The Arizona STEM Acceleration Project
Forces, Flight, and learning with UAVs Lesson 3 of 4
This lesson (as well as lesson 4) uses Tello drones.
Forces, Flight, and learning with UAVs
Lesson 3 of 4
A 4-8 grade STEM lesson 3 of 4 skills improvement and evaluation
Rob Lynch
Date 5.25.2023
Notes for teachers
List of Materials
5. Locate the WiFi and click on the small arrow to the right of WiFi locate the Tello Drone (which should be broadcasting its’ own wifi signal it should be something like: Tello 137bnv4) The blinking light should change to Green
6. Click on the Tello you are using if you are going to attach several drones to several chromebooks you may want to write the broadcast signal information on the top/bottom of each drone (they will all be different) so that several chromebooks aren’t attempting to pair with the same drone.
7. On the app in the click on the word Tello in the upper right hand corner. Then click on Connect
8. Lastly, click on Keyboard Control (right across from Tello URHC) Use the controls as indicated.
Teacher Videos to familiarize yourself with the Tello Drone
Standards
7.P3U1.4 Use non-algebraic mathematics and computational thinking to explain Newton’s laws of motion.
Crosscutting Concepts:
Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models; Energy and Matter; Structure and Function; Stability and Change4
Background Information:
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. Forces on an object can also change its shape or orientation. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. 4 (pp. 115-116)
Standards
7.P3U1.3 Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force.
U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.
Universal Standards (simplified From
Objective(s):
Today we will experiment with controlling our Tello (or equivalent) drones using 1 or more methods for controlled flight.
Today we will be able to effectively take off, fly and control then land using 1 or more methods.
Today students will demonstrate how to use pitch, roll, and yaw to move the drone through the air.
Today students will demonstrate an understanding of how a UAV/Drone flies.
Today we will be able to control a drone as it completes and obstacle course, or does higher order flight skills flying with the controls inverted because the drone is backwards from the way you flew it originally.
Today we will control the Tello drone using one or more of the following control stations: Smartphone (with Tello app installed), GameSir T1D (smartphone pairing required), a tablet with the Tello App installed, and/or a Chromebook with the Droneblocks app installed.
Agenda (lesson time)
Your time will vary depending upon the number drones and students you have in your classroom.
Before you launch the drones watch this video to see all of the different skills that you can learn while flying your drone.
Lesson 2 of 4 includes preflight checklists, as well as how to create a safe space to fly and land drones.
Videos and instruction will take at least 1 class period more likely 2 - 3 if multiple students are flying and acting as an observer.
Ideally since the batteries in a Tello drone only have a 13 minute flight time you will need time to recharge (discharged) batteries or replacing used batteries with fresh batteries. Having 2 containers labeled charged and used will help to keep track of the batteries.
Intro/Driving Question/Opening
Now that we have established a system for preflighting our dones and we know how to safely fly them next to or nearby others it is time to increase our personal skill set regarding flying more efficiently and effectively.
Today we will launch our drones then we will complete some advanced skills that go beyond simply using Pitch, Roll, and Yaw. We will now start to combine at least two of these skills as we learn to fly the drone with the camera facing towards and away from the flight control station. We will also spend time (as equipment allows) using several different types of devices to control the drone.
After watching a few videos detailing how to connect to a control device we will prepare to launch our Tello drone.
Lastly, we will watch a video detailing 15 basic skills that will help us to be more comfortable flying our drones in a multitude of scenarios.
Lastly the teacher and students should take the time to get a TRUST license
Hands-on Activity Instructions
If you intend to fly the Tello Drones using a chromebook it is not necessary to buy a year long subscription. The app can be used in a chromebook which allows you to fly the drone using the keyboard. ‘
Instructions for using the app are in this lesson.
Have students rotate jobs after each successful flight.
Set up obstacle courses for the students to practice flight controls and being successful when they fly the drone.
If you are getting a subscription to DroneBlocks they have multiple additional lessons that you can have the students complete.
There are also many additional videos on the internet that demonstrate additional skills beyond the scope of this lesson.
15 Drone Flying Exercises Video Highlights
0 - 1:55 Introduction
1:55 Drone at eye level hovering
2:02 Hover and Yaw
2:45 Target Practice
3:28 Square Pattern No Yaw
4:00 Flying In A CIrcular Pattern No Yaw
4:45 Out Back And Land
5:50 Square Pattern With Yaw
6:15 Flying Just Below 400 Feet
6:50 Bird’s Eye View Or Top Down
7:30 The Orbit Effect Or Point Of Interest
8:35 Triggering RTH (Return To Home)
9:03 The Dronie
9:26 Flying Close To Objects
10:09 Flying In Tripod Mode
11:18 Flying Without GPS signal
Assessment
Teacher and students should create a checklist for each of the skills presented in the video so that a third student (or the teacher) can watch the student complete a skill then assess the pilot’s prowess on a 0 - 4 scale.
There are 15 skills in the video so it could take a few battery replacements to complete all of the skills.
The student acting as the VLOS student should not be used as the evaluator as their attention should be on the area around the pilot, and the drone and watching for encroaching traffic.
I have offered a suggestion for an assessment rubric for the first skill on the next slide.
Depending upon the number of people in you class/club (as well as the availability of controlling devices) this could take several class periods. The students who have successfully finished could move on to watching the more advanced drone skills in the 4th of 4 lesson plans that I created. The flyers (early finishers) could also be used as spotters and evaluators as they rotate through the positions.
Assessment Example
Objective: Hover the drone at eye height.
Steps:
0 = Did not attempt
1 = Launched drone but was not in control
2 = Launched the drone had minimal control landed the drone without complete control
3 = Launched the drone with control but had difficulty maintaining a level hover height landed safely
4 = Launched the drone, hovered at eye level between 30 and 60 seconds, then safely landed the drone in the general area where it launched.
Differentiation
Students who are having difficulty flying the 15 drone skills exercises could strengthen their own confidence by flying the drone with a student who has already completed the skill offering suggestions and positive verbal input.
If you are able to obtain the RealFLight FLight simulator there are several very forgiving drones available to fly (plus knowing there is a reset button helps to build confidence quickly.
Having the students who are more adept at a specific skill break the skill down into smaller chunks can also help the student to gain confidence.
Rewatching the skills can also be helpful stopping the video at several points to reinforce and demonstrate without a drone but with the controller exactly how to complete the skill.
Remediation
Extension/Enrichment
Additional information about DroneBlocks and the Tello EDU drone.
Students who finish faster than other students or who are breezing through these simpler skills can obviously be used to evaluate other students, they can be used to help break down skills into smaller chunks as well as acting as positive talk coaches to help less adept students.
Students who finish faster can also be utilized to create an interest video that can be used to play at assemblies, or on daily announcements if video and sound are available! Thi is especially helpful for recruiting participants to your after school club.
Citations:
Snell, Greg. “Use These 15 Drone Training Exercises to Learn How to Fly a Drone.” YouTube, YouTube, 22 Mar. 2021, https://www.youtube.com/watch?v=ixYnzcZZu9g.
Slide 5 https://commons.wikimedia.org/wiki/File:Geoscan_pioneer.png
Slide 7
Connecting the controller and using the controller
Knittel, Keith. “How to Use a Bluetooth Controller with Tello | Ryze.” YouTube, YouTube, 17 Apr. 2018, https://www.youtube.com/watch?v=I1f5RIHq3cI&t=26s.
Teacher notes
changes adjustments etc
Simplified STEAM Standards
Used with permission from droneBlocks
Universal Standards & Skill Development Guide
SCIENCE
Understand that force acts on an object and includes strength and direction, causing the object to move.
Objects that appear to not be moving have multiple forces compiling to create zero force on the object.
The motion of an object can be observed and measured.
Synthesize information from a variety of sources to support ...understanding/testing Evaluate solutions, taking into consideration safety, reliability and impact
Observe, question, collect and evaluate data.
Universal Standards & Skill Development Guide
TECHNOLOGY
Technology can be created and improved by the interconnection of Science, Mathematics, and Engineering.
Utilize a variety of technology and resources to better understand concepts and solve problems.
Develop comprehension of the logic and syntax that goes into building or coding a program through engaging in and elaborating upon activities.
Simulate solutions to real-world problems using models and/or computer simulation. Program variables that represent quantities in mathematical problems.
Write conditional expressions to create program logic using if-else statements.
Universal Standards & Skill Development Guide
Improve and optimize results by identifying errors and using mathematics and technology to redesign and solve problems.
Evaluate, use prior knowledge such as scientific processes and real-world problems, and troubleshoot to develop a solution.
Discuss, explain, and collaborate to improve a product through iteration.
Design a device that converts one form of energy into another by building, testing, and refining. Determine the best solution to accomplish a given challenge.
Plan and carry out investigations...gain feedback through design process (design solutions)….construct arguments that provide a convincing explanation of solutions created through programming.
Engineering
Universal Standards & Skill Development Guide
ART
Make, design, and create using a variety of materials to develop a concept or learning experience. Brainstorm ideas through modeling and sketching.
Compile works of art to relate knowledge.
Universal Standards & Skill Development Guide
MATHEMATICS
Measure distances, width, length and speed to gain data for interpretation and refining engineering and design.
Integrate data analysis to collaborate and gain feedback.
Solve mathematical problems with numbers in any form, strategically using applicable tools.
Determine the probability of events and compare data from observed models. Explore and evaluate possible reasoning for discrepancies between models.
Observe an object’s motion, providing data and evidence to evaluate and predict future motion.
Develop and expand knowledge of geometry, understanding the concepts of measuring angles, and geometric constructions.
Understand how variables can be used to represent quantities in a real-world or mathematical problems.
Additional Content
How do Newton's three laws relate to a drone flying
Newton's three laws of motion are fundamental principles of physics that describe how objects move and interact with each other. These laws have a direct relationship to the flight of a drone and can help explain the physics behind its motion.
In the context of a drone, this law explains why the drone remains in the air when it is not being controlled or affected by any external forces. Once the drone is set in motion by the propellers, it will continue to fly forward until it is acted upon by another force, such as a change in wind direction or a command from the controller to change its flight path.
Additional Content
In the context of a drone, this law explains how the drone is able to change its speed and direction when it is being controlled by the user. By adjusting the amount of force applied to the propellers, the drone can accelerate, decelerate, or change direction. The mass of the drone also affects its acceleration - a lighter drone will be able to accelerate more quickly than a heavier one, given the same amount of force.
Additional Content
In the context of a drone, this law explains how the propellers generate lift and keep the drone in the air. As the propellers spin, they push air downward, creating an equal and opposite reaction that propels the drone upward. This lift force must be greater than the force of gravity pulling the drone down in order for it to remain in the air.
Overall, Newton's laws of motion help explain the fundamental principles of flight for a drone, including how it remains in the air, how it changes direction and speed, and how lift is generated to keep it aloft. By understanding these laws, drone pilots and enthusiasts can gain a deeper appreciation for the physics behind the technology and become better pilots as a result. (ChatGPT, personal communication, March 24, 2023)