Intruction Pamphlets Are Not Included AVAILABLE from Cessna Aircraft Company, Air Age Education Department, P.O

DOCUMENT RESUME

ED 129 587 SE 021 179

AUTHOR Petrie, 7,'dwin T. TITLE Air Age Education. Aviation Car,ser Awarenel-Is Program. INSTITUTION Cessna Aircraft Co., Wichita, Kans. PUB DATE Nov 75 NOTP 83o.; Kit to make model airplane and several small intruction pamphlets are not included AVAILABLE FROM Cessna Aircraft Company, Air Age Education Department, P.O. Box 1521, Wichita, Kansas 672C.1 ($4.95)

EDRS PRICE MF-$0.83 HC-$4.67 Plus Postage. DESCRIPTORS *Aerospace Education; Aviation Technology; Career Education; Car-eers; Elementary Education; *Elementary School Science; *Instructional Materials; Science Education; *Teaching Guides AESTPACT Described is a program designed to help introduce the broad scope of occupational careers available with general aviation. The program is designed to aid the teacher in presentingthe basic principles of flight, essential facts about general aviationas well as its occupational opportunities. It replaces previous elementary student materials, and integrates careerawareness lesson plans and activities with the most popular items incorporated inthe previous kits. The program offers a series of booklets, cloud charts,an airplane model with movable control surfaces,a flight chart and a road map. Each of the units in this book begins with objectives related to learning basic principles of aviation and objectives designed to provide awareness of careers appropriate to eachunit. The objectives are linked to teaching strategies andresource materials.(Author/ER)

*********************************************************************** Documents acquired by E7-2:C include many informal unpublished * materials not available from other sources. ERIC makesevery effort * to obtain the best copy available. Nevertheless, items cf marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available

* via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions* * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OE EDUCATION 00(j11,,, HAS BEENIf I PRO DOC( D X:4( IL U (F VE 0 E,ICEM 144E PC N OW 01o:44N t1:41,ON ORIGit.4

4-4 IN, I POINTS 0, .11 4% OR ()PINIONS AIR AGE EDUCAT ON I:41CD 00 1.0I,11( r REPRE

t.1), H e

AVIATION CAREER AWARENESS

PROGRAM

A GROUP OF UNITS FOR ELEMENTARY SCHOOLS

TO PROVIDE AN AWARENESS OF GENERALAVIATION AND THE CAREERS IT OFFERS

Edwin T. Petrie

The Ohio State University

Cessna Air Age Education Department Cessna Aircraft Company Wichita, Kansas 67201 TABLE OF CONTENTS

To the Teacher iii

UNIT I: Airplanes are Manufactured in Different

Sizes and Shapes 1

UNIT II: How Airplanes Fly: Instruments and Controls . . 8

UNIT III: How Airplanes Fly: Forces, Motions and Attitudes 17

UNIT IV: Flight Planning and Navigation from Place to Place 27

UNIT V: Weather and Aviation 35

UNIT VI: The Airport and Your Community

UNIT VII: The History and Growth of General Aviation . . 48

An Elementary Aviation Glossary 50

Answers 54

ACKNOWLEDGMENTS

I wish to acknowledge and thank Phil Woodruf and Dave Pishko of Cessna for initiative, assistance,guidance and counsel through the preparation of thisprogram. Special thanks also to Amy Kiggins, who provided the illustrations,and Faye Malone who typed the manuscript through two drafts and the finalproduct. And deep appreciation to Judy who perservered throughmany late nights oF "building paper airplanes".

Edwin T. Petrie November 1975 Columbus, Ohio

3 TO THE TEACHER

Each of the units in this book begins with objectivesto enable your students to learn the basic principlesof flight and of general avi6tion. The units also contain objectives designedto provide the student withan awareness of the careers that are appropriate to oach unit. The objectives are accompanied by teaching strategies and resources thatmay be used. The strategies include hints on coordination of this material withyour regular subject matter.

In many cases, the suggestedresources are included right along with the unit. These sheets are designed for two different uses: first, you may use them with electro-sensitiveacetate in an electrographic copier to make overhead transparencies;and secondly, you may use them with electro-sensitive ditto mastersin the same machine to make enough copiesso that each student may have one for a work sheet to keep. (The 3M Thermofax or the A. B. Dick204 Master Maker are two of many such copiers. Your school should have one.)

Attempts have been made to provide activities appropriate to all ability levels in the elementary grades. Some of them may be either too elementary or too advanced foryour students. Here is your chance to use a bit of creativity in adaptingthem to your students.

In compiling this guide, attempts havebeen made to anticipate the needs and problems in implementingan innovative program of this kind. Should these attempts have fallen short, fortunately there is one factor in theclassroom that can usually succeed in the most difficult of conditions. That factor is you, the teacher, a guide and helper who is actuallythere with the students. In implementing this programyou will share aviation and career awareness with your students. Ultimately, their success will be your success. Good Luck!

4 UNIT I:GOAL: AIRPLANES ARE To Introduce The Student To The vANUFACTUREll IN DIFFERENT SIZES General Aviation Airplane; Its AND SHAPES OBJECTIVE Size, Its Shape, How It Is Manufactured, STkATEGY And By Whom. RESOURCES SOURCE I. The student will be able size.aviationidentify airplanes several differentin terms ofgeneral to doneThis withidetification pictures. can best bL SavegeneralAviation what interest. magazinesis left of of Bythenewsstand. subscription nearest large or atairport Newsstanc! at a b)a) How many peopleengines do they them? can ride in have? a) Cut from aviat',on magazines,boardasviduallabeled a class(art, student and onspelling).made the collages intobulletin indi- or units.them for use in later interestedparents.is excellent. teachers. Other aviation Interested 2. The student will be able tod)c) How highfast do they fly? c)b) WriteUse the for pictures free catalogues in this forlarge the labels.bulletin board with kit or Airplanethanplanes(make "stylized"). sure arecoloring thatreal air-ratherbooks Newsstand, airportsuper marketis a good bet. drug store, again, the aviationshapeident.:fy and airplanes severalmarkings. differentin terms ofgeneral writemanufacturers.Notpictures toothank many from you and (English)airplaneletters. remember to AirplanePublicitylogues. Sales Pictures. Cata- Airplane underLocal(lookInterested Airplanefixed in the baseparents. yellowDealers). operators pages c3-1' c)b)a) How HowWhat are are is the the engine(s) wingsfuselage placed? placed?shape?How many? Where? d) Use models or toys orfrom relatives. students, their parents Be sure to on loan manufacturersDirectory).Write directly (see to airplane e)d) AreDo theythe registrationhave distinctive numbersdifferent?and markings? Why? paint e) Have students cut out papergeometricalwrite(English) thankand arrange youshapes letters. them from into colored various Geometricalpattern sheet. shapes Included with this Unit. display.ontoTheyinteresting acould plain (math paste sheetairplane and their art)of paper shapes.best for one Scale1.Education,Ideas L.Iodels, for Vol.Aviation Teaching II, p. Cessna Aircraft Cr. 1 3. The student will gain OBJECTIVE knowledge of Have the whole class participate STRATEGY Plastic airplane model RESOURCES SOURCE a)careersandthe Production become airplane involved aware Planningmanufacturing inof thethe process.various process situationlinedthein formingmanufacturing at the as a left.realistic"company" and process as out- Make the as possible. using Airplaneplanning."prototype" pattern for and IncludedFurnished with with this this Unit. kit. b) Design and Layout designers,materials.time & efficiency, draftsmen. plant layout - Engineers, - Budget, etc.uponasThe complex processyour class as may you size,be like, grade based level, Jobs should be assigned as simple or Job instructionOperation Sheet sheet. Included with this Unit. d)c) Assembly Cut-out and Basic machining.Sheet metal, cut-out, stamping, - Assemblers, basic, Manufacture - samedepartmentsing,interest,based basis. budget, upon ability, maystudent personnel be added etc. and awareness, onAccount- the sales facturingAviationTeachingForm An AirplaneCompany,Education,Ideas for Manu- Cessna Aircraft Co. e) Paint and Finish upholsterers.finishers,finish. polishers, - Painters, Thetheir product own operationto be manufactured sheets. Students should plan is Vol.productionIndustrial II, p. 7.planner Engineer to or Anynecessarily local manufacturer in the aviation not modelEnoughasPlanningan an suppliedairplane available airplanes should withbased "prototype". beshould this doneupon kit. beusingthe plastic this manufacturingassist"plant" in layout,planning process, etc. the parentbusiness. could help. Possibly a facturedInhave the one studyingso for that use each in futurestudent: un'its. process, the manu- will facturingA worker inprocess. the manu- aorAny parent assembly local could manufacturing plant. help. Possibly multipleboredom,assimplestudent opposed task tasketc. should to assembly repeatedthe experiment more to modern with many times, minimize the 2 OBJECTIVE STRATEGY RESOURCES SOURCE in"customStudents a color order" should of theirtheir be allowed "paint" to job Theretheirshould(another are own also three registrationplanning choose options: (andproblem?). number. (1)apply?) N own choice They noletter,lowedFollowedfollowed letter by (3) 4 I's by digitsN 25orfollowed letters.digits, O's followed (might by (2)Remember, 3 Nbe by I digitsfol- weddingcouplepatternconfused named anniversa airplane with Judy one andbelongs or Petezero). towhose is July 30th. a The

3 GEOMETR I CAL SHAPES ,= E7

4...... i 8 4 A I RPLANE MANUFACTURINclI NSI RU CT I MS

Materials: Scissors Cardboard Tablet Backs White Glue Paints (or Crayons) Magic Tape Carbon Paper

1. Production planners should plan the manufacture of the airplanesusing these instructions as a guide. Each student should have a job and detail the operations of that jobon the Job Operation Sheet on the following page.

2. Pattern makers, using carbon paper, should transfer the patternfrom page 6 onto cardboard or good, rigid tagboard and cut it out for use as teolates. The templates should be labeled with the partnames from the pc,ttern. Templates could be cut out of thin plastic for better durability.

3. Layout peoplc should use the templates to lay out the partson tablet backs. Can you get better usage by laying outone whole airplane on one sheet? or by laying out all wirgs on one, all tail assemblieson one, etc.?

4. Sheet metal workers should cut out the parts with scissors andbend the wing struts at the fold line.

5. Painters and finishers should pa.int the parts using the Cessna design shown or students' individual designs. All painting could be done now using standard colors or students could "order" their color. An alter- native method would be to allow students to paint theirown after complete assembly.

6. Primary assemblers should assemble parts into major units: (1) Ailerons and flaps to wing; (2) Rudder to fuselage; (3) Elevatorto horizontal stabilizer; and (4) The three parts of the stand. Assemblies 1, 2 and 3 should be done with Magic Tape, allowinga clearance equal to the thickness of the cardboard, so that theyare moveable. Don't use regular trans- parant tape as it will crack and split. Magic Tape is plastic and pliable and will last much longer.

7. Final assemblers should assemble the major unitsinto the finished airplane. The wing should be bent slightly and slipped into the notchOH top of the fuselage. The tail assembly should be slid into the sloton the fuselage. Wing struts should be glued to both the wing and fuselage with white glue.

Help the students plan how much shared assembly linework or how much individual work will be done. Budget time, materials and costs. You may decide to combine some of the job categories, suchas paint layout and painting. You may decide to combine or spread out responsibilities,as one person assembling the wing or four people with each addingone part. Through- out the manufacturing process, studentsmay hold one job throughout or sample several. You should stress the awareness of how individual jobs combineto make the whole job, how to work together,etc.

5 Wing Assembly PATTERNSAIRPLANE MODEL Horizontal Tail Assembly Stand Assembly tiervic WinQ ctrutc Fuselage Assembly 6 JOU MAHON

Name

Job Title

I. In the left-hand column list the tasks required in the performance of your job.

2. In the second column list how often each task is performed using words like often, seldom, occasionally, regularly, etc.

3. In the third column indicate how Important each task is usingwords like some, great, very great, etc.

4. In the last column indicate how difficult each task is usingwords like easy, fairly easy, moderate, difficult,very difficult.

Task Performance Importance Difficulty

7 UNIT II: UNIT GOAL: HOW AIRPLANES FLY:TheTheTo Instruments IntroduceAirplane, The TheThat StudentControls Record To WhatThat INSTRUMENTS AND CONTROLS The Control Surfaces cf Operate Them IsAnd Happening. OBJECTIVE STRATEGY RESOURCES cr!.:.r,1" I. The student will be able anidentify airplane. the major parts of to masterUseheadsheet the and transparency Mainfollowing distribute Pal?to to of and copiesmake to aan dittoill:pr)lane an over- PlasticThe 2.:al:n Airplane _Farts Model2-37,an Sheet. - Included witn tis e)d)c)b)a) Engine(s)LandingTail WingsFuselage Assembly gear onthemthesethe the students. point modelsparts out ofbuilt the invariousairplane, Unit I, Have them discuss parts have ModelsIndividual Airplane yourManufacturedFurnishet students. wit*, 2. The student will be able toanidentify airplane the andmajor correlate controls them of followingUseand the then Insunenent tofill make in an thePanei overhead blanks. sheet Sheet.The j:-;:lt2 Incluaec witha)they Wheelthe operate. control (stick) surfaces with the which ailerons majorstudents.andtransparency distributecontrols and copies athe d'Ato controlto themaster Have them discuss the IndividualPlastic Airplane Airplane Model Manufacture:Furnised d)c)b) TrimFlap Rudder Control pedals with with the the trimflapsand the elevator rudder tab PanelMakethesurface surecontrolsheet whichthat and on theyeach thethe surfaceoperates.Instren,:- which can point out ModelsIdeas for Aviation Teachinsii Cessna ;,rcra."-,. your studer,ts. e) Throttle with engine speed blanksplane.it operates that name on theirthe controls. model air- Have them fill in the Vol.PhotographsInstrument I, p. :.;1 Panel 2. Posters 8 OBJECTIVE 3. The student will be able identify the basic instruments to transparencyUsing the Instrument and dittos Panel from Sheet STRATEGY See Objective 2 above. RESOURCES See Objective 2 above. SOURCE b)a)andchanges. CompassTurn how &they Bank respond Indicator to control Makeobjectivethestudents surebasic 2that point instrumentsabove, they out have and on thediscuss the panel. can point out DemonstrationSheetBasic Instruments size, AeroproductsIncluded with Research, this Unit. Inc f)e)d)c) ClockAirspeedTachometerAltimeter indicator tosurfacewiththe react. instrumentthe thatcontrol causes and and correlate thecontrol instrument it Have them fill in the flightworking instruments. models of all supplieror other (seecommercial Directory). Instrumentsexercisenowandblanks thecomplete, thatindicatedswitches. Sheet. name from theon memory, theinstruments Basic the Have students Generalthree ofItems the forabove use objectives. with all Make,asimulator.students, turn with operating thea cardboard help the of controls box and Let each student have your SimulatorCardboard Box Flight thisSimulatorInstructions unit. included for makingwith ./ airplaneOn"flying" an airport to the see visit,simulator. the controls inspect and an allowtheseattheinstruments. control childrenthemand operate tosurfaces. sithow inthem.the the controls pilot Ask a pilot to show If possible move 9 OBJECTIVE STRATEGY RESOURCES SOURCE 4. The student will maintenanceinvolvedoccupations in and theof repair peoplemanufacture, ofwho the understand the are SheetUsetion the fromsheet I InvestigateUnit and Ithe Job to make ditto an Occupa-Operation pationI Investigate sheet. an Occu- Included with this Unit. a)andairplanes Airframeinstruments. power, and Powerplantframe, controls fillthemastersinvestigateresources students. in theand sheets.listed,distribute these occupationsand copiesothers, to Have them use the andto OccupationalJob Operation OutlookSheet. YourthisIncluded kit.school vfth or localUnit Ilibrary in c)b) RadioInstrument Repairman Mechanic mechanic tionalDictionaryHandbook Titles of Occupa- YourLaboror the school(see U. S.Directory). or Department local library of Occupational Briefs these,SeveralLabor thr, SRA publishers U. is S. the Department most have of (see Directory). toHave the resource class about people their in to talkoccupa- moreA person of these in any occupa- one or Localnotable(look fixed in(see the base Directory). yellow operators pages period.duringtions.in advance, a question questions and Have the students answerto ask them prepare, tions. etc.parents,Check with friends, nderinterested Airplanerelatives, Repairs). 10 The eMain Warts of anAirplane

13.

2. 14.

3. 15.

4. 16,

5. 17,

6. 18,

7, 19.

20,

9, 21.

10, 22.

11, 23.

12. 24.

11 piausn.issuz lasso&

L I. 'C

'Z 171.

'C 91.

'V '91. '9 'LL

'9 81. 'L

'8 -0Z

'6 LZ ' '01. 'ZZ

'1.1. 'CZ 71. YAW AXIS

PITCH AXIS

THE MOTIONS OF FLIGHT

2 (i

22 CARDBOARD BOX FLIGHT SIMULATOR

INSTRUCTIONS

1. Get a corrugated carton from a console model TV set. Ask a local TV dealer; they are usually glad to get rid of them.

2. Paste the instrument panel photograph from this kit to the front for small children. For larger ones you will need to use a full-size photograph. They are available from many sources. One is the United Aviation Group, P. O. Box 1136, Santa Monica, CA 90406. They have a good selection and charge $3.95 for one and $2.95 each for two or more.

3. Trace the control wheel on the photograph, transfer itto heavy corrugated cardboard and cut it out. Two thicknesses glued together and wrapped with tape make it sturdy and durable. (Make two.) Nail each wheel to a piece of broomstick or dowel that will stick out ofthe box about a foot in both the front and the back. Install it in the right place as shown in the sketch below.

Staple or tack Front çNail rubberbands to Stop Nail front, back and Stop ycenter of stick-/---114' Wheel

Cut holes in front and back big enough Four heavy rubber so the stick moves bands to give push, freely pull and turning resistance

CONTROL WHEEL INSTALLATION

14 1 8 Several pieces Front of corrugated 4. Make a throttle by glued to inside attaching an old TV or radio of box Old TV knob to a piece of dowel knob about 10" long and install it as shown at the right. Glue several pieces of corrugated to the inside of the box as shown for strength and sliding resistance. Be sure to cut Nail Stop Cut hole so the holes in these pieces dowel fits before you glue them on. rather tight for resistance

Front THROTTLE INSTALLATION

Rubber Cut Bands--\ 5. For rudder pedals, cut out two pairs of 3-sided flaps in the right place as shown at the left. Attach 2 rubber bands to each pedal for resistance and return. Hinge Be sure to make them large enough so that everyone's feet will fit. You might also tape the edges of both the pedal and the cutout for Hinge Bottom better durability. Don't Cut

Front View Side View

RUDDER PEDAL INSTALLATION

6. You now have a workable flight simulator. Everything you do from this point on will make it just that much more realistic. Using the panel photograph for size and patterns you might cut needlesfor the instruments from white plastic lids. Just put a pin thru them and the cardboard box and set them at different places for different problems. You can surely find some old cabinet or radio knobs, switches,etc. Just punch a hole in the box and screw them on from the inside. Be sure to leave them just loose enough to turn with a little friction.

7. Pull up two classroom chairs, seat a pilot and co-pilotand you're off into the wild blue yonder.

I 9

15 I INVESTIGATE AN OCCUPATION

1. Name of the occupation

2. Job Title

3. Exactly what does the worker do?

4. What tools or equipment are used?

5. How much education do you need for this job? High School?

Technical School? College? Special School?

Other? What other?

6. What other special qualificationsare needed? Physical, Mental, etc.

7. Working conditions and hours?

8. Geographic location?

9. Opportunities for advancement?

10. What interests of yours would this job satisfy?

11. What abilities do you have thatare related to this job?

12. Will this job require moreor less workers in the future? Why?

13. List some related jobs thatyou might consider as alternatives. Why?

2 0

16 UNIT GOAL:III: HOW AIRPLANESTo Introduce FLY: The Student To The Motions, FORCES, MOTIONS AND ATTITUDES Forces And Attitudes OBJECTIVE Of Flight And The Surfaces That Control Them. STRATEGY RESOURCES SOURCE 1. The student will understandproducesfour forces these of forces,flight, howwhat the the EffectThrustUse the of Produces ForcesFlaps sheets ofLift, Flight, followingand TheHow ForcesThrust of Produces Flight, Lift,How Included with this Unit. whatmajorchanges instruments controls in these affect are forces. affected them and by thesecopiesandto makeditto forcesto overhead themasters andstudents. what transparenciesand producesdistribute Discuss WindSheets.andIdeas TheTunnel, forEffect Aviation, Teaching of Flaps Cessna Aircraft Co. E\ d)c)b)a) LiftGravityDragThrust (Wing)(Aerodynamic (Engine(The Earth) and Shape) Propeller) areaffectHavethem. affected thethem students andby changeswhat fill instruments in in them. the Point out what controls SimpleVol.tions, II, Lift Teachingp. Demonstra- Ideas 1. Cessna Aircraft Co. 2. The student will understandthree basic motions of flight, the Useblanks the onMotions their ofsheets. Fliight, (science) Effect Motionsp.for 2. Aviation, of Fliight, Vol. II, Included with this Unit. motions.affectedthemhow theand majorbywhat changes instrumentscontrols in theseaffect are andElevatoroftransparenciessheets thedistribute Ailerons, followingand Effect copies andEffect to ofditto maketo the ofthe mastersoverheadtheRudder RudderEffectand Effect sheets.of the of Ailerons,Elevator the c)b)a) YawPitchRoll (Vertical) (Longitudinal)(Lateral) themandstudents.involved thefill controls inwith the the blanks.and students. instruments (science) Discuss these motions Have fortion,Viaualp. Aviation,10. Teaching Stall Demonstra- Ideas07-11, Cessna Aircraft Co. 17 OBJECTIVE STRATEGY RESOURCES Usesheet the toPaper make Airplane a ditto Modelmaster and Papersheet Airplane for making Model ditto Included with this Unit. SOURCE HaveinstructionsclipHavedistribute them thethem usemodel cut copies theand out,according rudders,build tofold, the the totapestudents. plane. the and Modelmaster.tor. AircraftGA-20-71. Labora- FAA (see Directory). withcontrolflight.aileronsstrate different surfaces theand differentelevatorspositions to produce motionstoof demon- of Have them experiment the HowPaper to MakeAirplanes and Fly Scholastic(see Directory). Book Services 3. The student will understand the Havedifferent the students motions. (science) go back to the Aviation magazines of By subscription or at a whattohowfour execute instrumentsthe basic major orattitudes maintaincontrols reflect of them this,flight, anC are used ofairplanesUnitaviation flight. I and magazinesin cut the out various picturesyou used ofin Have them label them attitudes forwhatgeneral use is inleftinterest. later of themunits. Save parents.isthenewsstand. excellent. nearest large airport Other aviation Newsstand at Interested d)c)a)b) TurnGlideClimb Straight and Level attitudesofHaveand airplanes putthe themofstudents flight. in thetheir draw (art)various notebooks.pictures Art supplies. classroom.Shouldinterested be on teachers.hand in your attitudes2airplaneHave above the to modelsstudentsof demonstrate flight. from objective the use the paper various 2resourcesSee above. paper inairplane Objective See Objective 2 above. attitudesprettyshouldadjustment weirdproduce and of maneuversones theall as controlof well. theand basicsurfaces Again, some 18 4. The student will understand OBJECTIVE the Use the I Investigate STRATEGY an Occupa- Job Operation Sheet RESOURCES SOURCE whoato pilotbasic fliesboth occupationoccupationtheto helppilot in who asandhis it fliesthe applies pilot or her as toJobtion make Operationsheet ditto from mastersSheet Unit from IIand and Unitdis- the I Investigatetionfrom sheetUnit Ianfrom and Occupa- UnitI UnitIncluded II in withthis Unitkit. I and basic occupation. atoccupation.listedHavetribute other them tocopies occupations investigateuse theto thevarious which students.the pilot'sdon't Have them also look resources HandbookOccupational Outlook orYour the school U. S. orDepartment local librar of onewhererequire were. it onewould to be a bigpilot help but if tionalDictionary Titles of Occupa- Labor.orYourLabor. the school(seeU. (see S. Directory) DepartmentorDirectory) local librar, of Have resource people in to talk AOccupational pilot who fliesBriefs to notable.these,Several SRA publishers(see is Directory)the most have questionssheetsclass.about theirto to be ask occupationsfilled based out. to You might have them upon the the prepar make his living. parentsCheckunder(lookLocal Airplanewitn infixedor therelatives.interested base yellowCharters) operators pages helpusesanotherA pilot himhis occupationwhoinflying hisis injob.to but businessfriends.Checkparents, with concerns. relativesinterested and Check with local 19 THE FORCES OF FLIGHT

2 1

20 HOW THRUST PRODUCES LIFT

D°- POSITIVE PRESSURE AREA

THE IN PRESSURE BETWEEN THE WING

SURFACE AND THE WING SURFACE PRODUCES

AREA OF

THE EFFECT OF FLAPS INCREASED

THE USE OF FLAPS INCREASES

BUT IT ALSO INCREASES AREA OF

INCREASED

21 YAW AXIS

PITCH AXIS

THE MOTIONS OF FLIGHT

2 ci

22 EFFECT OF THE AILERONS

ACTION OF THE MOVES THE PLANE

ON ITS AXIS

NORMAL LIFT

LOWERING THE AILERON

LIFT AND THE WING

RAISING THE AILERON

LIFT AND THE WING 7

23 EFFECT OF THE ELEVATOR

ACTION OF THE MOVES THE PLANE

ON ITS AXIS

RAISING THE ELEVATOR

FORCES THE TAIL AND THE NOSE

NORMAL LIFT

LOWERING THE ELEVATOR

FORCES THE TAIL AND THE NOSE

2 8

24 EFFECT OF THE RUDDER

ACTION OF MOVES THE PLANE ON THE ITS AXIS

IOVING THE RUDDER TO THE MOVING THE RUDDER TO THE

FORCES THE TAIL TO THE NEUTRAL FORCES THE TAIL TO THE 2 9 25 PAPER AIRPLANE MODEL

e g g d a d g g e

1. Cut out and fold up on linea. 6. Put a paper clip on the nose and 2. Unfold a and fold down lines b thenc. launch for flight. 3. Fold a up again and 3taple at s. 7. Cut at lines g and fold elevators 4. Fold down lines d and e. up or down or both to execute 5. Cut off nose at line f and decorate different maneuvers. Use them with paints or crayons. as ailerons also.

26 UNIT IV:GOAL: FLIGHT PLANNING ANDTo NAVIGATIONIntroduce The Student To The Basic Techniques of Navigation FROM PLACE TO PLACE OBJECTIVE And The Planning Of AF Airplane STRATEGY Flight. RESOURCES SOURCE 1. The student will understandpilotbasic needsinformation to navigate and tools and plan athe studentsBegin by withfamiliarizing directions the and Compass Rose Came Included with this Unit. b)a)a flight. MapsComputer and chartsand Plotter chartsHaverosecompass the game.for studentsuse airway (Geography) by playing navigation.study the maps and compass Air Chart-Road Map Furnished with this kit. f)e)d)c) FlightWindSpeedCompass Speed andPlan and Distance andFormsClock Direction withAlsochartPoint roadcompare outand maps thecompare air ofcompass navigationthe with the sameroses area. on the game. charts AirSectionalcomparison Charts (SAC)and poster World and FlyingLocal CessnaService. Dealer Obsolete or navigationDemonstrate plotter. the use (Geography) of the IntegratedRoad(WAC) Maps Learning: Localcharts Fillingare free. Station. Transparency,P.Education,Ideas 4. for Vol. AviationTeaching I, Cessna Aircraft Co. ITT.forWork,Visual AviationII, Teaching Aid p. for5. Education IdeasMap Cessna Aircraft Co. 27 OBJECTIVE STRATEGY computerMake a ditto and distributemaster of the simple a copy to Navigation Computer/ RESOURCES Included with this Unit. SOURCE aroundematicsandeach assemble student.the lessons simple the couldequationcomputer. be built Have them cut-out d=rt Math- notter_sheet.TimeSpeed Information Information sheetsAircraft included specification with this ofusemultipliedwhere the the distancevariables computer by time (d) whento (t).equalsfind the anyotherspeed one (r) Have them WindDistance Speed Information and Direc- CurrentSectionalkit. local Air weather Charts. oristosimpletwo opposite infindare the additionknown.net directionto speed it. and when you'resubtraction the goingwind Wind problems are tion reports and forecasts. flight.aboveHave yourto plan students a use all of If the FAA Flight Plan cross country the FlightFAA Flight Plans Planat Forms Local Flying Service. aform simpler is too one complicated, of your own. devise Corsicana,p.Education,Ideas 5. for Teaching Vol.Aviation III, Cessna Aircraft r-. 2. The student will understand OBJECTIVE the It is best to begin by letting STRATEGY the Aircraft radio tuned RESOURCES SOURCE whomtionvarious and aspect whyuses theof for thepilot the radio, communica-talks. to tocordingsradiostudents aircraft communications or listen frequencies.a radio to thatactual using will aircraft tune re- Center.orFlightto Airlocal TrafficService airport, ControlStation one.friendAnyinterested radio may storelet parent you or borrowor an a)b) ControZ Ground TowerControZ for for take-offandinstructions landing instructions. on the ground. movement cationsRecorded Radio Communi- Directory)AidsSeveral Suppliers Aviation (see Education d)c) Other FZight Airplanes Service forStationsweathergettingreporting andcurrent positiontraffic enroute info.and for aircraftHavelearn the the studentscall phonetic signs, practice alphabet,special and words AerospaceTeachingLaboratory. GuideCommunication GA-20-18-8R for an FAA (see Directory). information and assistance. general municationstudent.includingsuggestedand phrases (language procedures.aresource workbookand other arts,has for radioall English)the of this, The com- theHavedistributetoUse makecut-outs theeach aMilk construct dittoa andcopyCarton masterinstructions. to a Radio eachradio and student.sheet using MilkLanguagesheet. Carton Lab Radio YourIncluded school. with this Unit. useacommunication.They language that. can then(language laboratory practice arts, you radio English)might If your school has RadioVol.AviationTeaching Communications,I, p. Education,Ideas 1. for Cessna Aircraft Co. 29 OBJECTIVE STRATEGY RESOURCES SOURCE 3. The student will understandaspectvarious of uses the ofradio the andnavigation other the Thistodone thefamiliarization by airport. a professional Have him or her can best be on a trip ratedCommercial/Instrument pilot FlyingLocal CessnaService. Dealer or a)mentsflight.electronic Omni used range to devices stationsaid the and pilot(VOR) instru- in roomrenandexplain in theirexplanations a real theseuses airplane. andvarious you show might instrumentsthe For class usechild- Demonstration Models Directory).AidsSeveral Suppliers Aviation (see Education c)b) Air Automatic Traffic DirectionControl (ATCC)(ADF) CentersFinders youngerobjectivedemonstration children. may models.be too advanced for This GA-300-94An Airport Trip, FAA (see Directory) e)d) InstrumentDistance Measuring Landing (ILS)(DME) SystemsEquipment

30 10 Aloes go

(z)4.

Is_

1. Paste this sheet on a tablet back for strength.

2. Cut out the plotter and the two circular parts of the computer.

4. Pin the other circular part of the computer to this one at the center dots so that it moves freely.

r--

NAVIGATION COMPUTER ANDPLOTTER

(1) W r- LO LC) MILK CARTON RADIO

1. Take an empty half-gallon milk carton,flatten out the pointed end, tape it shut and paint it black. You may want to put a brick or something to weight it downfirst.

2. Cut out the radio face on this sheetand glue or paste it to one side of the carton.

3. Glue on four old radio knobs over the four black circles on the radio face. You may want to screw them on so that they will turn.

eg:c 4. Take an old jewelry box suchas men's cuff links or tie bars :I come in, tape or glue it shut and paint it black. Decorate it so that it looks like the microphone shown below.

5. Attach the microphone to the radio with an appropriate length of cord. An old coiled telephone cord is the most realistic.

6. You are now ready to use this simulated radio in your work with airplane communication and navigation.

32 UNIT V:GOAL: WEATHER AND AVIATION To Introduce The Student To The Various Aspects Of Basic OBJECTIVE JobsWeather Of TheObservation, People Who Forecasting Do This. STRATEGY And Reporting And The 1. The student will understandbasic kinds of weather informa- the theseYour studentsdifferent can kinds learn of aboutweather Youris anScience excellent textbook RESOURCES Your own school. SOURCE b)a)tion WindNature that (Direction, of a thepilot Atmosphere needs (Temperature, Pressure) to know. makirgmightformingby beteacherpin-wheels, runningsimple demonstrations experiments.into flying the kites,wind, These or per- calHandbookChapters Knowledge, 4-11,of Aeronauti- AC Pilot's 61- source. Office,U.Superintendent S. Government $4.00. of Printing Documents c) Moisture (Humidity, ature,Ground,Circulation, Dew Aloft) Point) Turbulence, Velocity, Temper- room,form,onboiling a blowingwatchingcold water glass up waterand balloonsof watching waterdrops and inform steam a warm AerospaceAn23A Introduction Education, to (seeNew HorizonDirectory) Publishers d) Condensation (Dew, Frost,bility)CloudIce, types,Rain, Snow,Ceiling, Fog, Visi- Clouds, strateweightweighing airor them squeezingpressure. to show it(Science) that to demon- air has pp. 54-5, 65-7, 125-7. e) Air Masses and Fronts (WarmMasses)Fronts, WarmCold andFronts, Cold OccludedAir 33 OBJECTIVE 2. The student will be able weather maps and reports to gain to read reportsHave your and students weather clipmaps weatherfrom the STRATEGY Weather Symbol, and RESOURCES Included with this Unit. SOURCE a)weatherinformation Weather picture. Maps about (General the basic and Ontimethemlocal a triptokeepnewspaper interpret tothem the overfor airport, patterns, study. pick a period of etc.Have ChapterFrontHandbook Sheets. LI, of Pilot's Aeronauti- SuperintendentU. S. Government of Documents,Printing c)b) TeletypeWeather SymbolsSequences Aviation) alsonon-currentnoteletype longer pick weathErup.current. weather reports maps youthat Have a person at Use these and can are up Weather23A.cal Knowledge, Radio AC 61- NearbyOffice, radio $4.00. store. CCc-: reportsTheyweatheryou.the airportcould onsymbols .31sothe save radio. that listensome are(Science)of to used.these weather Have the students study the for 3. The student will become familiarthewhowith weather.observe, the occupations forecast ofand people report ationsandtripStudents discuss towith a might nearbytheoccupations workersbe weather able there.andto station take An oper- a I U.Investigate S. Weather an Service Occ- NearbyIncluded large with airport. Unit II in man.evenworkeralternative a radioto address wouldor television thebe toclass, invite weather Students should use the I or a Joi;ixztion Operat-z:en Forr% Sheet thisIncludedthis kit. kit. with Unit I in unitsOperationInvestigate(English) to study sheets an theseOccupation from jobs. previous and Job 34 OBJECTIVE STRATEGY RESOURCES SOURCE 4. The student will become within recordingthe basic andinstruments forecasting used familiar the instrumentsweatherStudents recordingcan using construct easyand forecastingtosimple obtain Center,SchooZfor Aviation OperatedTeaching Education, WeatherIdeas Cessna Aircraft Cc. c)weather.b)a) Aneometer BarometerThermometer materials.school.andschool forecast weather weather station for and the They can make maps and Have them set up a report entire Vol. II, p. 7-8. d) Rain Gauge youmoreandistribution reports mightalternative, sophisticated borrow for toreproduction them.ifother instrumentssomeone classes. andhas As 0 thedatashould(Science, school from use above weathertheirart) to job station.choose observation jobs Students in

35 SKY COVER OBSTRUCTIONS & PRECIPITATION

CODE 0 NO CLOUDS HAZE CLEAR C>I

CODE 1 1/10 OR LESS SMOKE SCATTERED

CODE 2 DUSTSTORM 2/10 OR 3/10 OR SCATTERED SANDSTORM

CODE 3 4/10 FOG SCATTERED

CODE 4 5/10 DRIZZLE SCATTERED 9

CODE 5 6/10 RAIN BROKEN

CODE 6 7/10 OR 8/10 SNOW BROKEN

CODE 7 9/10 SHOWERS BROKEN

CODE 8 COMPLETELY COVERED HAIL OVERCAST

CODE 9 SKY OBSCURED THUNDERSTORM DUST, HAZE, SMOKE

WEATHER MAP SYMBOLS

tiO 5.6 CIRRUS \kilo NIR CIRROSTRATUS NIMBOSTRATUS ALTOSTRATUS COLD AIR ST. LOUIS INDIANAPOLIS 200 miles 400 milesCOLUMBUS PITTSBURGH600 miles A WARM FRONT STL M1001R- 020/65/65-w18/960 Compare thewith cross-sectional the teletype cities shown at the right. reports from the four picture above PITCMHIND 150-(DE6096H M405003R 166/53/347\12/002125/56/507.18/990 068/59/59t\12/973 - 37 ST. LOUIS INDIANAPOLIS 200 miles 400 milesCOLUMBUS PITTSBURGH600 miles A COLD FRONT STL E50012008RW- 088/46/33-0\18/979 Compare thewith cross-sectional the teletype cities shown at the reports from the four right.picture above PITCMHIND i50M2003K15010005H 200E10007 122/75/70t/12/989102/77/73t/12/983 071/74/71f/24/974 38 CUMULONIMBUS CIRRUS CIRROSTRATUS 111 NIMBOSTRATUS ALTOSTRATUS ST. LOUIS INDIANAPOLIS 200 miles //////// 400 milesCOLUMBUS PITTSBURGH600 miles AN OCCLUDED FRONT INDSTL 3508E5ED1/2TA-RW 078/42/26-'1,23+40/976 058/66/62/28+45/970 Compare thewith cross-sectional the teletype picture above cities shown at the right. reports from the four PITCMHB80192R-F142/52/51M17/995 E13007 200/47/40, 12/012 39 DCA 2121007 15 (1) E30 e11/2VTRW INTERPRETATION OF WEATHER --BD 152/68/60A18+30 T REPORTS SENT BY TELETYPE 1548E/996/DRK NW VSBY 1V2 SYMBOL ITEM INTERPRETATION TRANSLATION DCA Station identi- Indicatedfication. by call tions are available at weather letters. GROUP I. --DCA 212100Z Call letters and all abbrevia- offices. Washington, D.C. 2121007 Date and Green- The wichfirst time Greenwichnext four time. digits give the time (on the two digits indicate the day of the month; To convert to local time subtract 24-hour clock) in the 5 21st day of the month,standard4:00 p.m., time. eastern prowl. sequences7hours hours for for areeastern mountain, sent standardeach and hour 8 time, hourson the hour. 6 hours forfor central, Pacific. Regular followmay"S",changes be followedsent.the occur station bybetween aidentification numeral, reporting will times, In this case the date-time data will be added.symbol, and the letter a special report When crucial

40 SYMBOL ITEM GROUP II. --15(1)E30(1)11/2VTRWBD INTERPRETATION TRANSLATION 15@ Sky cover Figures represent hundredsSymbol indicatesof amountC) = ofclear; CI) = scattered; cover: feet (15 = 1,500 feet). Scattered clouds at1,500 feet. ofsky.wheneverThe figures letter fog, and"X" dust,symbolswill smoke,be used If clouds are at varying are entered in ascending order of or precipitationinstead obscure of these the symbols levels, QDtwo = orbroken; more sets 44) = overcast Ene Ceiling The ceiling figure willfollowingheight. letters: E = estimated; M = measured;always be preceded by one of the Ceiling estimated 3,000 feet. willbyfeetAW = thebereported indefinite;and indicated.letter is variable,by "V", aircraft.B and thein = balloon; P = precipitation; theceiling remarks symbolIf the the willrange ceiling be of followed heightis below 3,000 11/2V Visibility Figures represent miles"Precipitation"is"V" and6 ifmiles less or than less, or3 miles"Obstruction."the reason is alwaysand variable. givenfractions under of miles. If the visibility Followed by Visibility 11/2 miles,variable. TRW- Precipitation, orthunderstorm, tornado. R = Rain; L = drizzLe;omittedW followed= shoWers; E if by-I-there T = meaningisThunderstorm; heavy, no precipitation. = slEet; A = hAil; S = Snow; or by -- meaning light.Z = Itemfreeling. Sometimes Tornado is spelled Thunderstorm; lightrain shower. 3D Obstructions to vision. F = Fog; H = Haze; DBtheout. = blowing).above letters are preceded= Dust;by G =N ground;= saNd; IK = smoKe (sometimes = ice; Blowing dust. 41 SYMBOL ITEM GROUP III. 152/68/60-+N,18 -I- INTERPRETATIONNW VSBY 1V2 30 t 1548E/996/DRK TRANSLATION 152/ Pressure Stated in millibars Mostusing(omittinglines of (/).the initialitems in "9" this same system as on the groupweather are mapseparated by diagonal Pressure 1015.2 6068/ DewTemperature point In degrees Fahrenheit or "10"). Temperature 68° F.millibars. t 1548E/ 30 Wind Wind direction is shownbination: by = North; arrows, either singly or in com- WindDew west-northwest,point 60° F. gust=figuresnortheast; gusts; peaks. indicatingfigures following knots. (Cthe If a wind shift has =occurred East, etc. Windfor speedcalm.) North-northeast;is If indicated followed byby indicate intensity of the East p.m.,from3018 knots; knots; southeastern wind atgusts time.3:48 shift to 996/ Altimeter Barometric pressure figuresinit inches is indicatedshowing for time by of shift. an additional arrow, followed by the setting of altimeters at the station, setting. presupposessupposesoron 3aircraft. omitted. an aninitial initial 2; 3.a number beginning Given in Athree number flgures begiAning with withthe 5 (993 = 29.93; 002 or higherwith pre- 4 or lower = 30.02, etc.) initial 2 Altimeter setting at29.96 inches. DRK NW VSBY 1V2 Remarks Any additional remarkstransmission,normallyabbreviations sent, are ofbut Englishrepresented for words. by the are given in teletypesome symbols reason and are in missing from the Any items which are letter "M". VisibilityDark overcast variable to the1northwest. to 2 miles. 42 UNIT VI: UNIT GOAL: THE AIRPORT AND YOUR COMMUNITYCommunityToIts Introduce Importance And TheThe PeopleInStudent Serving Who To WorkTheThe Needs Of The Airport, At The OBJECTIVE STRATEGYAirport. RESOURCES SOURCE 1. The student will understandestablishusebasic that considerations goan intoairport a decision inof need to a com- the and allbyBegin discussingof tothese accomplish basic with planningthe this students objective con- MemberAirport Commission Local Government. a)munity.b) Business Pleasure Travel Travel portdoinvitequestionssiderations. not commission have a member thatthe to ariseof discuss the for local whichthe Have them list answers. Then air- they AirportingAirport Ideas Design,Teach- Manager for Aviation Local Airport. c) Goods and Services well,mattersidealso toofhavewith gainthe thethe question.insight airportclass. into manager as You are moreYou Environment, might GA-300-104 another Aircraft9.Education,-Wil. and the II, p. FAA (see Directory) thevicesairportfortunate two commercial for as ifcomparisionwell there airlines.as is a small one that ser- purposes. Use 2. The student will understanddecisioninconsiderations a particular to locate thatplace. the go airport into the the mationtoofHave planthe thegained abovefor students the inobjective thelocation use performance theto of infor- begin a new AirportSame as ModeZs, Objective 1 CessnaSame as Aircraft Objective Co. 1 b)a) RunwayLand Availability Direction and Wind totheairport various abovesame for resource objective. peoplethe community. askingpeople Write how letters as for Use they Vol.AviationTeaching I, p. Education,Ideas for 2. 43 OBJECTIVE STRATEGY RESOURCES SOURCE e)d)c) AvailabilityCongestionAccessability and of to the LocationNoise Support forminguse anairports.these airline considerations company that in locat- Have the students TeachingForm an AirlineIdeas for Compan Cessna Aircraft Co. f) Commercial Airlines Services thebe airport.involved (English)with the location will of andCommercialVol.Aviation Airports,II, p.Education, Airlines7. GA-300- FAA (See Directory) 3. The student will be the various facilities familiar with at an localTake theairport. students Again, use both on a trip to the a Same as Objective 2 Same as Objective 2 b)a)airport. RampsRunways and and Terminals Taxiways facilitiespreparearelarge available. one by inand considering the a smallobjective the list of Have the students one if they and GA-300-94.An Airport Trip, FAA see Directory) ace) Communication f)c) Fixed Buildings Base Operatorsand Hangars FacilitiesFuel Storage Areas - Unicom and Navigation patereturnwillprepare wantin youa atoclass canlist observe. have projectof thingsthem to partici- that they Upon their con- g) Flight Service Station - FAA Arts)sheetworkingbeststruct beof an ondoneplywood. airportone with model (Art,model.the whole Industrial on a 4' by 8' This can class 44 OBJECTIVE STRATEGY RESOURCES SOURCE 4. The student will withties the available many career at the become familiar opportuni- theOn theirstudents trip observe to the andairport, ask have Job Operation Sheet thisIncluded kit. with Unit I b)a) MaintenanceLine Service and Airplanes and Buildings and People Repair - both airport. beforehandthisworkquestions there.by studying toof various the people who They can prepareprepare questionsfor jobs listed d)c) AirFlying Traffic Jobs - GroundsInstructor Controller, Tower Pilots, Charter, need.to ask (English) to get the information they pationI Investigate sheet. an Occu- thisIncluded kit. with Unit II Controller HandbookOccupational Outlook Labor,orYour the school U. S. or Departmen local 1 tionalDictionary Titles of Occupa- Labor.orYour the school U. or local S. Departmen 1 Simulation,AirEducation,Ideas Traffic for AviationTeachingControlVol. I, p. 2 Cessna Aircraft Co. 45 UNIT VII: THE HISTORY AND GROWTH OF GENERAL AVIATION UNIT GOAL: AviationTheInTo RecentAmericaIntroduce And History AndThe The TheImportant StudentAnd World. Spectacular Growth Of EarlyGeneral Attempts Of ManPart To ItFly, Plays In Transportation 1. The student will become OBJECTIVE STRATEGY RESOURCES SOURCE Brothers.firstfromwith mythsman'sflight andearly of legendsthe attempts Wright to the familiar to fly Daedalusfly,legendsHave particularly the andshowing students Icarus, man'sthose read Mercury, desire myths andstories of to BullfinchmythologyBooks on legendsuch as and Your school or local library. Cayley.LeonardoatPagasus, later etc.Dedesigns Vinci suchand Sir Have them look into Have them also look as those of George CommemorationWingsClyde Cessna's of SilverWright FAA (see Included with this kit. Directory) airplanesdrawthanandlighter or dirigibles)air paint and craft.than balloons.pictures air craft of(Science, (balloons as well asHave heavier the children early HowGA-20-52Brothers' We Made Flight, the First FAA (see Directory) 2. The student will become with the recent history andfamiliar filmHaveart) onthe the children story ofobserve general the GAMA The Flight,General GA-20-62Aviation General Aviation Manufac- aviation.spectacular growth of general generaltracingonaviation. a chart aviation.the ofhistory the time and line Have them work together growth of sort Story,chure Film and Bro- turers(see Directory)Association (GAMA) (Socialtoaviationinclude the growth Studies) commercialmilestones of general and military Have themas they relate aviation. andGeneral Encyclopedia Resource Books library.Your school or local 46 OBJECTIVE STRATEGY RESOURCES SOURCE WilburtakingplannedA skit and parts orand Orvilleoriginal producedof such Wright, play peoplewith could be childrenAmelia as quotationsetc.Rickenbacker,(English,Earhart, CharlestellingArt) Jacqueline Lindbergh,why they Cochrane, Use original costumes and flew.Eddie 3. The student will become understandourwith country the transportation the and part the thatworld and systemfamiliar ofgeneral studies.tationHave the in childrenconjunction study with Bring in general aviation transpor- social properandGeneral Encyclopedia level. Resource ofBooks the Your school or local library. aviation plays. ticular.worldtransportationatstudy its and properit inin ourrelation timepicture country and toinhave the the overallin par- them Films and Filmstrips orYour see local Directory. school source SeriesDoubledayMove,ManagingTransportation, Paul ManScience M. onDanforth, the Doubleday(see Directory) & Company, Inc. 47 ANSWERS

Page 11

1.Spinner 13.Left Wing Aileron 2.Landing Gear 14.Door 3.Wing Strut 15.Seat 4.Wing 16.Windshield 5.Right Wing Aileron 17.Engine Cowling 6.Right Wing Flap 18.Propeller 7.Fuselage 19.Elevator 8.Horizontal Stabilizer 20.Right Navigation Light (Red) 9.Fin and Dorsal 21.Left Navigation Light (Green) 10.Rudder 22.Landing and Taxi Lights 11.Trim Tabs 23.Rear Position Light (White) 12.Left Wing Flap 24.Rotating Beacon (Red)

Page 12

1.Airspeed Indicator 13.Tachometer 2.Heading Indicator 14.Battery-Generator Indicator 3.Attitude Indicator 15.Clock 4.Altimeter 16.Control Wheel 5.Turn-and-Slip Indicator 17.Rudder Pedals 6.Vertical Velocity Indicator 18.Carburetor Heat Control 7.VHF Navigation-Communication Radio 19.Throttle Control 8.Fuel Gauge (Left Tank) 20.Fuel-Air Mixture Control 9.Oil Pressure Gauge 21.Wing Flaps Control 10.Oil Temperature Gauge 22.Elevator Trim Tab Control 11.Fuel Gauge (Right Tank) 23.Magnetic Compass 12.Suction Indicator

Page 20 Page 21

LIFT DIFFERENCE, UPPER THRUST DRAG LOWER, LIFT GRAVITY LIFT LIFT DRAG DRAG

Page 22 Page 23

VERTICAL AILERONS LONGITUDINAL LONGITUDINAL LATERAL INCREASES, RAISES DECREASES, LOWERS

5 2

48 Page 24 Page 25

ELEVATOR RUDDER, VERTICAL LATERAL LEFT RIGHT DOWN, RAISES RIGHT LEFT UP, DROPS

ej.)rs ,

49 from the third annual high schoolteachers seminar August 4-8, 1969

cAir age "Education 'Division CESSNA AIRCRAFT COMPANY

5 1 PREFACE

The following selected excerptsfrom the first three volumes of

Teaching Ideas For Aviation Educationhave been compiled to assist

you in enhancing aviation units inyour classrooms. We hope you

find these suggestions and experiencesmotivating and enlightening,

whether for enrichment of an existing program or for gettinga new one "off the ground". The ideas included in tnesevolumes represent

the efforts and ingenuity ofteachers throughout the country.

The Air Age Education Departmentwould like to continue furnishing

you with more Teaching Ideas. To do this we would like to have

communication from you regarding teachingstrategies, curriculum

ideas and motivationaluses of aviation that prove successful in your classroom. When enough responsesare received, we will publish another Teaching Ideas. Thank you for your enthusiasmand interest in purchasing our Elementary Kit. Please forward your suggestionsto:

Teaching Ideas Air Age Education Dept. Cessna Aircraft Co. P.O. Box 1521 Wichita, Kansas 67201 DEAD RECKONING PROBLEM SOLVED USING DATAPROCESSING COMPUTER

Mr. Wayne Fox, North High School,2960 North Speer Blvd., Derver, Colorado 80211

This is an excellent method touse in tying in with another schocl department. The computer teacher is oftenon the lookout for practical appliqtions of his machine, and using the computer to solvea cross-country navigatiOn problem is an interesting and helpful one.

Fortran ccr.putev la-w.age was used inan IBM 360, Model 43, and this was the procedure:

1. Determine the number of legs (J),wind direction (W), wind velocity (VI), and airspeed (A:).

Determine the true course and distance (Cand 0) for each leg.

3. Add this data to theprogram and feed to the computer.

4. From the computer, you will receive windcorrection angles, true heading, ground speed, estimated time enroutefor each leg, and total ETE.

RADIO COMMUNICATIONS

Mr. James Logan, Vernon High School,Vernon, Texas 76384

Equipment needed for this exercise isa foreign language laboratory with individual student headsets and microphonesand a filmstrip of radio communication illustrating communications normally conductedon a cross-country flight.

The students plan ahead of time thecross-country trip. The teacher directs the planning to coincide with communicationscalled for in the filmstrip.

After radio phraseology is studied and practiced(using the same filmstrip and record combination), the students eachput on a headset and communicate with ground control, tower, FSS, andso on, played by the teacher at the console. As each filmstrip frame is flashedon the screen, each student makes the appropriate call and is answered by the teacher.

ADVANTAGES OF THIS SYSTEM INCLUDE:

*Lack of mbarrassment in front of class. *Familiarity with microphone. *Teacher's selection of individuals forextra help. *Teacher's communication with entire classor individuals. *Tie-in to navigation, flight planning. RADIO COMMUN:CATIONS: PANEL MOCK-UP: AIRPORT MODELS

Mr. David Whypp, Lawrence High School, Trenton, New Jersey 08601

1. To overcome the difficulty experienced by students in understanding tower/airplane transmissions, a tape was borrowed from a local FAA tower and, after some tape speed and dead time difficulties, transcribed to 1/4" tape. Scripts were made and students could follow the conversations in class whilethey listened. The tapes were kept in the library for individual study, also.

2. Students were unfamiliar with instruments and panel layout. After studying pictures and actual panels, students designed and constructed 6"diameter replicas out of plastic lids, cardboard, brads, or whatever theirown imaginations produced These were backed with sandpaper and displayedon a dark flannel board. Questions about arrangement arose, and new layoutswere tried. Many seemed more practical and logical than those in real airplanes.

3. Scale models on 31x3' panels were student-constructed to illustrateand clarify the following:

a. Airport layout-runways, taxiways, acc-!sses, buildings. b. Tower control zone. c. Airport environs-checkpoints for reporting, prominent features, distances. Necessitated extensive research by students. d. Traffic patterns, using coat hangar wireon an airport model. Numbers placed on wire to indicate first tower call,power reduction, altitude requirement, carburetor heat, etc. e. Airways, VOR's, topography (small scale).

Numbers 2 and 3 make good open house, PTA, civic club, etc. displays.

AIR TRAFFIC CONTROL SIMULATION

Mr. Terry Schubert, Midpark High School, Middleburg Heights, Ohio 44130

Sparked by a locally congested airport problem, this concept of controlwas conceived. First, the airport and environs were simulatedon the gym floor. Airport diagram came from approach plates, student photo and airportmap. Facilities on the airport were gleaned from AIM and a visit. Control zone, reporting points, and radio facilities were gotten from a local chart (or sectional). Buildings were cardboard boxes. Checkpoints were photographed from the air, blown up by the photo department to 24" square, and placed to scaleon the floor.

ATIS, FSS, tower, were tuned in on a radio to be as realistic as possible. All research and work was done by students, including modifying battery-driven cars with aircraft features and rheostats to provide realism in appearance, type, and speed control. Students decided the type of airplane they wanted to be. Owner's manuals and research provided performance facts.

2 A question arose: Do we need control? With 2 or 3 planes,no. directed cars with sticks As students around the floor,no problems were encountered. But as traffic increased, weather worsened, and wind changed(student acted as Mother Nature to change conditions), need for control was admitted. acted as controller using Teacher walkie-talkies, andeven with added runways and students snatched from studyhall to fly as strangers in remained. the pattern, order Students worked all positionsto gain an insight into responsibilities and problems.

This activity, plus films, speakers, and a field tripto a real tower, heightened appreciation for safety and discipline in flying. Geography, careers, plus student involvement in doing theresearch and preparation added activity. to the success of the

AIRCRAFT CONSTRUCTION PROJECT

Mr. Don Roberts, Noblesville High School, Noblesville,Indiana, 46060

As a project for an advanced class, Aviation II, itwas decided to build a Mead Primary Glider. Since the Industrial ArtsDepartment had no Iludget for this, the followingwas "procured":

1. Scrap wood from an overhead garage doorcompany. 2. Main wing spars from football bleacher seats. (Aircraftnamed "X-16 Flying Grandstand"). 3. Elmer's glue by the gallon. 4. Wing silk from Armysurplus. 5. Dope donated by Lake CentralAirlines. Total cost for finished product - S40.00. Time to build- 8 months. The glider was flown from a towline several times beforea news reporter stalled it. Rebuilt, it was sold to a Franklin, Wisconsin museum for S150.00. Student pride, community interest, andpress coverage, added to practical by builders, made for skills learned a successful project. A magazine story brought 26 quiries from other schools. in-

New project is a powered homebuilt. The school district plansa new building and equipment for the department. A well-publicized projectSELLS YOUR PROGRAM. Students bought surplus flight suits for 25 cents. Extra silk made scarves. Graduates of the course got special certificates. Complete construction was photographed regularly. process

An idea was born, the hornswere tooted, and results achieved. INTEGRATED LEARNING; TRANSPARENCY

Mr. Frank Ely, Montrose High School, Montrose, Pennsylvania, 18801

Flying is not done in units or sections. It is an integrated activity calling for piloting, navigating, communicating,monitoring, etc, all at the same time. So it should be with aviation education. Computer, performance, FAR's, weather, are all part of navigation andshould be integratecrand studied as such.

An overlay transparence illustrates this. Starting with a basic cross- section of topoaraphy (Southern California with coastalrange, valley, and Sierras, plus lowest and highest elevation),four other transparencies are taped on, one to each side, and overlaid inseguence to illustrate the following:

1. 1200 ft. AGL outline for VFR weather minimums (titleis placed to add another sentence to first transparency).

2. 3000 ft. AGL outline for hemispherical rulefor VFR cruising altitude$

3. 10,000 ft. MSL line for VFR weather minimums

4. 14,500 ft. MSL line for continental controlarea.

Five (original and 4 overlays) different altituderegulations are presented visually with one basic transparency.

This overlay idea can be adapted to building trafficpattern legs, instrument parts or groupings, engine functions, pre-flightinspections, or any other multi-step or multi-phase procedure. Attaching the overlays to c&O side of the original eliminatesa bulky edge.

BARBER CHAIR VERTIGO DEMONSTRATION; SKIT

Mr. Jerry Clark, Kennedy High School, Bloomington, Minnesota,55420

A barber chair was acquired from the basement ofa remodeled barber shop - at no cost. During physiology study, students were belted in, told to close eyes and bend over. A fast spin followed by a fast stop, then head up and eyes open, caused theroom to go right over (Coriolis effect). Another experiment was a slow spin with studentseyes closed and thumb movements to indicate left, right,or no turning. Gradual changes cause inner ear follicles to give incorrect information,demon- strating need for dependence on instruments. Same student holds a bicycle wheel gyro in his hands, closeseyes, and can immediately detect changes.

5 9 A corny but entertaining skit for elementary schoolersor a high school assembly can be goodpublicity. A cross-country flight byCaptain Cool (helmet, goggles, scarf, etc.) illustrates just what takes place. Airplane is cardboard suspended froma stage batten or t:orn like a sandwich board. Captain Cool preflights (Kicked tirefalls off), calls weather (weatherman holds balloon and is hauled aloft by cable from backstage), callstower (student on ladder), flies XC, (studentwith cardboard cloudon a stick walks by, another squirts with "rain" gun)gets into IFR weather andcon- sults instruments (Masonite panelwith head-size cutouts-studentfaces shout things at him, such as "Your left wing is low," "2000 feet!"or "You're turning left.")

Goofs are accepted as part of the skit. Can be narrated by studentor teacher. Props can be as elaborateas desired. Based on factual procedures, but disguised in slapstick, this is a learning experienceplus entertainment.

SHORT APPROACHES

Invite an administrator to sit in on your ground school portion. One teacher had the janitor and the principal attendino- the principal now has his student license.

Get your photo department to takeclose-ups of instruments. Blow them up for study prints or display.

Invite your school photographer to go on an orientation flightto get an aerial shot of the school. Good publicity:

Contact your state Redistribution andSalvage Center for surplus goods. A complete panel mock-upwas built for $12.00.

Get parents involved keep them informed. Invite them to visityour class or fly with the students. One effort resulted in theparent purchase of an airplane and assistance i flight orientation.

Rent a weather teletypt machine- $75 per morth. Contact ESSA office in Maryland for permission forms; superintendent signs and returnscontract. Permission slip shown to telephonecompaly. One circuit plus relays brings in hourly sequences from the entir,,..U.S.

ATC simulation can be done on a transparency with students movingairplanes like on a radar scope. Class can view on projection. Transparency has squares like graph paper and planesmove iA",ead a square or two (depending on type) every 10 seconds, rung or clicked bya timekeeper. Normal, short, straight in or out patterns, ground control, holding,emergency, plus other situations can be developed withoutusing floorspace.

5 from the fourth annual high school teachersseminar nation&aerospace education congress high school aviation teachers of america

or Age 'Education 'Division CESSNA AIRCRAFT COMPANY WICHITA, KANSAS

The Aviation Club of Jardine Junior High Schoolwas organized in September, 1970 under the direction of ThomasL. Springs, a seventh and ninth grade science teacher at Jardine.

It came about simply because Spriggs recognizedthe pressing need to give positive guidance to theyoung ideas and interests which would otherwise be wasted. His answer to the problem was the specialinterest club and, as a pilot himself,an aviation club was the logical answer.

Posters were made and displayed in the schoolasking students who were interested to get in touch with Spriggs to talk aboutforming an aviation club. The result was 35 interested ninth-grade students.

As an extra-curricular activity,the club has given students a chance to explore the whole field of aviation,covering such areas as pre-flight procedures, aviation weather, job opportunitiesand the vocational training available in Wichita.

The club was immediately fortunate in theamount of aid and support given by both people and organizations inthe area. For example, a 65 h.p. Continental enginewas given the club by one supporter while another one not only provided aircraft instrumentsbut also had the technical information the club neededon aircraft engines.

Cessna was able to provide resource information andwritten material dealing with aviation educationas well as arranging a guided tour of the Cessna facilities.

Admitting that aviation-minded peopleare certainly in the majority in the Wichita community, the support and giftswhich made the club a success have been outstanding. However, with the interest and enthusiasm generated everywhere by general aviation,the same sort of support should be available almostanywhere.

An idea of the range of interest demonstratedby the club can best be given by some of its past activities. The FAA Film Library in Oklahoma City has provided films suchas "Aviation Workshop", "How Airplanes Fly", and "Aeronautical Oddities". Guest speakers have includeda flight instructor, the director of the local weather bureau,a representative from a local high school which offers aviationclasses and several speakers on the vocational aspects of aviation.

Particularly meaningful has been the trip to the Wichita MunicipalAirport including, as it did, visits to the control tower,radar room, Weather Bureau and Flight Service Station.

The highlight for everyone, of course,comes at the end of the year when each member is given the opportunity to takea light-plane ride as an introduction to the new medium he's been studying.

1 The Aviation Club at Jardine has been an unqualifiedsuccess, doing much to mold and hold youthful interest and,above all, it has again helped to prove that "We'renever too young". The most important fact though is that this success story could be duplicatedalmost anywhere--few communities lack the technology and interest to support such a club. The only key to success is the interest and energy of the concerned adults--it has to equal that of the youngsters if they're to become better citizens.

VERTIGO DEMONSTRATION

(Note: Volume I uf TEACHING IDEAS FOR AVIATION EDUCATION includeda brief item by Jerry Clark of Kennedy High School, Bloomington, Minnesota, on the use of a barber chair to demonstrate vertigo. The following is a more complete descriptionon the experiment, its results and its meaning.)

Air safety is the universal concern of both pilots andpassengers. However, while commercial and military pilots receive constant training to make their flying safer and more reliable, theaverage private pilot doesn't have that opportunity. Particularly, he may be completely unfamiliar with normal physiological limitations which, under certain circumstances, can seriously hamper his judgemnt.

An example of such a normal, physiological limitationis the one responsible for vertigo or spatial disorientation. All too few pilots have experienced this phenomenon and few know how to guard against it.

To overcome some of this lack of experience, aviation education students at Kennedy High School are givenan opportunity, in a laboratory situation, to become fully aware of the danger of always trustiny his earth-oriented senses when he's flying.

First, of course, it is necessary to understand the physiological mechanisms involved. Several films, available from the U.S. Air Force, will show the student that the three semi-circular canals in the inner ear are the cause of most of the trouble. While they are a major source of reference data for the brain, they stillare secondary-- the eyes are still the primary source of data as longas some sort of horizon can be seen.

But, when the horizon disappears or gets fuzzy, the brain looks to the semi-circular canals for data. Each of the three fluid-filled canals is oriented in one of the three axes of space.

The canal senses motion in a very simple manner. To demonstrate, take a glass of water and rotate it in your hands. While the glass obviously turns, the water in it seems to stand still. The fluid in the semi-circular canal acts the same as the water in the glass. When the body and the canal move, the fluid tends to stand still. Sensors in the canal detect this difference in movement between the canal and the fluid and send a message to the brain saying "tip"or ,3 2 or "turn", depending on the axis involved.

But, like a good many other systems, thisone, too, isn't completely fool-proof. For example, if the movementor rotation continues for more than a few seconds, the fluid in the canal startsto move with the canal just as the water in the glasswould eventually start turning with the glass if you rotate it longenough. When that happens, the sensors in the canal detectno difference in movement and the brain gets the message "no movement". If the horizon isn't visible, the brain accepts that message,even though the body is actually moving or turning. This is a graveyard spiral if the bodyis strapped in an airplane and will notor cannot use other orientation signals such as the instruments.

Slow or slight movements of the canalare not detected by the sensors because the fluid moves right with thecanals. Try rotating the glass very slowly and watch the water move with it. This shows graphically that a body strapped in an airplane couldeasily go into a gradual turn but feel that it was straight andlevel if no other input information is used.

The three canals operate in threeaxes but are all connected at a common base. So, if the body moves in twoaxes simultaneously, causing movement of the fluid intwo of the canals at the same, time, enough pressure is generated at thisbase to move the fluid in the third canal. This time the brain gets the signalthat there's movement in the third axis when actuallythere isn't any. Again, with no other inputs, the body would believe itwas tipping or turning in a false direction. This is called the CoriolisPhenomenon cr true vertigo.

Fortunately, it is quiteeasy to demonstrate the phenomenon of disorientation. It can be done by closing theeyes while flying an airplane, but it is a lot safer and cheaperto do it as a classroom or laboratory demonstration.

All that's needed is an old barberchair. It may take some searching, but they do exist and, when found,are usually quite inexpensive. The barber chair is ideal for this demonstrationbecause it floats on a cushion of oil and small movementscannot be easily detected. If no barber chair is available for purchaseor donation, the demonstration can always be conducted after hours ina barber shop. It makes a fun evening out for the classor flying club.

INSENSITIVITY DEMONSTRATION

The student sits straightup in the chair and keeps his eyes closed for the entire demonstration. Spin the chair at the rate ofone or two revolutions to start with. After about a minute of such rotation let the chair coast to a stop. The student then indicates the direction in which he thinks he is spinning bypointing with his thumb. If he think's he's standing still, the signalis thumbs up. As the chair slows down, the student usually feelshe has stopped long before the chair has actually come to rest. In this case, the fluid in the semi- circular canals is rotating at thesame speed as the canal. HOW THE GYRO HELPS

To show the greater sensitivity ofa mechanical gyro compared to that of the semi-circular canals, the student sits in thechair with eyes closed and the chair is turned very slowly. lf, in the meantime, the instructor talks about another part of the demonstrationor distracts the student in some other way, it is possible for himto be turned through 180 degrees in a minute or less without his beingaware of the rotation. Then, to show the sensitivity of agyro, a weighted bicycle wheel with an extended axle can be used. The student holds the bicycle wheel by the axle and it is ther spur rapidly. Now a very slight rotation of the chair will make the v.heel or "gyro" tip and it isalmost impossible to rotate the chair more than a few degrees withoutthe student detecting it. This helps to demonstrate themore reliabile sensitivity of aircraft instruments using gyros.

"I'D RATHER BE FLYING"

To focus attention on aerospace education activities,Mrs. Elaine Chappel of Atoka High School, Atoka, Okla.,came up with a grand idea for a float to be used in any appropriate parade.

The picture tells most cf the story except for thesimplicity of construction. The propeller and tail section are made fromstyrofoam but the wing section, which restsover the top of the car, should be made from quarter-inch plywood. According to Mrs. Chappel, a first attempt, using styrofoam for the wing resulted inan art demonstration of "lift" resulting in fracture of the styrofoamwing.

As a part of the project, a school-wide competitionwas held to select an "Aviation Sweetheart" or "Miss Aviation"to ride on the car during the parade. The class president is the "pilot" with ore of the other officers as "co-pilot". FLIGHT PLANS AT COPSICANA

Jim Stephenson, of Corsicana, Texas,has a unique two-pronged effort underway. As a result of unique Texas legislation,the local high school qualifies asa Certified Ground School. Classes, there- fore, end with the student'spassage of the FAA written examination.

At the same time, Stephenson,a certified flight instructor as well as a pharmacist, has orcorizeda flying club on an extracurricular basis. Club activities are aimed at privatelicenses for all members and, as a result, 15 of thepresent 24 members are so licensed.

An important aspect of the club'sflight -rogram is theuse of flight plan forms. In cross country flights, f example, three students and an instructor flya three-leg course, with a different student flying each of the legs. Since none of the students know in advance which of the three legs he will fly,each of them must showa flight plan for the complete trip.

In addition to the full-sized flightplan forms, students TIre also provided with a booklet of pocket-sizedforms duplicating the standard FAA form.

Since flight planning constitutes suchan important aspect of the "plan ahead" criterion, such flightplan fcrms could easily be used for classroom exercise as wellas for actual flights. For that reason, we present here in the event anyc 'ould like to use them. The pocket version is shown while thefron J back of the standard form are shown on the next two pages.

'I'DI1A1 AVIATION AGINC1 FOIfflApproled. FLIGHT PLAN thoroa No. 044072-1 rrIt 091110 111 IICIAPI 1011111,(1,04

/1N,PICI1 c LMMTOPMPANYll. S. ONANIM 1.00110 III III

l.011 C 01.,11 OP /

1 elera..

II. lull 0. *0...0 AirlfM471.0MI . ol .11N, HINUM

l .,rue, I *D0f1t1 *ND /111r,(1./WO Of ,fo) q'117 (00 OF CPPt C61 IMI M1CM 1 01 IiMilD J

I CLOSE FLIGHT PLAN UPON ARRIVAL

6 11(11C1111111Cestra Aircraft No Notes

. - Check Points iFixes) ldent . R,- Course Dir.- ind.:' Vel - CAS TC WCA Dev. Dist. Leg ps -, Time Off GPH Airpait& ... ATIS Advisories Freq. (Route) Altitude Temp. TAS Var. MC MH CI-) Rem. ActEst ATEETE ATAETA RemFuel Departure ATIS CodeCeiling & Destination .. AltimeterVisibility Wind ApproachRunway Time Check L Departure Airport Frequencies Destination :.,..,iei ATISCpt AT iS Grnd . ' Tovver Dep GrndTov.ierApch UNICOM FSS U \ ICOM FSS : Flight Plan and Weather.tog on Reverse Side i, Totals II Elev.Field Block OutBlock In Elev.Field Log Time ,Sut6de MI,I, U.SCALE C, 1500.000 V. i 1 SECTIONAL AERONAUTICAL CHARTS .. ,alseaverflimng_ [kr/a/ I uri. Reported Forecast Winds AlOf t Icing and Freezing Level arid Cioud Tops NOTAMs En Rollle Deilinallon Alter flate ...... :... 1 Titre 2 ..5 .,-1,11, , 3 ,..rc r,sli i . . ...IVFL...... 1 . 1 . .. .PLAN - .. Time WEATHER SYSTEMS I l . '.i- ' ..,nn, FA Ii,a/t.".. P,,r, 6 Dep.anure -. / C - . - 4------.1IFFI 1 P'000i Il? I ArtUdi i/ 1 Alt.t.1, .. . - . , 0,..t.' .IGHT . 3., ------"'. ., . . ' ... ''.\<:' ..,-, ....j ::,.....r.).1. ... _ ..-i - - .., - ., 7,---;- s -,..: A I , ...'L ...'- I\ ::, 1 1 r 14 i I . I ti , .... ". .,t. , ( I 1 , . '.:. / -.... 1 it, 1 f t.1 . - \ 1 1- 1 I . ! 1 ' ,.. I ...... ' 1 CLOSE FLIGHT PLAN WITH FSS 777.-7 . Z.0I.LUco I-:. IEACHIFpID AS

AVIATIO DUCATION

VOLUME III

A special compilation of projects developed by active classroom avicn teachers.

Cestria AIR AGE EDUCATION

6 9 SCALE MODELS

Lavon O. Bohling, Geneva Public High School,Geneva, Nebraska, 68361

Building model airplanescan be an important part of the aviation class My students use class time and domore than just assemble the kit.

Students choose their own airplanes. They research on their own the history of the aircraft, including particular squadron markings,per formance, theater of action, etc., inthe case of military models. Those with similar scales (1/72"is most common) are displayed together to show relative sizes.

Rocket and space vehicles in modelform may be built. "Airfix," an English model manufacturer, hassome excellent models, including a 747 with BOAC markings, a 24" wingspan,for about six dollars.

WIND TUNNEL

Omar W. Fricke, Meridian High School,Meridian, Idaho, 83642

Students built a wind tunnel, usingthe basic plan from Estes model rocket manufacturer. Cost was low.

Then they built and inserted variousshapes with threads attached to show airflow. A cube produced poor airflow andtwisted threads. A sphere did the same, although not quiteas extreme. A teardrop shape caused airflow to be smooth withthreads straight.

Then various shapes of airfoilswere used, and various angles of attack. Student-built, threads wero attachedto the tips and showed definite vortices. Stalls and burbling were produced,and a spoiler on one half of an airfoil illustrated the definiteloss of airflow.

A follow-up project required eachstudent to build a flying apparatus (any material, any shape) thatwould fly for 13 seconds Knowing the theory of lift produced many and variedshapes, but few unsuccessful flights.

7 0

1 SIMPLE LIFT DEMONSTRATION

Roy L. Hall, Battle Creek Central High School, Battle Creek, Michigan,49014

"I hear and I forget; I see andI remember; I do and I understand."

Students can do this withyou. Stick a piece of paper ina closed hardback book so that most of it is exposed (enoughso that the paper flops over). Blow across the curved flatsurface of the paper. Bernoulli's theory is illustratedas the paper seems to rise up into the flow of air.

Or, hold two pieces of paper together and blow between them. They don't separate; instead, they almostcling together in the reduced pressure area.

Again, draw or outline in tapeon the floor a large airfoil cross-section. Exaggerate the curve of theupper wing. Have two students walk the outline from the leading edge,one the bottom and one the top. The student on top has to walk fasterto arrive at the trailing edge at the same time.

AIRFLOW SMOKE DEMONSTRATION

William K. Law, Richland Center High School, Richland Center,Wisconsin, 53581

A wind tunnel or other moving air apparatus, a model airplane witha curved wing, and titanium tetrachlorideare needed for this experiment. An adequate room ventilationsystem is also desirable.

Coat the leading edge with the chemicaland turn on the air. Smoke is produced and airflow is visible. Angle of attack can be changed to show burbling. Vortices show plainly. Movies can be taken to use more economically later.

These top students also deviLeda visual aid for showing aircraft in real settings. A rear screen projector showedmountains, VOR, and other scenes. A model airplane was supported on a clear glass shaft in front of therear projection to illustrate various problemsand solutions. Pictures were taken of the situation, orsequence of situations, to show a completed navigation, pattern, or procedurearea. The model airplane can also be attached to a flat pane of glass andlighted to eliminate any glare.

2 VISUAL STALL DEMONS-FR(710N

Donald G. Williams, Northeast High School, St. Petersburg, Florida,33703

After students persisted in describingan aircraft stall as an engine failure (as in a stalledcar engine), a simple experiment done by the teacher and then the studentscleared up the problem.

A simple balsa glider was used. Through a movable wing ora movable nose weight) various balance pointswere achieved. When the students compared gliding flight tonose-up flight with a resu'Innt stall, and caused each themselves, they couldbetter understand .rd remember lack of thrust, loss of speed,loss of lift, -,d stalls. When the glider occasionally fell off onone wing, this promr._A other discussion of stability and spins.

Any kind of visual aid, no matter how crude or simple, will drivehome a principle much more effectively thannone at all.

THESE TEACHING IDEAS CAME FROMTHE FOLLOWING HIGH SCHOOL AVIATION EDUCATORS ATTENDING THE "IDEAS" SESSIONAT THE NATIONAL AEROSPACE EDUCATION CONGRESS IN SEATTLE, WASHINGTON,ON MARCH 19-21, 1970.

Robert H. Bentley, Fairport New York John W. Bingham, Washington, D.C. Alyce L. Blackhall, Wichita, Kansas Robert C. Bowman, Willcox, Arizona Ed Bradshaw, Snohomish, Washington Gail L. Brees, Redmond, Washington Edward A. Cushman, Indianapolis,Indiana Roy Hall, Battle Creek, Michigan Bernell Loveridge, Salt Lake City,Utah Daniel McElroy, Seattle, Washington Robert F. O'Neil, Washington, D.C. Dick Pedee, Eugene, Oregon Fay Roe, Maxwell AFB, Alabama Nina Rookaird, Pinole, California Evelyn Sedivy, Lincoln, Nebraska David L. Smith, Portland, Oregon David Story, North Bay, Ontario, Canada Albert Udd, Redmond, Washington Willard E. Wilvert, Santa Barbara, California

7 2

3 Call on FAA personnel to come in during any classroom study of traffic control. They have been instructed to take part in educationa projects.

There is an FAA booklet that has many simple and instructive demonstrations for the aviation teacher. Its title is "Demonstration Aids for Aviation Education." Originally prepared by the Civil Air Patrol, it can now be ordered from the FAA, Office of General Aviation Affairs Aviation Education (GA-20), the Departmc t of Transportation, Washingt D.C., 20590.

On another subject, contact the Experimental Aircraft Associationor a member nearby for cooperation in building an airplane. EAA members ha agreed to provide assistance to local school aircraft constructionpro,

Build a half-scale model of an old airplane, using the home economics class for the fabric work.

Here's a career-day idea. Place the students with working people in aviation for a half-day of on-the-job experience. Top it off with a banquet that evening for a full day of airplane and job talk.

The FAA control tower in San Diego took one studentper week from an aviation class as an observer.A report was made to the class upon completion of each student's time in the cab.

Call your airport, airline, etc., offices and ask abouta cooperative training project--formal or irforral. Students can learn more easily by doing. Check with the state and federal agencies for child labor law requirements regarding liability.

Make a large mobile of model airplanes constructed by students. This will be a weight and balance problem in itself. Hang it in a airflow (near a door, window, or air inlet)so that it will move.

Many airlines sell an inflatable plastic 747 out of their seat-back catalog. This is good as an attention-getter.

A flying classroom is employed to teach geography. Students study their own area in the classroom and then report to the airport in groups of six for a small plane flight to actually view that particular area. This is a good project for intense study of a localarea.

CAUTION on the following demonstrations: Fire burns things, and hair spray vapors are heavy and can cause breathing difficulty if inhaled in any quantity. Good judgment and common sense must be used.

A Jetex engine (refillable with power pellets) mountedon a Thermic 20 balsa wood glider (approximately 59d at a hobby shop)can produce 30 to 90 minutes of flight and 600-700 feet of altitude.

The Sig-cub rubber band model with a 24" wing spancan also be con- verted to Jetex power. The Jetex is from England, costs about 51.50, and extra fuel pellets cost about i dollar.

4 Put a wooden block on a roller skate and attach a Jetexon the top. The orifice in the eiviine can be changed andmass ejection controlled. The thrust can be -neasured by mass and distance. A large orifice gives greater thrust but for a much shcrter period of time. Six tests are possible in a half hour. Good physics applications.

A:'other simple thrust eyperiment. Wrap foil around a match head. When tne other end of the match is lig:nted, the stick will burn intothe foil and the match head will innite. This causes a brief butimpressive burst of power out of the hnl:, wherethe stick was.

Again, every commerc:al hair spray has varnish in it as a vehicle. Hold a candle under thc hair spray nozzle,point it up, push the button, and the spray will igni.ue, sounding likea rocket blast, and producing colorful flame, depending a on the brand of spray. This illustrates the simple rocket theorythe need for something to burn,an orifice to expel it through, and a flame. This can be turned on and offas with a staged rocket burn.

Also, put a blowtorch on the roller skate on a flat surface,and when the torch is lighted, thrust isproduced and the skate will roll.

VISUAL AID FOR MAP WORK

McFarland, Buraes High School, 7800 Edgemere Boulevard, El Paso,Texas, 79925

DEVICE:

Color slides of sectional aeronautical chart, projectedto demonstrate landmarks, symbols, scales, airway markings, course plotting, windtriangl problems, headings, and time-distanceproblems, and dead reckoning and radio navigation.

EQUIPMENT:

1. Color slides (or overhead transparencies)of sectIona chart and smaller included area.

2. Plastic-covered inch plywood board painted dullwhite, 3'x 5' for projection screen. Mark in liqht pencil two marksalong the bottom of the board, 14 7/16" apart (representing100 N.M. at twice the scale of the sectional chart.)

3. Demonstration map plotter twice thesize of the standard plotter.

4. Erasable or dissolving marking pencilor pen.

5. Slide or overhead projector.

6. VOR - OMNI- ADF demonstrator.

7. Sectional charts, plotters, pencils (forstudents).

5 7 t PROCEDURE:

1. Project the full sectional chart (withproblem areas outlined) fol orientation, identificaton of landmarks,scales, airway markings, marginal notations, etc.

2. Project a problem area (smaller included area). Adjust the projector distance so that 200 N.M.on the slide corresponds to the two irk- on the projection board; now the projectedarea is exactly twice the si of the student's charts. The demonstration plotter willmeasure true mileage.

3. The teacher demonstratescourse marking, distance marking, etc., the demonstration equipment. Students follow through at their tables. (An assistant instructor ishelpful to assist students.)

Although a 35 mm cameramay be used for the slides, a reflex-type produ sharper images. Use of this device is limited only by thenumber of problem areas photographed, and the teacher'simagination.

PICTORIAL HISTORY OF A CROSS-COUNTRYFLIGHT

Morris Hackworth, Churubusco Hici School, Churubusco, Indiana, 46723

This project is useful for encouragingprospective members of the aviation class as well as showing officialsof other schools and parent1 just what occurs on the cross-countryflight.

A prime requisite for this is havinga good slide camera (I used a 35mm: and a competent photographer. Some students do very well.

Pictures are taken to showa chronological evolution of the flight. Students arriving at the airport,pre-flighting the aircraft, taking off aerial shots along the course (andair-to-air shots if it can bearrange approaching the airports, landing, and thenthe return approach and :anding at the home airport, are' allincluded. Some would need to be taken by a person other than the studentsinvolved, or course.

When the slides are returned from thedeveloper, the students arrange them in logical sequence and write theirown narration. When it is ready to be taped, appropriate instrumentalmusic is chosen as backgroun

The students get very excited about thisproject, and the key word is INVOLVEMENT.

6 FORM AN AIRPLANE MANUFACTURING COMPANY

Make it as realistic as possible. The entire class can get involved in one company, and then youcan divide them into three groups and let each individual group design and sella product to a buyer, (airline, military).

Start by forming divisions (perhaps patternedafter a nearby company you can call upon for advise). Design, manufacturing, sales, budget, and so on, all need to be considered. What you plan to build and who the market will be, are important primaryconsiderations.

After the company is formed and thedetails have been decided upon, split the group into three equal companies. Give specifications for a particular airplane you want built, suchas a short range airliner, a turbine-powered light aircraft, or maybea jumbo jet or STOL airplane. Let each of the three companies workon a design, budget, and production schedule and submit bids toa non-partisan panel. The panel can be made up of school people or of local airport and airlineofficials. The winning company can be treated by theother two to cokes or some other trivial but meaningful reward.

This can also be applied to formingan airline compEny, perhaps in your own community, and deciding desirable routes,aircraft needed to accomplis the flights, schedules,passengers needed to break even, employee needs, and other economical and geographicalconsideralions. This is a real education in the social studiesimplications of aviation. It is also a wonderful excuse to invite guest speakers from thereal environment.

SCHOOL-OPERATED WEATHER CENTER

Harold Lee, Fort Morgan High School,Fort Morgan, Colorado, 80701

Since many of the basic considerationsinvolved in aviation and space activities are understanding the weather,the Fort Morgan High School Aerospace Club has developed a school-operatedweather center.

The succes! of the weather analysis is theconsistent recording of data by many observers. This is accomplished by a schedule thatexcuses students from other classes fora time long enough to make necessary observations at given times of day. By altering report times, no student is over-burdened or taken fromany one class too often.

Weather systems are followedacross Wyoming, into Colorado, then on to Kansas or Nebraska. Three basic techniques are used: U.S. Government weather maps by subscription from Washington,local newspaper weather maps and weather radio receivers in the school. 7 6

7 Data collected is recorded ona simple left-to-right chart, with eacl. new reading recorded below the previousone. Headings on the chart read: Time, Wind (dir. & vel.), Barometer(current reading, fall, ste rise, slow, fast), Precipitation (rain,snow, total), Cloud type, Ten Eirature, Relative humidity, Dew point,Forecast, and Name of recorder Thi': chart shows broad tendencies:exact readings are transferred to master wall map.

Students constructed barometers from peanutbutter jars, rubber sheet and a balsa wood pointer. Calibration of the scalewas done by compa with a mercury barometer anda sensitive altimeter using the known el and reading the correct pressure.

Wet and dry bulb thermometerswere mounted in a box with a circulatin heater fan to determine relative andabsolute humidity and dew point.

Wind direction is determined froman eight-segment electrical contact system on the roof and a light system in thebuildinii. Wind speed col from a homemade anemometer made fromaluminum funnels mounted on bear attached to a small generator sendingcurrent to a milliammeter in th( building. Calibration was done at the localairport on several days.

This detailed recording schedule, plusthe actual construction and knc of the instruments, certainly makes thestudents aware of the weather and its importance to flying.

THE HIGH SCHOOL LIBRARY AS A MOTIVATIONALTOOL

Phil Hirschy, Seneca Valley Senior HighSchool, R.D. 1, Harmony, Pennsylvania

The school library can be a great help inadvertising your aviation course to the student body. There are a great many excellent aviation books the librarian can order to enhance theaviation resource center ',Et the library stock. Aviation fiction, aviation history, biogra ,F famous fliers, and technical aviationworks are all good. There is an .xcellent aerospace encyclopedia set outnow, entitled ABOVE AND BE that provides excellent research information.

Besides displaying these bookson special shelves or in the library showcase, aircraft pictures from manufacturers andairlines make excel' display materials. Also, your librarian should havean "Aviation Care( Opportunities" file that can be featured atan appropriate time, perhaf near career day. If your city or state has a special aviation weekor celebration, another special displaycan be arranned.

The library can become a big boosterof your aviation program in stim- ulating interest and in motivating students to investigateyour aviatic class as a possible course selection.

7 7 AIRPORT DESIGN

What would be a good locationfor an airport in your community?

kind of airport shouldit be?

will be the aviation needs of your community ten yearsfrom now?

These questions and others relatedmake a good class project involving much more than just a study of ground school subjects. Local research often brings up more questionsthan it answers. Students will surely become more aware of their environment if they have to findout what it really is.

A good way to start is to havesome aerial views of the area to look at. These can be taken by you or obtained from your city planningdepartment. City maps or just regular road maps are also good. Previous growth patterns and current trends are all brought into play as the studentsfigure out just where an airport would fitbest now and in the future. Noise pollution comes up in the study of traffic patterns. Ground transportation becomes importantas the airport gets farther away from the city it serves. The amount of land needed and theextent of airport services have to be taken into consideration when decidingupon whether or not jumbo jets will ever land there.

Carried to its extreme, modelscan be constructed from styrofoam or other lightweight material and shownto city officials. Or, backing up a step, city and aviation officialscan be brought in as advisors from the beginnin

Large community or small, this can be a challenging problem andan ex- citing experience in learningfor both the student and the teacher (not to mention the non-aviation publicthat hears about it).

SHORT APPROACHES

With the assistance of a student, film completely the flight ofa Cessna 150. Include detailed interior andexterior shots, instruments in action, control movements, take-offs, approaches, landings,etc. Can be narrated in person oron tape. Careful editing can improve logical sequence of eventsor teaching aims.

Take the students outside. From a common starting point, let each student walk a pre-determinedcompass heading using a hand-held compass. Place small rewards (candy, gum) at the property destinations. Familiarizes students with relative compass degreeheadings.

Check with your state pilot'sassociation, aviation newsletter staff, and aeronautics department tosee if they can use your journalistic- minded aviation student forsome writing assignments. This could lead to excellent writing experience, ifnot flights to aviation eventsor flight time. It might also focus attentionon your class and aviation education in general. Conduct a debate in your aviation class.Topic: "Resolved: The high wing light airplane is superior to the low wing light aircraft." Vice-versa if you're a low-wing fan or take your flights inone. Call on the forensics teacher for assistance.

If you have a large blank wall in your classroom,cover it with a full set of World Aeronautical Charts (WAG) of thecountry, or with several sectionals of your area. It wi'1 promote interest as well as be instructional in providing geographical perspective. Overlays on large plastic sheets of flight paths, directions, weather fronts, etc. Also use bright color yarns to showsame.

Take aerial color slides of your city, town, farmland,conservation project, etc. for a social study of landuse, growth patterns, park- ing, farming methods, recreationalareas, and other environmental subjects. Many students will never have seen their surroundings from this angle. Even a large city can be photographed ina well planned one hour flight.

Call in a former aviation student who has gotten hisprivate or higher type of pilot's license to show that itcan be done. A re- counting of the experiences of a peer often hasa greater impact than if it is done by an adult. One former student volunteered to return, after some arm-twisting by the teacher, andhis half hour turned into an entire class period that wouldhave gone on even longer if it hadn't been for the class change.

One student, whose parents have two-way radios intheir vehicles, brought his base radio from home and contactedone of their mobile units during class to demonstrate radio communications.

r 9

10 A SUGGESTED TEACHING STRATEGY Basic to understanding maps and their application to finding one'sway on the earth's surface is a thorough knowledge of the compass. From the ancient mariners to today's privatepilots, the compass utilizing the magnetic north pole has been the primary instrument of navigation. This "game" or activity is designed to help the children gaina basic understanding of cardinal directions in terms of the compass, and to refine that knowledge into understandingsof the circle, angles, the great circle routes, and skills in identifying compass directions.

The Compass Mose 8 0 The direction from any given point on the earth's surface to any given point on the earth's surface is alwaysmeasured as a certain number of degrees from north. One nautical mile is equal to one minute of arc at the equator andon all the lines of longitude. Sixty minutes of arc is equal to one degree. The Game Draw a large compass rose on a large piece of butcher paper, or draw with chalk directlyon the floor. Have north, or 3600, correspond to actual north. Mark the center of thecompar,s rose where a child will stand. Divide the class into teams, and let each member of each team take turns standing in thecompass rose. Members of the other team can call out compass headings from 001° (one degree) to 3600 to the child standing in the center of the compass rose. who turns and faces the direction called for. Hemust turn to his right to be correct, since degrees are counted from north to east to south to west to north. Variations on this activity can be made to be anpropriate to several ability levels. For example,some children can face a given direction and be directed to turn right or left a given number of degrees. If he is

facing 035° and is directed to turn left 020° , he will turn left and be facing 015° when he strips. Or he can face 280° and be directed to make a 180° right turn, When he stops he will be facing 1000 NOTE: In writing compass headings in numbers, one always writes three digits. If thecompass heading

is from one to nine, it is written 0010 , 002°, 003°etc. For headings over one hundred, no zero is placed before the number, as 180°, 283° ,etc. Orally, these directions, as they may be given to a pilot by a traffic controller he radio, would be read "zero-zero-three degrees," or "zero-one-five degree", or "two-seven-zero decrees". Have the children use this terminology in performing the activity.

8 1 An Elementary AviationGlossary 101 WORDS AND DEFINITIONS

AERODYNAMICSStudy of the forces of air actingon CONTACTSwitching on the ignition of aa aircraft en- objects in motion relative to air gine or turning the propeller by hand "'Contact" is a word AILERONControl surfaces hinged at the back of the of warning that someone is about to turn on theignition wings whicn by deflecting up or down helps to bank the CONTROL TOWERA glassed-in observation toweron airplane the airport from which control tower operators observe and direct airport air and ground traffic: AIRA mixture of gases making up the atmosphere which surrounds the earth COURSEThe direction over the earth's surface thatan airplane is intended to travel AIRFOILA streamlined surface designed in sucha way that air flowing around it produces useful motion CROSSWINDWind blowing from the side not coincid- ing with the path of flight AIRPLANEA mechanically-driven. fixed-wing, heavier- than-air craft CUMULUSType of cloud formed innpuffs or dome- shaped AIRPORTA tract of land or water for the landing and CURRENTStream of air, also. up-to-date takeoff of aircraftFacilities for shelter, supply. and repair are usually found there DEAD STICK LANOING Landing made without theell gine operating AIRSPEED Speed of the aircraft relative to the air through which itis moving DEGREE-1.'3{30 of a circle, or 1'90 of a right angle DIVEA steep angle of descent AIRWAYAn air route marked by aids to air navigation such as beacons radio ranges and direction-findingequip- DRIFTDeviation from a course caused by crosswise merit. and along which airports are located currents of air

ALTIMETERAn instrument for measuring infeint the ELEVATIONThe height above sea level of a given land height of the airplane above sea level prominence, such as airports, mountains, etc ELEVATORSControl surfaces hinged to the horizontal ALTITUOE The vertical distance from a given level(Sea level) tO an aircraft in flight stabilizer which controls the pitch of the airplane, or the position of the nose of the airplane relative to the horizon AMPHIBIAN PLANEAn airplane that can landon both ENGINEThe part of the airplane which providespower, land and water or propulsion, to pull the airplane through the air ANEMOMETERInstrument to measure speed of wind FINA vertical attachment to the tail of an aircraft which provides directional stability Same as vertical stabilizer ASCENDClimb FLAPSHinged or pivoted airfoils forming part of the ATMOSPHEREBlanket of air surrounding the earth trailing edge of the wing and used to increaseliftatre- duced airspeeds ATTITUDEPosition of the airplane relative to the horizon. ie., a climbing attitude, straight-and-level attitude, etc FLIGHT PLANA formal written plan of flight showing route, time enroute, points of departtire and destination, AVIATIONA term applied to all phases of the manu- and other pertinent information facture and operation of aircraft FORCEA push or pull exerted on an object BANKA flight maneuver in which one wing pointsto- FREIGHTCargo. ward the ground and the other to the sky FRONT (weather)Boundary of two overlappingair BAROMETERAn instrument to measure pressure of masses When cold air is advancing on warm air, tis said the atmosphere to be a cold front; warm air advancing on cooler air isa warm front. BEACONA light or other signal indicating direction FUSELAGEThe streamlined body of an airplaneto CEILINGHeight above ground of cloud bases which are fastened the wings and tail CHARTAn aeronautical map showing information of GEARThe understructure of an airplane whichsup- use to the pilot in going from one place to another ports the airplane on land or water wheels, skis, pontoons Retractable gear fokfs up into the airplane in flightGear CIRRUSType of high thin cloud that does riot retract is called "fixed" G1.10EA motion of the airplane where the airplane de COCKPIT--The portion of the inside of the airplane occu- scends at an angle to the earth's surface pied by the person{s) operating the airplane, and contain- ing the instruments and controls GLIOER A fixed wing, heavier than-air craft havingno engine COMPASSAn instrument indicating direction

8 GRAVITYForce toward the center of the earth SEAPLANEAn airplane that operates from water. HAILLumps or balls of ice falling to the earth out ot SLIPSTREAMCurrent of air driven back by the pro- thunderstorms peller. HANGARBuilding on the airport in which airplanes are STABILIZERHorizontal surface whichstabilizesthe stored or sheltered. airplane around its lateral axis. HAZARDObstructions or objects or threats to the safety STALLThe reduction of speed to the point where the of the passenger and aircraft. wing stops producing lift. HIGH PRESSURE AREAMass of air cheracteiized by STATIONARYSomething that does not mov,, is said to high barometric pressure. be stationary. A front along which one air m.,s does riot HORIZONTALParallel to the horizon. replace another HUMIDITYAmount of invisible moisture in a given mass STRATUS- -Layered clouds of air. STREAML1NEAn object shaped to make airflow smoothly around it. INSTRUMENTSDials or gauges by which information about the flight, airplane, or engine is relayed to the pilot. TACHOMETERInstrument which measures the :peed When the pilot flies the airplane solely by reference (-) the at which the engine crankshaft is turning, hence pro- gauges, he is said to be flying "on instruments-. peller speed in r. p. m 's (rounds per minute). KNOTA measure of speed. one knot being one nautical TAILThe part ot the airplane to which the rudder and mile per hour elevators are attached. The tail has vertical and horizontal LAND--The act of making the airplane descend, lose fly stabilizers to keep the airplane from turning about its lateral ing speed, and make contact with the ground or %Alb axis. thus ending the flight TAKE-OFFThe part of the flight during which the airplane gains flying speed and becomes airborne. LANDING PATTERNA set rectangular path orr't.c.:1 the airport which airplanes follow to land TERM.NALBuilding on the airport where people board planes, buy tickets, and have their luggage handled. Hight LIFTAn upward force caused by the rush of air uver services are frequently located at the air terminw. the wings, supporting the airplane in flight THRUSTForward force LOW PRESSURE AREAMass of air having low atmos- pheric pressure. TRANSMITTERMicrophone, or part of the radio that sends the message. METEOROLOGYThe scientific:,ttidyof the atmos phere. TRICYCLE LANDING GEAR -Airplane'7,anding wheek;, t%.'o under th.i wings and on ,? under the nose. MOISTURE--Water in some form in th.mosphere TUPBULENCEIrregular motion of air, uneven currents M 'NOPLANEAn airplane t!nvinci one set of wing? of air. MULTI-ENGINEHaving more than one engine. TURNManeuver which the airplane makes in char,-,,, PARACHUTEA fabric device attachedto objects or its direction of flight. persons to reduce the speed of descent UPDRAFT Vcrtical current of air. PEDALSFoot controls in the cockpit by which tht! Hot VELOCITiSpeed. controls the action of the rudder VERTICALNinety degrees rom the horizon PILOTPerson who controls the airplane V1SIBILITYDistance toward the horizon mat objects PRECIPITATIONAny falhngvsibemoisture rain. can be seen and recoonizd. Smoke, haze, fog, and pre- snow, sleet, hail. cipitation c.an hinder visiNlity. PRESSUREForce in terms of force per unit area. VORTEXA circular, whirling movement of air forming PROPELLERAn airfoil which the engine 1...ns to pro- a space in the center toward which anything caught in the vide the thrust, pulling thE, airplane through the air vortex tends to move. RADARBeamed radio vjaves for detecting id locating WEATHERCondition of the atmosphee at a given time objects. The objects are "seen" on the radar screen, or with respect to air motion, moisture, temperature, and air pressu-e. scope RAMPArea outside of airport buildings where airplanes WINDAir in motion, important to aviation becauseit are parked to be serviced or to pick up and discharge influences flight to a certain degree. passengers and cargo. WIND SOCKA cone-shaped, open-ended cylinder of cloth to catch the wind and show its direction RUDDERControl surface hinged tothe hack ofthe vertical fin. WINGSPart of the airplane shaped like an airfoil and RUNWAYA surface or area on the airport designated designed in such a way to prcwicle lift when air flows over for airplanes to take-off ard land. them SEAT BELTBelts attached tothe seat which fasten ZOOMThe climb for a short time at an a,gle greater around the pilot and passengers to holrl them firmly in than the normal climbing angle. the airplane being carried upward at the expense of airspeed. their seats in bouncy air and during take-offs and landings.