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Matthew McGregor, Joseph Brown, Hamish Price
Aviation STEM PROJECT
1
TABLE OF CONTENTS
Content of industry ....................................................................................................................... 2
Our Project ................................................................................................................................... 3
Brainstorming ideas ................................................................................................................................ 3
Brief explanation of our project .............................................................................................................. 3
Australian Curriculum (ACARA) links ............................................................................................. 4
Science ................................................................................................................................................... 4
Technology ............................................................................................................................................. 5
Maths ..................................................................................................................................................... 5
Unit overview ............................................................................................................................... 6
Weekly Overview ................................................................................................................................... 6
Lesson plans .......................................................................................................................................... 10
Assessments ................................................................................................................................ 18
Design/ assessment brief- student handout ........................................................................................... 18
This Project ................................................................................................................................. 18
Introduction to Unit ............................................................................................................................... 18
Excursion to Cobham Aviation ............................................................................................................... 18
Practical Skills Development .................................................................................................................. 18
Major Practical ...................................................................................................................................... 18
E – Portfolio ........................................................................................................................................... 19
Assessment rubric ................................................................................................................................. 20
Additions to unit ......................................................................................................................... 21
Mapping and surveillance ...................................................................................................................... 21
Search and rescue .................................................................................................................................. 21
Grabbing mechanism ............................................................................................................................. 21
2
CONTENT OF INDUSTRY
Our group worked an aviation company called Cobham and our contact in the company was Stuart
Membrey who is the head of training in engineering. Through meeting with him, he took us through
a PowerPoint that broke down and explained what Cobham actually did, which was very informative
and eye-opening. From this first visit and PowerPoint, we learned that Cobham is the fourth largest
airline in Australia. Their Main focuses are airborne surveillance, aircraft modification/ integration,
border security, search and rescue operations, charter flights and commercial Flights. We were also
lucky enough to be taken through one of the hangers and see some of the work that they were doing
with different air crafts.
Our second visit was with the design engineering team which was organised through Stuart and we
were taken to have a look at how the design and engineering team operates and the processes they
use to effectively maintain and design parts for specific aircraft.
After our second visit, we learned that Cobham is a diverse aviation company and that there are a
number of links through Cobham's industrial processes and the knowledge we have learned at
university which will be conveyed through us in a Design & Technology setting. Not only this but
through visiting Cobham we gained a number of ideas for teaching units in aviation for the future.
3
OUR PROJECT
BRAINSTORMING IDEAS
When considering a project, we were going to do, we discussed a number of different options.
- We discussed getting students to look at the landing equipment on an aircraft to analysis
impact and all the forces that this equipment has to contend with. From this, students could
construct their own landing mechanism that would restrict an egg from breaking when dropped
from a certain height.
- Another idea we had that is similar to the above, was for students to create a box that supplies
could be dropped from an aircraft in for people stuck in floods or other situations where
supplies are required to be delivered by air support. They would have to look at the strength,
durability, and sustainability involved.
- The other idea we had was for the students to create an object of an aircraft (storage
department) on CAD which meets a number of constraints and then create a prototype of this
using a laser cutter. Students would have to investigate regulation (constraints) that they would
have to follow and the most suitable materials to be used.
BRIEF EXPLANATION OF OUR PROJECT
Our project is based on aviation and the use of drones. Students will have the opportunity to develop
their knowledge and understand of aviation through a number of different topics and activities.
Students will undertake an investigation, excursion, and evaluation where they will communicate
their finding and experiences in an e-portfolio. The most exciting aspect of our project is that students
will undertake training in aviation and the flying of drones. Their knowledge and skills of flying will
be assessed in their final flight through their designed obstacle course. Our project will be broken
down into greater detail below. This will hopefully be an exciting and engaging project for students.
4
AUSTRALIAN CURRICULUM (ACARA) LINKS
SCIENCE
Content descriptors Links to unit plan
Science Understanding
- Ecosystems consist of communities of
interdependent organisms and abiotic
components of the environment; matter
and energy flow through these systems
(ACSSU176 - Scootle )
Science as a human endeavour
- Advances in scientific understanding often
rely on developments in technology and
technological advances are often linked to
scientific discoveries (ACSHE158 - Scootle )
Science inquiry skills
- Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions, and
representations (ACSIS174 - Scootle )
Student's will be required to research weather
conditions and their impacts on aviation as a
part of their investigation.
Students are required to investigate general
aviation, with a focus on drones and what
enables them to fly. The key focus will be on
how developments in technology and scientific
discoveries have enabled the success of
drones.
Students will communicate scientific ideas and
information by presenting their finding on the
above concepts in an e-portfolio format and
contributing to group discussions.
5
TECHNOLOGY
Content descriptors Links to unit plan
Design and Technologies Knowledge and
Understanding
- Explain how products, services, and
environments evolve with consideration
of preferred futures and the impact of
emerging technologies on design decisions
(ACTDEK041 - Scootle )
- Investigate and make judgments on how
the characteristics and properties of
materials, systems, components, tools, and
equipment can be combined to create
designed solutions (ACTDEK046 - Scootle )
Students are required to investigate different
types of drones and how they’ve evolved over
time. Also, the different uses of drones and the
emerging technologies involved with these
uses.
Students will investigate and make personal
judgments on different types of drones and
their creditability. Additionally, they will
investigate different uses of drones and come
up with possible alternative purposes for
drones.
MATHS
Content descriptors Links to unit plan
Using units of measurement
- Investigate very small and very large time
scales and intervals (ACMMG219 - Scootle )
Geometric reasoning
- Solve problems using ratio and scale
factors in similar figures (ACMMG221 -
Scootle )
Students will be required to research drone
constraints that impact flying time and create a
flight path through their obstacle course that
incorporates the flight time.
Students will be required to design an obstacle
course using their problem-solving skills and
scaled models.
6
UNIT OVERVIEW
WEEKLY OVERVIEW
Week Topic Overview
1 Introduction Learning Intentions
- Students develop knowledge and understanding of e-portfolios - Students develop knowledge and understanding of aviation
Success Criteria
- Students are able to demonstrate knowledge of both e-portfolios and aviation.
Learning activities
- The teacher will introduce the unit of work and run through the student handout. This will give students an
understanding of the requirements and assessments involved. Allow time for student questions. - Introduction YouTube video on aviation. This will give a quick introduction for the students to gain their
attention and get them engaged in the unit or work. - Questionnaire sheet on aviation, this will be used as a way of gaining prior knowledge. This will be an informal
questionnaire. - Students will have time to have a look at Cobham’s website to gain a snapshot of the industry.
2 Investigation Learning Intention
- Students will further investigate the general concept of aviation and build on from their knowledge learnt in
week 1. - Students will investigate drones, the different types of drones and their different uses. - Students will investigate different concepts of aviation that are related to drones, such as safe flying zones,
weather conditions and the drone’s capabilities.
Success Criteria
- Students demonstrate an understanding of general aviation - Students begin to build a resource folder of relevant information
Learning activity
7
- Students use computers to complete the investigation section of their e-portfolio. Students will research the
below points individually: • General aviation • Drones – different types and their uses • safe flying zones • Weather conditions for flying • Drones capabilities and constraints
- The teacher will have class discussions throughout the week on the different sections. This is used as a way
of ensuring everyone is on task and will indicate who needs assistance.
3 Excursion Learning Intention
- Students develop an understanding of the industry and how aviation is conducted in the industry.
Success Criteria
- Students will increase their understanding of the industry. - Students will complete their report/overview of Cobham’s company.
Learning activity
- Students will plan a list of questions to be asked while visiting Cobham’s base at the airport.
- Students will record information while on their site visit, this information will inform their report that they
have to write from their visit and Cobham’s company.
- Students use computers to complete the report/overview of Cobham's company for their e-portfolio.
4 Obstacle Development
Learning Intention
- Students will develop an understanding of scaled models and geometric reasoning
Success Criteria
- Students will complete their obstacle development section of their e-portfolio.
Learning activity
- Students will complete activities based on scaled modelling, this will give them the understanding required
to create their own scaled version of their obstacle course.
8
- Students will communicate their design process of their obstacle course through annotated drawings. This
will be uploaded into their e-portfolio.
5 Practical 1 Learning Intention
- Students will learn the correct skills to operate a drone.
Success Criteria
- Students can correctly follow the operation procedure of a drone.
Learning activity
- Students will watch a YouTube clip on how to operate a drone correctly. - The teacher will demonstrate how to correctly operate a drone. - Students begin to operate the drone with the guidance of a teacher. Students will only learn to start the
flight (hover) and end flight (land).
6 Practical 2 Learning Intention
- Students will continue to learn the correct skills to operate a drone. - Students will begin to use more evidenced flying skills.
Success Criteria
- Students will have the knowledge of how to correctly operate a drone (building upon last week). - Students will be able to demonstrate their advanced flying skills to the teacher.
Learning activity
- Students will revisit the YouTube clip on how to operate a drone correctly and watch an addition video which
should more advanced flying skills. - The teacher will give another demonstration of advanced flying skills. - Students will continue to operate the drone with the guidance of a teacher to develop their skills. Students
will be required to demonstrate their flying skills to the teacher.
7 Generation of E-portfolio
Learning Intention
- Students will have this week to continue their development of the e-portfolio
9
Success Criteria
- Students successfully demonstrate their completion of each section of the e-portfolio to date.
Learning activity
- Students will continue to work on the development of their designed obstacle development section of the
e-portfolio. - Students continue to work on their investigation section of their e-portfolio. - Students will continue to work on their report from their excursion from Cobham.
8/9 Major practical Learning Intention
- Students are to successfully fly their drone through their designed obstacle course. - Students will be able to follow their scale drawing to produce their obstacle course.
Success Criteria
- Successful completion of the flight. This will be marked against the rubric. - Successful completion on building their obstacle course.
Learning activity
- Students will have a time limit to set up an obstacle course and then complete their flight assessment.
Students not participating will be required to peer asses from the marking rubric.
10 Evaluation Learning Intention
- Students will evaluate their major practice. - Students will finalise their e-portfolio
Success Criteria
- Successful completion of all aspects of the e-portfolio before the due date.
Learning activity
- Students develop an evaluation of their major practical
- Students finalise their e-portfolio ready for submission.
LESSON PLANS
Lesson Plan 1: Introduction into Aviation and e-portfolios
Subject/ Course STEM - Drones in Schools
Lesson Topic Introduction to aviation and e-portfolios
Year Level/s 8/9
Lesson Duration 50 minutes (estimated)
Environment/ Location Design and Tech classroom/theory Room
Materials/ Equipment
- Smart white board
- Student handout
- Questionnaire handout
- Classroom computers/student laptops
- Example drone (for end of lesson demonstration)
Learning Outcomes
- By the end of the lesson, students will have a general understanding of what aviation is, the
different types of aircrafts available, their uses and their capabilities.
- Students will have an understanding of what work and activities will be involved in the unit of
work throughout the term.
- Students will have knowledge and understanding of the industry they will be involved with,
being Cobham Aviation Services.
- Students will be familiar with the format of e-portfolios and what is required of them for their
personal e-portfolios.
Australian Curriculum Links (ACARA)
- Generate, develop, test and communicate design ideas, plans, and processes for various
audiences using appropriate technical terms and technologies including graphical
representation techniques. (ACTDEP036 -Scootle)
- Use project management processes when working individually and collaboratively to
coordinate the production of designed solutions (ACTDEP039 -Scootle)
11
Lesson Outline - Process
What will I do? What will the students do? How long will it take?
Resources
What materials will be used?
- Students will receive a unit summary handout upon entering
the classroom for the first time. The teacher will then give a
brief self-introduction and discuss the handout summary
with students. Students will also receive a short
questionnaire sheet they will fill out for homework to get an
understanding of student’s prior knowledge. (Allow for
student questions). (10-15mins)
- The teacher will then give an introduction into aviation and
drones in general via PowerPoint presentation on the smart
board. The PowerPoint will contain general information such
as different types of aviation aircrafts, aircraft capabilities
and the different uses of these aircrafts, (Allow for
questions). (10mins).
- The teacher will then introduce students to the e-portfolio
format running through the different sections and the
requirements of each section. (10mins)
- Students will then watch a brief You-Tube video on aviation
aircrafts. (5 mins)
https://www.youtube.com/watch?v=39Lhyf5NbM0
- Smart board
- Computers/laptops
- Demonstrational model
drone
Lesson Closure
- The teacher will conclude the lesson with a practical demonstration of the working drones to the
students.
- The teacher will demonstrate the flying capabilities of the drone by raising it, lowering it and executing
a few turns in the air. (Allow for questions) (10mins)
Questionnaire sheet questions (homework)
- What is Aviation?
- How many different types of aircrafts there are and what are they? Can you name them?
- Have you ever been on area aircraft before? e.g. Passenger plane, Helicopter?
- What is a drone?
- Have you used a drone before?
12
Lesson Plan 20: Practical 1
Subject/ Course STEM - Drones in Schools
Lesson Topic Practical 1
Year Level/s 8/9
Lesson Duration 50 minutes (estimated)
Environment/ Location -Design and Tech classroom/theory Room
-School Oval
Materials/ Equipment
- Classroom computer/student laptops
- Smartboard for You-Tube video clip
- Working Drone
Learning Outcomes
- At the conclusion of this lesson, students will be familiar with drones and how to safely
operate them.
- Students will be able to demonstrate their ability to follow a correct operating procedure to
successfully fly a drone.
Australian Curriculum Links (ACARA)
- Work flexibly to effectively and safely test, select, justify and use appropriate technologies
and processes to make designed solutions (ACTDEP050 - Scootle ) explaining safe working
practices required for a specific classroom design project for individual or community use.
- Analyse how motion, force, and energy are used to manipulate and control electromechanical
systems when designing simple, engineered solutions (ACTDEK031 - Scootle )
13
Lesson Outline - Process
What will I do? What will the students do? How long will it take?
Resources
What materials will be used?
- This lesson will begin with students being introduced to the
drone they will all be attempting to successfully fly by the
end of this lesson. (Allow for questions) (5minutes)
- Students will watch a You-Tube video on the smart board
which covers the basics about drone operation.
https://www.youtube.com/watch?v=sLfEyQcbVD0
(10 minutes)
- The teacher will give the students a demonstration of the
safe operation of the drone. This can be undertaken within
the classroom provided there is sufficient space within the
classroom to safely operate it. If the classroom is not ideally
suited, the teacher may take the class out to the school oval
to operate the drone. This depends on ideal weather
conditions which allows for safe operation, i.e. low winds,
sunny conditions, etc. (5mins)
- Students will take turns in each using this drone with the
supervision and guidance of the teacher. Students who are
not using the drone will be asked to take notes on how they
think their classmate is going with the operation of the
drone. This will be discussed in the following lessons.
(40mins approx)
- Students are given roughly five minutes each to
demonstrate their use of the drone. This practical lesson
continues into the following week.
- Smartboard
- Computers/laptops
- Working/fully charged drone
Lesson Closure
- The lesson closure will be concluded out on the school oval.
14
Lesson Plan 28: Generation of e-portfolios and report on an excursion to Cobham Aviation Services
Subject/ Course STEM - Drones in Schools
Lesson Topic Generate e-portfolios and report on the visit to
Cobham Aviation Services
Year Level/s 8/9
Lesson Duration 50 minutes (estimated)
Environment/ Location Design and Tech classroom/theory Room
Materials/ Equipment
- Classroom computers/student laptops
Learning Outcomes
- At the conclusion of this lesson, students will be well underway with their e-portfolios.
- Students will also continue work on their report from their recent excursion to Cobham
Aviation Services.
Australian Curriculum Links (ACARA)
- Work flexibly to effectively and safely test, select, justify and use appropriate technologies
and processes to make designed solutions (ACTDEP050 - Scootle ) explaining safe working
practices required for a specific classroom design project for individual or community use.
- Analyse how motion, force, and energy are used to manipulate and control electromechanical
systems when designing simple, engineered solutions (ACTDEK031 -Scootle)
- Analyse ways to produce designed solutions through selecting and combining characteristics
and properties of materials, systems, components, tools and equipment (ACTDEK034 -
Scootle)
- Generate, develop, test and communicate design ideas, plans, and processes for various
audiences using appropriate technical terms and technologies including graphical
representation techniques (ACTDEP036 - Scootle)
- Select and justify choices of materials, components, tools, equipment, and techniques to
effectively and safely make designed solutions (ACTDEP037 - Scootle)
- Use project management processes when working individually and collaboratively to
coordinate the production of designed solutions (ACTDEP039 - Scootle)
15
Lesson Outline - Process
What will I do? What will the students do? How long will it take?
Resources
What materials will be used?
- This week's lessons are entirely devoted to students working
on their e-portfolios.
- Students are required to be working on each section of their
e-portfolio, namely the development section, the
investigation section and in particular the designing section.
The designing section is the design of their intended
obstacle course for their assessed major practical flying task.
This task is designed to show their skills in the operation of
the drone.
- The student's e-portfolio will also have a research section in
which they are required to do research on drone
characteristics and capabilities, the different types of drones
available and the costs of different models.
Other important research is also required such as
information on no-fly zones within our location and weather
conditions and how they impact on the drone’s usage.
- Students will have to research what obstacles they would
like to use and whether they are available/appropriate.
Students will be encouraged to use PE equipment from the
school PE supply of equipment.
(must be discussed with PE teachers and coordinators to determine the availability of equipment)
- Students are also required to carry out their report on their
visit to Cobham Aviation Services. This report is informally
marked by the teacher and is a guide for the teacher as to
whether the excursion was worthwhile or not both from
Cobham's perspective and the schools perspective. (50mins)
- Smartboard
- Computers/laptops
- Working/fully charged drone
Lesson Closure
- The lesson closure will be concluded with the teacher briefly observing student progress on
their e-portfolios five minutes before the end of each lesson.
- The teacher will inform students of their homework is to continue to work on their e-
portfolios.
16
Lesson Plan 40: E-portfolio submission and student practical evaluation
Subject/ Course STEM - Drones in Schools
Lesson Topic E-portfolio completion submission and evaluation of
students practical task
Year Level/s 8/9
Lesson Duration 50 minutes (estimated)
Environment/ Location Design and Tech classroom/theory Room
Materials/ Equipment
- Smartboard
- Classroom computer/student laptops
Learning Outcomes
- By the end of the lesson, students will have a completed their e-portfolios which will be
submitted in hard copy format.
- Students will also have completed an evaluation on their major practical task outlining, What
went well? What improvements could they make? Did they enjoy the unit?
Australian Curriculum Links (ACARA)
- Generate, develop, test and communicate design ideas, plans, and processes for various
audiences using appropriate technical terms and technologies including graphical
representation techniques. (ACTDEP036 -Scootle)
- Use project management processes when working individually and collaboratively to
coordinate the production of designed solutions (ACTDEP039 -Scootle)
- Independently develop criteria for success to evaluate design ideas, processes and solutions
and their sustainability (ACTDEP038 -Scootle)
- Critique needs or opportunities for designing and investigate, analyse and select from a range
of materials, components, tools, equipment, and processes to develop design ideas
(ACTDEP035- Scootle)
- Analyse ways to produce designed solutions through selecting and combining characteristics
and properties of materials, systems, components, tools and equipment (ACTDEK034 -
Scootle)
17
Lesson Outline - Process
What will I do? What will the students do? How long will it take?
Resources
What materials will be used?
- Students will continue working on their e-portfolios and
have completed them by the end of the lesson.
- If students have not completed their e-portfolios by the end
of the lesson they will be required to finish them for
homework and submit by email (discussed with the teacher)
(50mins combined with evaluation)
- Students will also complete an evaluation of their major
practical task.
(50mins)
- Smartboard
- Computers/laptops
Lesson Closure
- The lesson will conclude with the teacher acknowledging and congratulating students on their
efforts and achievements over the term.
Evaluation of practical task questions
- What went well?
- What did not go so well?
- What improvements could you make to your obstacle course?
- Did you enjoy the unit?
- What improvements could the teacher make to the unit?
18
ASSESSMENTS
DESIGN/ ASSESSMENT BRIEF- STUDENT HANDOUT
STUDENT HANDOUT – STEM
THIS PROJECT
This project is based on aviation and the use of drones. You will have the opportunity to develop
your knowledge and understand of aviation through a number of different topics and activities. You
will undertake an investigation, excursion, and evaluation where you will communicate your finding
and experiences in an e-portfolio. The most exciting aspect of this project is that you will undertake
training in aviation and the flying of drones. Your knowledge and skills of flying will be assessed in
your final flight through your designed obstacle course. This will be an exciting and engaging project
for all.
INTRODUCTION TO UNIT
• You will develop knowledge and understanding of e-portfolios • You will develop knowledge and understanding of aviation. • Are you able to demonstrate knowledge of both e-portfolios and aviation?
EXCURSION TO COBHAM AVIATION
• You will view planes in flight/ landing
• You will develop an understanding of the industry and how aviation is conducted in the industry. • You will increase your understanding of the industry. • You will complete your report/overview of Cobham’s company.
PRACTICAL SKILLS DEVELOPMENT
• You will watch a YouTube clip on how to operate a drone correctly. • You will learn the correct skills to operate a drone. • The teacher will demonstrate how to correctly operate a drone. • You will begin to operate the drone with the guidance of a teacher. • Can you correctly follow the operation procedure of a drone?
MAJOR PRACTICAL
• You are to successfully fly your drone through your designed obstacle course. • You will be able to follow your scale drawing to produce your obstacle course. • Successful completion of the flight. This will be marked against the rubric. • Successful completion of the building of your obstacle course. • You will have a time limit to set up an obstacle course and then complete your flight assessment.
If not participating, you will be required to peer asses from the marking rubric.
19
E – PORTFOLIO
Section 1 - Investigation
• General aviation. • Drones – different types and their uses. • Safe flying zones. • Weather conditions for flying. • Drones capabilities and constraints.
Section 2 - Cobham Excursion
• Overview/report of Cobham.
• Overview of aviation.
Section 3 - Obstacle Course Development
• You will communicate the design and development process of your obstacle course through
annotated and scale drawings. • You will also communicate a scale flight path for your drone through the obstacle course.
Section 4 - Evaluation
• You will reflect on your learning throughout the unit.
• You will discuss what was successful and what could have been improved.
20
ASSESSMENT RUBRIC
Score = 4 Score = 3 Score = 2 Score = 1
Investigation/ Development of
Ideas
Shows in-depth
knowledge and
attention to detail
that clearly
outlines students
planning and
development
stages.
Shows knowledge
and attention to
detail that outlines
students planning
and development
stages.
Shows some
knowledge and
attention to detail
that somewhat
outlines students
planning and
development
stages.
Shows minimal
knowledge with no
attention to detail
that somewhat
outlines students
planning and
development
stages.
Cobham Report Informative, clear
and shows a good
understanding of
learnings from the
excursion.
Clear and shows
understanding of
learnings from the
excursion.
Displays some
understanding of
learnings from the
excursion.
Displays little
understanding of
learnings from the
excursion.
Flight Path & Obstacle Course
Development Design
Shows in-depth
knowledge and
attention to detail
with great
accuracy along
with a high level of
creativity in
planning and
producing phase.
Shows knowledge
and attention to
detail with
accuracy along
with creativity in
planning and
producing phase.
Shows some
knowledge with
minimal attention
to detail with little
accuracy in
planning and
producing phase.
Shows little
knowledge with
minimal attention
to detail with little
accuracy in
planning and
producing phase.
Practical Skills Displays more
than competent
practice ability in
flying the drone
along with the
building and
creating of the
obstacle course.
Displays
competent
practical ability in
flying the drone
along with the
building and
creating of the
obstacle course.
Is mostly
competent in
practical ability in
flying the drone
along with the
building and
creating of the
obstacle course.
Displays minimal
competencies in
practical ability in
flying the drone
along with the
building and
creating of the
obstacle course.
Evaluation Clear, logical and
accurate
evaluation of
events with
creative and
innovative ideas
for improvements.
Clear and accurate
evaluation of
events with good
ideas for
improvements.
Accurate
evaluation of
events with ideas
for improvements.
Mostly accurate
evaluation of
events with few
ideas for
improvements.
21
ADDITIONS TO UNIT
‘Additions to unit’, simply refers to aspects that could be added to the unit, in order to further
develop and make the unit more advanced. Below are listed a number of aspects that we thought
could be incorporated into the unit once it was successfully up and running.
MAPPING AND SURVEILLANCE
Using drones and the cameras attached to the drones, you could incorporate mapping and
surveillance into the unit. We discussed that this would be extremely relevant for country schools
that have agriculture programs because the drones could be used to map and serve the crops for
growth and weeds. This mapping and surveillance concept could be shaped in a number of different
ways to make it relevant to your school.
SEARCH AND RESCUE
A search and rescue situation could be set up where students get given coordinates of a hiker that
has gone off of the track and ended getting lost. Using the drone students have to fly the drone to
the coordinates provided to find the hiker, then they have to assist/ guide the hiker back to the
track and back to basecamp using the drone.
GRABBING MECHANISM
There’s potential for students to design a mechanism that could be attached to a drone that is
remotely controlled to grab and release items. This would enable students to be creative and
design a mechanism based on a number of constraints (weight, size, etc). If this is achieved, it could
be tested in a search and rescue situation like the one discussed above.