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CAP National Board Annual Conference 2009 . CAP’s Fly-a-Teacher Program “Orientation Flights for Teachers” Judy Stone Debbie Dahl Susan Mallett Civil Air Patrol National Headquarters Staff. Purpose.

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CAP National Board Annual Conference 2009

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CAP National Board Annual Conference 2009

CAP’s Fly-a-Teacher Program

“Orientation Flights for Teachers”

Judy Stone Debbie Dahl Susan Mallett

Civil Air Patrol National Headquarters Staff


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Purpose

The CAP Fly-a-Teacher

Program provides the unique

opportunity for teachers to

experience orientation flights

in CAP aircraft. Teachers

receive these flights during an

AE workshop and then share

the knowledge and excitement

of the flight with their students.


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Why Conduct Teacher Orientation Flights?

  • To connect CAP units with teachers in the community.

  • To provide professional experiences, excitement and knowledge for teachers that can be transferred directly to their students.

  • To foster CAP’s cadet program and aviation career interest in the classrooms of America.

  • To share an appreciation for Civil Air Patrol’s missions for America throughout our country.


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Who is Involved?

  • Wing Commander – approval and support

  • Director of Aerospace Education (DAE)– point of contact for wing, pilots, and participants; organization of AE workshops

  • Aerospace Education Officers (AEOs)- contact with teachers; local organization of AE workshops

  • Director of Operations (DO)–coordination of airplanes/pilots

  • Pilots- airplane orientations/ flights

  • Public Affairs Officer (PAO) – pre & post activity public awareness

  • CAP Aerospace Education Members (AEMs) – participants and conduit to

    students

  • NHQ – funding and questions


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How To Get Started- Internally

1. The Wing Commander and the DAE should meet to discuss the potential for support of the Fly-a-Teacher Program.

2. The Wing Commander should designate a Fly-a-Teacher PoC (usually the DAE) to coordinate the program with the following:

a. NHQ- determine funding availability and guidance

b. DOs- flight/pilot coordination

c. AEOs- contact and coordination with teachers for AE workshop and potential flights

d. PAOs- pre and post publicity


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Coordination with NHQ

1. Prior to entering a Fly-a-Teacher mission into WMIRS, the Wing PoC should inform NHQ/AE of event intent to ensure funding is available.

2. When approved, enter mission into WMIRS.

3. If funding will come from another source, enter this in comment section of WMIRS.


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How To Get Started- Externally

1. After Wing approval, the DAE or AEOs should promote and coordinate the Fly-a-Teacher Program with teachers:

a. For current AEMs- connect with current AEMs to plan an AE workshop and Fly- a-Teacher event

b. For recruitment of new AEMs- arrange to meet with potential AEMs at a school setting or by conducting an AE workshop whereby participants should become members to attend and participate in the Fly-a-Teacher program


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Implementation

1. Approved pilots should use the same safety and orientation procedures as in cadet orientation flights:

a. follow safety regulations

b. give airplane orientation

c. conduct two thirty-minute flights:

front seat; back seat

2. AEOs should integrate flights with AE workshop activities to be taken back into the classroom.

3. PAOs should be invited to be present to take photos or conduct interviews with participants.


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AE Workshop Information

1. The Fly-a-Teacher workshop may be presented with the orientation flight or at another time prior to the flight.

2. Workshop may be desired length of AEO.

2. Workshop sample schedules and lesson ideas can be found online at www.capmembers.com/ae.


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Workshop/Program Discussion

1. Sample Schedules for Fly-a-Teacher Workshop

2. Basic Flight Instruction

a. Bernoulli’s Principle – Wings and Lift

b. Paper Airplane and the Four Forces of Flight

3. Suggestions for “wait” time in between flights


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Conclusion of Program

1. After the workshop and flight are completed, the teachers should complete the short evaluation form found online in Fly-a-Teacher Guidelines Booklet.

2. The teachers are presented a Teacher Orientation Flight certificate with the number of contact hours earned as a result of this professional development activity.

3. Copies of the evaluations and any PAO articles and/or pictures to should be sent to NHQ/AE for use in future publications for the Fly-a-Teacher Program.


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Reimbursement for the Mission

1. All previously-mentioned coordination and approval is secured.

2. Pilot or other designated person enters the Fly-a-Teacher type “C” mission request into WMIRS.

3. CAP NHQ /AE receives the request and approves, if funding permits.

4. The Wing Commander then receives the request for approval.

5. After the mission is complete, the reimbursement process is followed in WMIRS and the Wing is reimbursed for costs.


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Fly-a-Teacher Program

Huntsville Space Camp Participants and AL Wing Pilots


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For More Information

  • For more information on CAP’s Fly-a-Teacher program, go to www.capmembers.com/ae


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Simple Cessna

Objectives

  • Students will be introduced to the science of flight

  • Students will discuss and become familiar with Bernoulli’s Principle and Newton’s Third Law of Motion

  • Students will become familiar with the parts of the Cessna and its history

  • Students will experiment with control surfaces and learn which surfaces affect the airplane in which direction


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The Science of Airplanes

How does an airplane fly and move in the air?

Items to discuss:

  • Forces of Flight – lift, drag, gravity (weight), and thrust

  • Bernoulli’s Principle

  • Newton’s Third Law of Motion

  • Control Surfaces

  • Weight and balance


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Forces of Flight

  • Lift - Lift is the force that directly opposes the weight of an airplane and holds the airplane in the air. If the amount of lift drops below the weight of the airplane, the plane will descend. By increasing the lift, the pilot can make the airplane climb.


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Forces of Flight

  • Gravity (Weight) - Every object has weight as does the airplane. Gravity pulls the object (airplane) with a downward force. Gravity opposes lift.


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Forces of Flight

  • Thrust - Thrust is the force which moves an aircraft through the air. Thrust is used to overcome the drag of an airplane. An airplane's engine is responsible for producing thrust .


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Forces of Flight

  • Drag - Drag is the aerodynamic force that opposes an aircraft's motion through the air (thrust). Drag is generated by every part of the airplane.


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Bernoulli’s Principle

  • Bernoulli's Principle can be used to calculate the lift force on an airfoil if you know the behavior of the fluid flow in the vicinity of the foil. For example, if the air flowing past the top surface of an aircraft wing is moving faster than the air flowing past the bottom surface then Bernoulli's principle implies that the pressure on the surfaces of the wing will be lower above than below. This pressure difference results in an upwards lift force.


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Bernoulli’s Principle

1. What will happen if you blow across the top of a piece of paper held against your chin?

2. What will happen when you place a ping-pong ball in a funnel and blow down into the funnel?

3. What will happen to a ruler with a curved card attached to it when you blow on it with enough force?


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Newton’s Third Law of Motion

For every action, there is an equal and opposite

reaction.


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Control Surfaces

  • Theailerons, located on the outer part of the trailing edge of the wings, control the roll or bank of the airplane.

  • The pitch, or the up and down movement of the aircraft is controlled by the elevator. It is located on the trailing edge of the horizontal tail assembly.

  • On the trailing edge of the vertical stabilizer is therudder. This controls the yaw or the left/right sliding movements of the aircraft.


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Weight and Balance

  • Weight and balance factors are critical to the safe operation of an aircraft. Weight and balance refer to the weight of an aircraft and the location of the centre of gravity. Aircraft are designed to operate within certain weight and balance limits. The distribution of weight is of vital importance since the position of the center of gravity affects the stability of the airplane. Some variables to consider for weight and balance are: fuel and oil, passenger and other payload weight, pilot weight, and other considerations.


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Simple Cessna and CAP Paper Airplane Materials

What you will need for Cessna:

  • Template sheet for each person

  • Foam meat tray for each person

  • Sanding stick (Emory boards will work fine)

  • Hot glue guns / tape

  • Snap-knives

    What you will need for CAP Paper Airplane:

  • CAP Paper Airplane pattern and directions

  • Tape


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Procedure

Cessna:

  • Provide template and foam meat tray.

  • Place the template on the foam tray and using a snap knife, cut it out.

  • Sand the edges so that they are smooth.

  • Label the parts and discuss each.

  • Hot glue parts together according to diagram.

  • Make sure the wings and tail perpendicular to the fuselage.


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Parts of Cessna

The alignment of the tail to the wing should look like the picture above.


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Experiment

  • Experiment with the flight of your Cessna. Change one variable at a time to see how the flight of your model changes. Record the results. Try another change and record the results.

  • Compare the model you made to the airplane you take your orientation ride in. Can you identify the parts and tell the purpose of each part?


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CAP Paper Airplane

  • Use the lesson plan and paper airplane sheet to complete this activity.


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Let’s Go Flying!


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