27 "That is nothing! We have taken over one thousand messages for youalready. You have received contract offers for films, marriage proposals, andhundreds of congratulatory messages. We are arranging for you to meet theprime minister."

28 Charles couldn't believe what he was hearing. He had no idea that his featwould bring such recognition. He smiled, thinking back on his days as a simplestunt pilot in the Midwest, when he had first realized he loved to fly. Charlesappreciated the attention, but as he glanced out the window at the blue skies,he was already looking forward to once again taking off into the air.


Use "In Their Flying Machines" to answer questions 1 through 3.

1 Which of the following best states the main idea of the section titled "PowerHungry"?

A Early plane engines varied in number and size depending on the needs ofthe plane; for example, smaller planes built for maneuverability used onlyone engine.

B One thing a plane requires to fly is a power source to provide thrust andcounter the effects of drag and gravity, and this power comes from eithera piston or jet engine.

C The Wright Flyer was powered by a piston engine that turned the plane'spropellers, an engine that the Wrights had built to meet their specificneeds.

D Gravity is a force that pulls a plane down, while drag is a force thatkeeps a plane from moving forward; both of these forces must beovercome by a plane's thrust.

2 If a plane's nose tilts down during flight, what can a pilot do to bring it backup?

F adjust the aileron

G adjust the lift

H adjust the rudder

J adjust the elevators


3 The web designer used this layout because it —

A reflects the website's focus on both the pilots and the aircraft involved inthe historic flight.

B illustrates the perils that the pilots faced aboard the Voyager during thehistoric flight.

C demonstrates how Yeager and Rutan had to work together to overcometheir differences in order for the flight to be successful.

D shows how essential preparation was to the successful flight of theVoyager.

Use "Lucky Lindy" to answer questions 4 through 7.

4 In paragraph 22, the expression dead reckoning refers to —

F a psychological effect experienced by pilots in dangerous situations inwhich fear of death provides their primary motivation.

G a method of navigation that depends wholly on calculating speed anddistance traveled along a certain compass course.

H a method of navigation that depends wholly on the ability to see whereone is going and to determine one's position relative to stars.

J a method of navigation that was used only by the French during the earlydays of aviation.

5 What happened before Lindbergh left New York?

A His plane was surrounded by a frenzied mob at Le Bourget Aerodrome.

B He slept as he never had before.

C He met with Ambassador Herrick.

D He talked with reporters who told him he had set a new transcontinentalspeed record.


6 The passage suggests that Lindbergh was not particularly concerned about hisbreaking the North American transcontinental speed record. Which statementfrom the text best reveals this?

F Well, I had flown from San Diego to New York just a few days before Icrossed the Atlantic, a flight which took just over twenty hours.

G That was nice, I suppose, but what was more important was that therehad been no problems with the Spirit of St. Louis.

H It was time to focus on making the flight to Paris.

J Charles appreciated the attention, but as he glanced out the window atthe blue skies, he was already looking forward to once again taking offinto the air.

7 What is the effect of beginning "Lucky Lindy" at the end of the historic flight? Support your answer with evidence from the selection.

Use "In Their Flying Machines" and "Lucky Lindy" to answer question 8.

8 How do the different purposes of these selections affect the selections' styles?

F"In Their Flying Machines" "Lucky Lindy"

written to entertain so its style islyrical

written to entertain so its style isconversational

G"In Their Flying Machines" "Lucky Lindy"

written to persuade so its style isargumentative

written to inform so its style isformal

H"In Their Flying Machines" "Lucky Lindy"

written to inform so its style isacademic

written to entertain so its style isliterary

J"In Their Flying Machines" "Lucky Lindy"

written to inform so its style isjournalistic

written to persuade so its style isrhetorical


STAAR CONNECTION™ Diagnostic Series™ EOC English III Reading

TEKS Reading Alignment Chart

For each grade or course, TEA has identified some of the TEKS eligible to be assessed onSTAAR as readiness standards. These readiness standards will be emphasized on the STAARassessments. The remaining TEKS eligible to be assessed on STAAR are consideredsupporting standards. Although supporting standards will be assessed, they will not beemphasized on STAAR. KAMICO® has shown whether each question assessed in this book isaligned to a readiness standard or a supporting standard. Readiness standards

• are essential for success in the current grade or course,• are important for preparedness for the next grade or course,• support college and career readiness,• necessitate in-depth instruction, and• address broad and deep ideas.

Supporting standards, although introduced in the current grade or course,

• may be emphasized in a subsequent year,• may be emphasized in a previous year,• play a role in preparing students for the next grade or course but not a central role, and• address more narrowly defined ideas.

Assessment

QuestionNumber

AnswerReportingCategory

TEKSReadiness or Supporting

Standard

1 B 3 9A Readiness

2 J 3 Figure 19B Readiness

3 A 3 12D Supporting

4 G 1 1A Supporting

5 D 2 Figure 19B Readiness

6 G 2 5B Readiness

7 s/a 2 6A Supporting

8 H 1 Figure 19B Readiness

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