Aviation - UniSA · 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

Matthew McGregor, Joseph Brown, Hamish Price

Aviation STEM PROJECT

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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

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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.

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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.

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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.

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TECHNOLOGY


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


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.

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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

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- 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.

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- 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

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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)

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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?

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Lesson Plan 20: Practical 1


Lesson Topic Practical 1

Year Level/s 8/9


Environment/ Location -Design and Tech classroom/theory Room

-School Oval


- 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.


- 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 )

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Resources


- 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.

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Lesson Plan 28: Generation of e-portfolios and report on an excursion to Cobham Aviation Services


Lesson Topic Generate e-portfolios and report on the visit to

Cobham Aviation Services

Year Level/s 8/9




- 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.


- 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)



representation techniques (ACTDEP036 - Scootle)

- Select and justify choices of materials, components, tools, equipment, and techniques to

effectively and safely make designed solutions (ACTDEP037 - Scootle)


coordinate the production of designed solutions (ACTDEP039 - Scootle)

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Resources


- 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.

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Lesson Plan 40: E-portfolio submission and student practical evaluation


Lesson Topic E-portfolio completion submission and evaluation of

students practical task

Year Level/s 8/9




- 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?




representation techniques. (ACTDEP036 -Scootle)


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)

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Resources


- 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?

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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.

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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.

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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


flying the drone

along with the

building and

creating of the

obstacle course.

Displays minimal

competencies 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.

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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.

Documents

Aviation - UniSA · 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