FOR TEACHERS 15 TEACHERS If you are thinking about a field trip, are If you on the museum aviation a nearby research Internet, and, can, if you interest- enlist any for addition- group ed pilots to go with your control! al insight—and crowd ties to space aviation’s forget And don’t flight. already curriculum may school Your can use contain a section on space; you to demonstrate as a springboard aviation into its foray started the human race how beyond! the atmosphere—and stu- of your can spark the interest You them to aviation— introducing dents by Owners our goal at the and that’s Association.and Pilots you encourage We and help them up on this interest to follow using the resources their goals by achieve of the handbook.at the back you’ll There on list of resources find a comprehensive aviation, to encourage as ways as well oppor- career them to consider the many tunities in aviation. FOR MORE INFORMATION Feel free to use the modules as you wish: photocopy them, wish: photocopy to use the modules as you free Feel to them, add

and take what you need from them.You’ll find complementary student work- them.You’ll need from what you and take sheets at www.aopa.org/path.

Photocopying for classroom use encouraged We’ve put together 11 modules that put We’ve questions about flying common answer to the subjects like and tie basic aviation math, physics, history, and science. Use in con- or independently these activities a local pilot. junction with a visit from Bringing aviation into the classroom is a into the classroom Bringing aviation to combine the fun of aviation way great and learning. the right important to have It’s the lessons apply to help you tools available curriculum. required of flight to your One of the challenges you probably have is have probably you One of the challenges may you face on a subject putting a fresh times. many covered have It can be a daunting prospect, is one topic but there to want you anywhere you that can take go: aviation. INTRODUCING AVIATION STUDENTS. YOUR TO

TO AVIATION TO INTRODUCTION 16 MODULE 1 PATH to Aviation How dopilotsunderstandeach other? LEARNING THE LANGUAGE OFAVIATION LANGUAGE THE LEARNING LANGUAGE SPELLING, ENGLISH, SUBJECTS: CORE language orregional accent. clear communications regardless ofnative Explaintheneedfor guage usedby pilots. Teach studentsthephoneticlan- lesson. Add atwisttoyour nextEnglishorspelling for“Z.” and“zulu” for“A” as “alpha” such Zurich—use thesamewords foreach letter, pilots around theworld—from Albany to Civilian andmilitary the letterthey need. stituting aparticularword with thatbegins sub- saying anything they needtospellout, Pilotsuseaphoneticalphabet when ing. tions asclearpossibletoanyone listen- versal codetohelpkeep theircommunica- pilotshave developed asortofuni- English, While thelanguage ofaviation worldwide is everywhere inbetween. and taxiingacross arunway, when they are 10,000feetintheair, Miscommunication cancauseproblems everyone can understand. talk tootherpilotsandairtraffic controllers inaconciseway that Pilotsneedto clear communication iskey tostaying safeintheair. Allpilotsknow that is thefirststep inunderstandingpeoplewhofly. PRACTICAL USES but large enoughtobevisible whentheairplane isinflight. similartoacar’s licenseplate, ters andnumbers paintedoraffixedtotheairplane, Anaircraft’s N-number ismadeupofsomecombinationlet- start withthatletter. airplane registrations sinceallU.S. vides whatisoftenreferred toasthe"N"number, mostaircraft They are pro- registered withtheFederal AviationU.S. Administration. Inthe Pilots mostfrequently usethephoneticalphabet toidentifyspecificairplanes. Q Quebec(kuh-BEK) P Papa O Oscar N November M Mike L Lima(LEE-muh) K Kilo J Juliet I India H Hotel G Golf F Foxtrot E Echo D Delta C Charlie B Bravo A Alpha Here isthephoneticaviation alphabet: Photocopying forclassroomuse encouraged pronunciation use standard All othernumbers 0 Zero 9 Niner 3 Tree Z Zulu Y Yankee X X-ray W Whiskey V Victor U Uniform T Tango S Sierra R Romeo TEACHERS

ACTIVITY: Radiospeak

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how to use the phonetic alphabet .

SPELL OUT THE FOLLOWING WORDS USING THE PHONETIC ALPHABET: 1. PILOT 4. Name of your school mascot

2. AIRPLANE 5. Your city or town

3. SCHOOL 6. Your first name

HOW WOULD YOU IDENTIFY THE FOLLOWING AIRCRAFT WHEN TALKING TO AN AIR TRAFFIC CONTROLLER ON THE RADIO?

Photocopying for classroom use encouraged For Teachers 17 Close-up photo of a Mooney aircraft with the engine cowl removed.

Photocopying for classroom use encouraged 18 PATH to Aviation What are the parts of an airplane? TEACHERS

CORE SUBJECTS: MECHANICS, SCIENCE, AERODYNAMICS MODULE 2

THE AIRPLANE IS ESSENTIAL to human flight. It is a heavier-than-air vehicle, powered by an engine that travels through the air via the forces of lift and thrust. Its pieces provide clues to what makes an aircraft move up and down, left and right and side-to-side. Your students may be surprised to learn that small, single-engine airplanes and large jetliners have essentially the same basic parts. They just get bigger as the size of the airplane increases.

Use this as a reference for other activities in this handbook.

THE MAIN PARTS OF AN AIRPLANE 1. Propeller 10. 2. 11. 3. Right Wing * 12. Left Wing 4. Wing 13. Left Wing 5. Right Wing Aileron 14. Door 6. Right Wing Flap 15. Fuel Tanks 7. 16. Windshield 8. Horizontal 17. Engine Cowl 9.

* Left wing strut hidden under wing in this diagram

Photocopying for classroom use encouraged For Teachers 19 What are the parts of an airplane?

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets.

MODULE 2 PARTS OF AN AIRPLANE THAT Rudder – The rudder is the movable, vertical MAKE IT FLY. section of the tail that controls lateral Propeller – A propeller is a rotating blade on (side-to-side) movement along the vertical the front of the airplane. The engine turns axis (an invisible line through the airplane the propeller, which pulls the airplane perpendicular to the longitudinal axis). through the air. When the rudder moves in one direction, the aircraft nose moves the same direction. Wings – Wings are the parts of airplanes that provide lift. They also support the Elevator – The elevator is the movable, hori- entire weight of the aircraft and its contents zontal section of the tail that causes the air- while in flight. plane to climb and descend. When the elevator moves one direction, the nose Flaps – Flaps are the movable sections of an moves in the same direction (up or down). airplane’s wings that are closest to the fuse- This movement is along the lateral axis (an lage. They move in the same direction on invisible line that runs from to both wings at the same time, and, by creat- wing tip. ing drag and lift, enable the airplane to fly more slowly. OTHER PARTS OF AN AIRPLANE Fuselage – The fuselage is the central body PARTS OF AN AIRPLANE THAT of an airplane, designed to accommodate the HELP CONTROL DIRECTION OF pilot/crew and the passengers and/or cargo. FLIGHT. – Ailerons are the movable sec- Cockpit – In general aviation airplanes the tions on an outer edge of an airplane’s cockpit is the space within the fuselage wings. They move in opposite directions where the pilot sits and controls the airplane. (when one goes up, the other goes down). They are used in making turns by control- Landing Gear – The landing gear is under- ling movement along the longitudinal axis neath the airplane and supports it while on (an invisible line through the airplane the ground. The landing gear usually includes from the nose to the tail). two main wheels and a nose- or tailwheel.

Longitudinal axis Vertical axis Lateral axis

Photocopying for classroom use encouraged 20 PATH to Aviation How doesapilotcontroltheairplane? Photocopying forclassroomuse encouraged they are calledeleva- Appropriately enough, the horizontalportionoftail. through useofmovable control surfaceson Climbing anddescendingisdirected on thewings. This increases anddecreases lift goes down. whiletheaileron on theotherwing upward, theaileron ononewingdeflects the yoke), you turnthecontrol wheel(alsoknown as When faces onthewingsknown asailerons. This isdoneby moving control sur- other. lift oftheirwingsmore toonesideorthe son isthatairplanes turnby directing the The rea- bank (leantooneside)asthey turn. You may have wondered why airplanes anything from atrainer aircraft tothelargest ofairliners. thebasicprinciplesare thesamefor complex onlarger airplanes, althoughthesystemsmay more get are surprisingly simpleand, OFANAIRPLANE CONTROLS FLIGHT ENGIN MECHANICS, AERODYNAMICS, SUBJECTS: CORE .BrownandLaurelLippert N. by Gregory Note: adaptedfrom“You CanFly!” nosewheel ortailwheel whenontheground. and alsousesthemtosteertheairplane’s rudder pedalsonthefloorofairplane pilot controls therudder’s movement with The properly aligningtheairplane inflight. airplane butrather serves thepurpose of therudder alonedoesnotsteerthe expect, Contrary towhatyou might is therudder. The third basiccontrol forflying anairplane trol wheelforward orpullingitback. tors andare activated by pushingthecon- TEACHERS EERING aircraft. in asingle-engine cockpit A typical For Teachers

21 MODULE 3 How does a pilot control the airplane?

FLIGHT CONTROLS OF AN AIRPLANE MODULE 3 YOKE CONTROLS When you turn the yoke left, the left aileron goes up, the right aileron goes down (black arrows), the left wing goes down (white arrow), and the airplane banks left. When you turn the yoke right, the right aileron goes up, the left aileron goes down (black arrows), the right wing goes down (white arrow), and the airplane banks right. When you push the yoke forward, the elevator goes down (black arrow), forcing the tail up, and the nose goes down (white arrow). When you pull the yoke back, the elevator goes up (black arrow), forcing the tail down, and the nose goes up (white arrow).

RUDDER PEDAL CONTROLS

Push the left rudder pedal and the rud- Push the right rudder pedal and the rud- der on the tail moves left (black arrow), der on the tail moves right (black arrow), forcing the tail to the right and the forcing the tail to the left and the nose nose moves left (white arrow). moves right (white arrow).

Photocopying for classroom use encouraged 22 PATH to Aviation TEACHERS

ACTIVITY: Building a glider

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how control surfaces—the moving parts on the wing and tail—control which way an airplane turns and moves through the air.

MATERIALS: Sheet of paper Paper clips Room to throw

TO DO IT: Folded Paper Glider fold here 1. Fold paper in half lengthwise and crease. 1 2. Fold down the corner of one side so the edge is even with the folded side of your original crease. Flip paper over and repeat to form a point. 2 fold here

3. Fold down the angled edge on one side so it is even with your original fold. Flip and repeat. You should now have a more narrow point. 3

4. Make a third fold that brings your new top edge even with the bottom of your original fold. fold here 4 5. Push up the wings so they are perpendicular to the body of your airplane. Try launching your airplane

(Tip: If it seems "nose heavy" use paperclips 5 near the rear of the airplane to add weight and help keep the nose up. You may need 2-3 paperclips)

Photocopying for classroom use encouraged For Teachers 23 ACTIVITY: Building a glider

Control Surfaces – Up and Down UP AND DOWN Once you have gotten your airplane to fly relatively straight, gently tear the back edge of each wing to create eleva- tors. One-half to three-quarters of an inch should be enough. Up

Bend your elevators up slightly and see what impact it has on the flight path. Bend them down and try again.

(Tip: Down position should cause the nose to go down faster. Up should help your airplane ascend or stay aloft longer.)

Look for modest changes in float direction. Down The average paper airplane only stays aloft for a few seconds.

When the pilot wants the airplane to climb, he moves the airplane controls so that the elevators tilt up in the same way that you folded back the edges of your glider. The air hitting the elevators pushes the tail of the airplane down, tilting the nose upward, so the airplane can climb.

Control Surfaces – Right and left RIGHT AND LEFT Now try the rudder or vertical fin. Tearing your elevators should have left you with a 1/2 - 3/4 inch portion of your airplane's body that can be folded left or right. Try folding it slightly left or right and test the impact on your airplane's flight path. Left or right folds should Right send your airplane left or right, respec- tively.

Photocopying for classroom use encouraged 24 PATH to Aviation How does the airplane fly? TEACHERS

CORE SUBJECTS: PHYSICS, AERODYNAMICS MODULE 4

WHEN AN AIRPLANE PASSES OVERHEAD its flight looks effortless. You probably wonder how gravity allows something that large to stay aloft. An airplane is a machine that balances the forces of gravity with lift to make it fly.

Gravity acts on the airplane in flight just as Newton’s third law it does on people and objects on the ground. of motion applied Lift overcomes gravity and allows the air- to an airfoil plane to fly. Lift is created when the forward motion of the airplane causes air to flow Well, that’s one law that the wings obey as over those wings (also called an airfoil). they move through the air. As the air flows over a wing’s upper surface, it bends down- Several principles combine to explain how ward. The “opposite reaction” is a push lift is created. These include Newton’s laws upwards, which is part of lift. of motion and Bernoulli’s principle on the motion of fluids. Also, air flowing over the longer distance of the curved upper wing surface, must travel You may be familiar with Newton’s third faster than the air flowing the shorter dis- law of motion that states “for every action tance under the flatter bottom surface of there is an equal and opposite reaction.” the wing.

A Cirrus SR20 flies over a dense for- est. Trees can block wind on the ground and force it to change direction. (see module 7)

Photocopying for classroom use encouraged For Teachers 25 How does the airplane fly?

MODULE 4 duced by the engine is translated into thrust by the propeller, which pulls the airplane through the air. You feel a similiar kind of thrust when a driver pushes the accelerator According to Bernoulli, air must move faster to cover more distance in the same time as air pedal in a car. moving the shorter distance below the wing. Thrust also works to counter the effects of According to Bernoulli’s principle, the differ- drag, which is created by resistance against all ence in the speed of the air, which behaves of the surfaces of the airplane that impact the like a fluid, produces lower pressure above wind (and the development of lift). If you’ve the wing than below it. This pressure differ- ever been on a roller coaster and waved your ence produces lift as well. arms as you sped along the track, or held your arm out an open car window, you have felt Most small airplanes have engines and pro- the drag created by air resistance. pellers mounted in the front. The power pro-

LIFT—air flowing over the wings and the angle of the wing relative to the passing air together move the aircraft DRAG—a force upward THRUST—a that slows the for- force created ward movement of by the engine the airplane through that moves the air. The surfaces the airplane of the airplane cause forward drag as they move through the air

GRAVITY—a force pulling down on the airplane; it’s the same force that keeps you on the earth

Photocopying for classroom use encouraged 26 PATH to Aviation TEACHERS

ACTIVITY: Airfoil design

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how the shape of an airfoil influences how well that airfoil develops lift.

MATERIALS: Insert the string through the straw so that the Paper airfoil can slide up and down on the string Tape freely. Hold both ends of the string so that Plastic straw (cut in thirds) your airfoil does not fall off. String Scissors Set up the fan so that you can hang the air- Single-hole punch foil in the air stream. With the fan off, posi- Electric box fan tion the airfoil and hold it so that it is per- pendicular to the airflow, just as an airplane TO DO IT: might fly its wing through the air. Bend the paper in half without creasing the fold. Holding both ends of the string, turn the fan on low, and watch the airfoil to see if it rises on Punch a hole in the paper through both sides the string—a sign that lift is being produced. of the paper. Where you place the hole will determine the shape of your airfoil, or wing. Try different speeds on the fan, and various air- foils created by other students. Compare how Slide the straw through the holes and secure well they work with the shape of each airfoil. the straw to the paper with tape.

Look at the wing from the side. Can you guess how well it will create lift, based on what you have just learned about Newton’s and Bernoulli’s theories?

Straws can be inserted at different points to change the airfoil shape

Photocopying for classroom use encouraged For Teachers 27 A Piper 6X lifts off the ground to start its flight.

Photocopying for classroom use encouraged 28 PATH to Aviation Photocopying forclassroomuse encouraged Can anairplanebetooheavytofly? for anairplane. ly out-of-kilterconditionbodeseven worse buta similar- tobesure, no goodforthecar, watch therear endsinktotheaxle? That’s only to a heavy loadintothetrunkofacar, Ever trytojam put inthewrong placeeither. itcan’t be less thancertainabsolutelimits, Not only doesthetotalweight have tobe the results canbegrim. Becauseifthey don’t, before they take off. the weight thatthey puton the airplane Pilots carefully calculate orfuel. bags, ple, whether thatweight isrepresented by peo- much weight theaircraft canhandle— these specificationstellthepilothow and planes before they leave thefactory, Aircraft setdesignlimitsonair- engineers enough lifttoovercome theheavy weight. way andnever leave theground—the airplanejustcan’t generate you canroll down thelengthofrun- you overload any airplane, if But, move way more massthanitslittle CessnaorPiperbrethren. ABoeing747hasthethrustto lightone. airplane fly versus asmall, heavy ittakesmore energy tomakealarge, Similarly, a smallerone. about flying: Ittakesmore energy tomove alarger massthanitdoes you've experienced akey concept chair afterafullholiday meal, from your up orget stairs withaheavy suitcaseorgrocery bags, TO WALK UP YOU’VE STRUGGLED IF EVER MATHEMATICS PHYSICS, SUBJECTS: CORE ini hc,iftheairplane’s noseis tion inwhich, This creates asitua- is locatedaftoftheCG. ically designedsothatitscenterofpressure gitudinal or gitudinal conjunction todeterminetheairplane’s lon- The centerofpressure andtheCGwork in andthefuel). theengine, wings, andtheairplane itself(includingthe plane, ance foralltheweight onboard theair- theCGisfulcrumpointofbal- Likewise, nating from thewing’s uppersurface. anaverage ofalltheliftvectors ema- trated, the totalliftcreated by thewingsisconcen- center ofpressure isdeterminedby where and its its flies through theair, An airplane balancesontwo pointsasit center ofpressure pitch stability TEACHERS center ofgravity (CG) Anairplane istyp- . or center oflift .The For Teachers

29 MODULE 5 Can an airplane be too heavy to fly?

MODULE 5 abruptly pitched downward, the aerody- Airplanes have a CG range in which normal namic forces on the airplane will cause it to operations are possible. If you put a heavy pitch back up, returning it to level flight. weight near the tail of the airplane, and thus take the airplane out of its operational CG The CG of the empty airplane is usually range, the airplane may be too nose-high located somewhere along the airplane’s fuse- and therefore difficult or impossible to con- lage near the intersection of the cabin and trol. On the other hand, if you move weight wings; in most cases this empty CG is close to too far forward, and ahead of the opera- an optimum CG for the airplane. The farther tional CG range, you may make the airplane a weight is placed from the CG, the more it so nose heavy that you cannot pull back on can move the CG away from the optimal the controls hard enough to lift off the run- position. This is why the fuel tanks are often way on takeoff. located near the empty CG of the airplane, so they can be filled without adversely affecting Either way, too much weight or too much the CG. Consequently,as the airplane uses up weight in the wrong place can be hazardous the fuel, the change in weight doesn’t affect to flying an airplane. the airplane adversely in flight.

The weight of the pilot and any passengers affect the aerodynamics and handling of an airplane.

Photocopying for classroom use encouraged 30 PATH to Aviation TEACHERS

ACTIVITY: Weight and gravity

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how to determine the Center of Gravity of an object. They’ll also learn how the Center of Gravity can shift when weight is placed in different locations on the same object.

MATERIALS: Balance the yardstick on your finger until it Yardstick or ruler hangs evenly. Mark this point on the yardstick Two rolls of masking tape with masking tape and label it CG1. Stickers to label different points on the yardstick (tape will work too) Tear off a long enough piece of masking tape from one roll to affix the other roll of tape to TO DO IT: the yardstick. Pick any point. If an object weighs anything, it has a Center of Gravity or CG. As a reminder, this is the fulcrum Try and balance the yardstick on your finger point at which all the weight in an object bal- at CG1. What happens? Now find the new CG ances. It is harder to find the CG on an irregular- for the yardstick. Mark it CG2. shaped object like an airplane, but pilots must be aware of where the CG is during flight and exact- Take the same roll of tape and move it some- ly how changes in where weight is placed can where else along the yardstick away from affect the CG. CG1. Find the CG and mark it CG3. The yard- stick with one roll of tape attached weighs Engineers provide an optimal CG that provides the exactly the same. Is the CG in the same place best overall performance of the airplane. While now that the weight has shifted? If it has the placement of fuel is held constant by the loca- moved, how far has it moved, relative to how tion of the fuel tanks, engineers also provide pilots far the weight moved? with the best options for placing weight, such as passengers and cargo, so that the CG does not Have students take other common objects move too far from its optimal position. See for around the classroom and balance them to yourself the effect of weight movement on the CG. determine the CG.

CG1 CG1 CG1 CG2

Photocopying for classroom use encouraged For Teachers 31 ACTIVITY: Center of gravity

Can you guess where the Center of Gravity is on these airplanes?

Photocopying for classroom use encouraged 32 PATH to Aviation What do all those gauges do? TEACHERS

CORE SUBJECTS: EARTH SCIENCE, ATMOSPHERIC SCIENCE MODULE 6

ALTITUDE, ATTITUDE, AND SPEED are just a few of the things pilots monitor during every flight. Pilots initially learn to control the airplane by looking out the window and using the horizon as reference. Most airplanes, however, have an array of gauges and indicators, known as flight instruments, in a panel similar to the dashboard of a car. The panel of flight instru- ments provides the pilot with critical information about his or her airplane while flying. You can use the basic gauges of an aircraft to introduce your students to the concepts of airspeed, altitude, attitude or position, as well as how to use a .

SIX INSTRUMENTS COMMON TO MOST GENERAL AVIATION AIRCRAFT:

AIRSPEED INDICATOR OR 1 A gauge that ARTIFICIAL HORIZON displays the air- An indicator plane’s speed 2 that shows through the air, whether the air- based on the plane is pitched difference up or down, or between ambi- banked (tilted) ent air pressure left or right. and ram air pressure. Typically shows air- Here the orange speed in knots (nautical miles per hour) or bars indicate in miles per hour. wing position relative to the ground as shown by the white line.

Photocopying for classroom use encouraged For Teachers 33 What do all those gauges do?

MODULE 6 TURN COORDINATOR 3 A highly sensi- 4 A gyro-based tive barometer instrument that that shows an shows the tilt of airplane’s alti- the wings. The tude above sea position of the level by meas- ball indicates if uring ambient the airplane is pressure. The in a coordinated large numbers mark hundreds (long hand) turn. A turn is “coordinated” if the rate of or thousands (short hand) of feet. turn is appropriate for the amount of bank angle.

VERTICAL SPEED INDICATOR 6 An instrument OR DIRECTIONAL GYRO sensitive to An indicator changes in 5 that displays ambient air aircraft head- pressure. It ing, based on takes the rate the 360-degree of change and compass rose. displays it as The pilot sets rate of climb or descent. Reads in hun- the heading dreds of feet per minute. indicator based on the aircraft’s magnetic compass prior to taking off, and checks it against the com- pass in flight to ensure it stays accurate.

DEFINITIONS Ambient air pressure: The Ram air pressure: The affixed to the wing. This pressure of the air that is pressure of air as it is ram pressure is compared around you and the air- forced into a forward fac- against the undisturbed air craft. Air pressure decreas- ing inlet. In general avia- in a static port to deter- es as altitude increases, so tion, when the airplane mine the airspeed of the the changes in ambient air moves forward, air is aircraft. pressure affect the air- forced into an instrument craft’s altimeter. called a pitot tube that is

Photocopying for classroom use encouraged 34 PATH to Aviation TEACHERS

ACTIVITY: Panel decoder

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how to read the instruments and establish relationships between the indications on the instruments and the airplane’s flight path.

TAKE A LOOK AT THE FOLLOWING PANEL AND SEE IF YOU CAN FIGURE OUT WHAT THE INSTRUMENTS ARE TELLING YOU.

1

2

3 Numbers in photo refer to instrument descrip- 4 tions in the opening pages of this module 5

6

QUESTIONS: 6. Based on your answer to Question #3, is the 1. What is the airplane’s indicated airspeed? airplane’s heading changing or staying the same? 2. At what altitude is the airplane? 7. If power has remained constant, based on 3. Is the airplane in a turn? What two instru- your answer to Question #4, do you think the ments can you look at in order to know? airspeed is increasing, decreasing, or remain- ing constant? 4. Is the airplane climbing or descending? What instrument(s) are you looking at in order to 8. How long will it take the airplane to descend make this conclusion? 1,000 feet?

5. What direction is the airplane headed at this moment?

Photocopying for classroom use encouraged For Teachers 35 This is an example of the advanced flight control systems now available in many small airplanes. Compare the information on these displays to the instrument gauges on pages 33-35.

Photocopying for classroom use encouraged 36 PATH to Aviation Photocopying forclassroomuse encouraged How doestheweatheraffectflying? n,pullsyou asyou swim. any, if Thecurrent, you ridetheircrests andtroughs. the waves are high, If you shiver. Ifthewater iscold, water possesses affectyou directly. lake ortheoceanyou have entered thewater; whatever qualitiesthe ihohrfcos alsodevelops areas of with otherfactors, along This heating, culate over theglobe. andcausingairtocir- air) ofvarying density, creating unevenly, What isweather? The sun heats theearth around toomuch inwindgustsandheavy rain? storm? Orwould asmallairplane getbounced through thepathofanoncomingthunder- Would they want tofly today—or tomorrow— tems would have onthepathofthatairplane. dents determinewhatimpacttheweather sys- plane inthemiddle ofyour lessonandletstu- Placeanair- hitting anotherinvisible airmass. be atheoretical lessonofoneinvisible airmass doesnothave to itscausesandeffects, weather, Teaching an extra sweater duringasnowstorm. screen onasunny day orbundledthemupwith parents eitherlathered themwithextra sun- weather patternssincethey were littleandtheir Students have beenaffectedby changes in andsleet. snow, ground asrain, ates theprecipitation we experienceonthe andcre- formsthewind, the coldandheat, must study theways weather distributes Sopilots ofairaround them. to the “ocean” they toobecomeinextricably connected sky, When pilotslaunch theirairplanes intothe YOU JUMP MOMENT THE FROM SCIENCE ATMOSPHERIC EARTHSCIENCE, SUBJECTS: CORE air masses (or regions of n hrceitc.The boundarybetween ent characteristics. encounter otherairmasses thathave differ- andthey Wind causesairmasses tomove, falling—and oftenmake aconnection. positioned towhere therain orsnow is can compare where theH’s andL’s are load weather maps from theInternetyou weather forecasts ontelevision ordown- Ifyou watch the found inthelows. whilepoorweather isoften with highs, goodweather isassociated Generally, on weather maps asH’s andL’s. High orlow pressure istypically depicted which we experienceaswind. low pressure, flow from areas ofhighpressure toareas of Air tendsto relatively highandlow pressure. DEFINITION rudaytes onan,etc. mountains, around any trees, down and direction tomove up, blowing hastoslow down orchange terrain andwhetherornotthewind friction changes withdifferences in How much air blowing justabove it. Earth exertsafrictionaldrag onthe Frictional Force: TEACHERS into apoolor The surfaceof the For Teachers

37 MODULE 7 How does the weather affect flying? MODULE 7

two air masses is called a front. Weather along You know convective activity if you’ve ever fronts may be hazardous to pilots because of witnessed a thunderstorm. Heating of the the clouds, precipitation, and turbulent air earth’s surface also causes clouds to build if (turbulence) that it can produce. A cold front is enough moisture is present in the air. When where a cold air mass displaces warmer air. A conditions are ripe, clouds tower into thunder- warm front is where warm air displaces colder storms, sending heavy rain, hail, strong gusty air. Stationary fronts have no movement. winds, and sometimes tornadoes, into the area covered by the storm. Thunderstorms are DEFINITION dangerous for airplanes because they com- Windshear: A quick change in the bine a number of hazards into one area. speed and/or direction of wind. Precipitation, in the form of rain, snow or Temperature, wind, and ambient air pres- sleet, can determine whether or not a pilot is sure change as a front passes by. able to proceed. Heavy rain can reduce visi- bility. Snow can block engine air intakes, Pilots watch the areas of high and low affecting the engine performance. water pressure and the movement of fronts to droplets adhere to the airplane in the form of determine what the weather will be like ice, changing both the weight and the shape for an upcoming flight. In particular, they of the wings and other components, decreas- look at the clouds, precipitation, wind, and ing the airplane’s ability to produce lift. Wind convective activity associated with the affects the airplane’s speed over the ground, weather patterns to make the decision to and also may create turbulence or wind fly or not. shear. Turbulence caused by gusty winds can range from uncomfortable bumps to severe jolts that render the airplane uncontrollable.

Photocopying for classroom use encouraged 38 PATH to Aviation TEACHERS

ACTIVITY: Reading weather maps

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how to glean the basics from weather forecasts and try to predict how the weather will change in the near future.

MATERIALS: the chart. Cold fronts are in blue, and marked Weather charts for a five-day period. with triangles; warm fronts are in red, and Current surface analysis charts and fore- marked with half circles. casts can be found at http://adds.aviation weather.gov/progs or go to Where are the areas of precipitation associat- www.intellicast.com and click on “Curent ed with each front? Each low? Surface Analysis” for current conditions of click on the “ US Weather” tab and “Surface Now do the same for the next four days’ Analysis” for more options. worth of charts. How are the fronts moving? What happens to the highs and lows as they Other free sites include the National Weather move? Service at www. nws.noaa.gov of the Weather Channel at www.weather.com Wind tends to parallel a frontal boundary ahead of the front, and pushes from behind a front once the front passes. Can you mark on TO DO IT: the chart the direction you think the wind is Meteorologists use complex models involving blowing in each case? Is the wind too strong physics and mathematics to predict the weather. But for a small airplane to fly? they also consult weather maps that are available to you to make a rough estimate of what the future Spot your city or town on the chart. What has weather holds. They often look at surface analysis the weather been like in your area during the charts, which show the conditions at a given time. By days for which you have charts? How does looking at several days’ worth of maps, you can look that weather correlate with the highs and at how the weather has moved from one place to lows and fronts you see on the chart? another, how it appears to build or dissipate, and how that weather may have affected pilots flying in Based on the charts, what would you expect that region. You also can take a guess at what the the weather to be like tomorrow? Test your weather will bring to you in the next few days. forecast by writing it down and com-

Print out the surface analysis charts (or cur- paring it to tomor-

rent conditions maps) for five days in a row row’s actual L H from the web sites listed above. weather.

On the first chart, identify the areas of high and low pressure, and the fronts depicted on

Photocopying for classroom use encouraged For Teachers 39 Standard navigational chart for part of Kansas.

Photocopying for classroom use encouraged 40 PATH to Aviation How doesapilotknowwheretofly? ulo or o h rp andthatitcould fuel onboard forthetrip, thatithadenough turally make thetrip, we willassumethattheaircraft couldstruc- We’ll take somelibertieshere; forinstance ered airplane tomake acontrolled flight. data forthe We’ll planoneflightusingapproximate NorthCarolina. First Flight Airport, near to thearea ofthefirstpowered flight, Ohio, the Wright Brothers homeofDayton, we’ll lookattwo comparative flightsfrom To explore the nuances offlightplanning, PERFORMANCE POOR PREVENTS PLANNING PROPER MATHEMATICS, GEOGRAPHY SUBJECTS: CORE most important:Isthere agoodrestaurant attheairport? port shouldIland?How long are therunways? fuel? CanIget And, They answer questionssuch as: At whatair- safe—and more fun. flight researching theinformationthey needtomakethatflight comes toplanningaflight!Pilotsspendqualitytimebefore every Photocopying forclassroomuse encouraged Wright Flyer thevery firstpow- , —and that’s especially truewhenit math andscience. andotheraviation fuel issuesrelating to usage, weather, distancetotravel, speed, winddirection and craft ground speed, working withair- temperature conversion, we introduce thestudentstoconcepts of From thesetwo flight-planningexamples, airplane. single-engine popular four-seat, a using approximate dataforaPiper Archer, Anidenticalflightwillbeplanned clearance. reach analtitudesufficientforallterrain TEACHERS use anE6-B. pilot learnsto Every student plot flightpaths. E6-B isusedto computer called A manualflight For Teachers

41 MODULE 8 A student pilot uses an aeronautical ruler to mark a flight path.

Photocopying for classroom use encouraged 42 PATH to Aviation TEACHERS

ACTIVITY: From Dayton to First Flight

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets.

TEACHERS: From this activity, students will apply the basics of flight planning like a general aviation pilot.

MATERIALS: Calculator

TO DO IT: 1. Pilots measure temperature in degrees Celsius rather than Fahrenheit. The following formula is used to convert from one to the other.

°C = 5/9 x (°F-32)

Calculate the following temperature in degrees Celsius:

(a) 32°F (b) 100°F (c) 54 °F (d) 88°F

2. Pilots often need to squeeze a great deal of information into a small space. Here is an example of a weather report for pilots.

METAR KMGY 052020Z AUTO 03016G23KT 3SM BKN004 OVC014 30/22 A2990

What does it all mean? Let’s break it down for you.

METAR KMGY 052020Z AUTO 03016G23KT 3SM BKN004 OVC014 30/22 A2990 meteorogicial airport 5th day of the automated wind from visibility is cloud cover is broken temperature barometric report Identifier month, 8:20pm report 30 degrees 3 statute at 400 feet above the is 30 pressure is (Dayton- Greenwich at 16 knots, (standard) airport and overcast at degrees 29.90 Wright Mean Time gusting to miles 1400 feet above the Celsius, dew inches of Brothers, (Zulu Time).* 23 knots airport point is 22 mercury OH) degrees Celsius

Can your students translate the following weather report? When you have a pilot visit your classroom, ask her to bring a weather report for the day for the students to practice.

METAR KFFA 102107Z 01005KT 10SM 26/16 A3012 * Greenwich Mean Time (GMT) is international time, the basis of the world time clock. It helps eliminate confusion across multiple time zones. It is called Zulu Time in aviation and other applications. Greenwich, England, was chosen as “zero hour” because it is latitude 0 degrees 0 minutes 0 sec- onds. If you live in the east, your Zulu Time is GMT minus four hours (five hours for daylight savings time); if you live in the west your Zulu Time is GMT minus 7 hours (or 8 for DST). So if you’re in New York City at it’s noon, your Zulu Time is 0800Z (or 0700Z for DST). Because Zulu Time is based on a 24-hour clock, if it's 5:00 PM (DST) in New York City, that would be 1200Z (5 PM is 1700 hours so it's 17 minus 5). GMT is also known as UTC (coordinated universal time). For more information see http://www.greenwichmeantime.com

Photocopying for classroom use encouraged For Teachers 43 ACTIVITY: From Dayton to First Flight

3. Pilots measure flight distance in nauti- 6. Once we get into the air, we fly 110 cal miles as well as statute miles that knots at a heading of 120 degrees to get we use on the ground level. One nauti- to First Flight airport. If the wind is cal mile (nm) equals 1.15 statute miles; coming from 300 degrees at 30 knots, so one nautical mile per hour (knots) what heading do we need to take in equals 1.15 statute miles per hour order to be on course? What will our (mph). Translate the following dis- speed be? tances: . t s Piper Archer: Piper Archer: 48

a 7. The Piper Archer burns 9 gallons per e

7. r o

To knots: To mph: hour and holds 48 gallons of fuel. Will t es Celsius; barometer f e l

e (a) 200 mph (c) 76 knots we be able to make the trip nonstop? If h t

o Dr. in 2 and will arrive Speedy (b) 100 mph (d) 100 knots not, how far into the trip will we have T . 4. 8

. to refuel? If the Wright Flyer burns 1 gal- r u o

h To statute miles: To nautical miles: lon per hour and holds 1 gallon in its

y r

e (e) 50 nm (g) 270 miles , how many fuel stops will it v e

t

s (f) 100 nm (h) 25 miles need to make along the route? a e l

t a

l e

u 4. Dr. Ivan M. Speedy just bought a Piper 8. We have been traveling at a good rate of f e r

t

s Archer that can fly at 120 knots. W. A. speed, but now the winds have shifted. u m Tooslo has a vintage Wright Flyer that The wind is now 90 degrees at 10 knots. t i , r

u flies at 32 mph. They are both planning In what general direction will we need o Same course (the wind is directly behind us),Same course (the wind is directly 140 kts h

r 6.

e to leave at the same time and fly to the to turn to stay on course? p

n

o airport in Dayton, Ohio. If Dr. Speedy l l a g lives 300 nautical miles away, and Mr. 9. Phew! First Flight Airport is finally in 1 Runway 2 Runway , n 5.

o Tooslo lives 170 nautical miles away, sight. We tune in the radio to get the l l a g who will arrive first? weather report and this is what it says: 1

: r e y l F

t Aviation routine weather report for First Flight Airport, for First Flight report weather routine Aviation of the month, 10th day 9:07 Zulu; wind 10

h 5. Before departing Dayton, we need to “Winds are 260 at 5, visibility is 10 miles; tem- g i 2. r decide what runway we are going to perature is 25 C, dew point 16 C. Altimeter is W . t i

e use. Runways are numbered according 30.02.” k a

m to magnetic degrees with one zero

l l i w

removed (see module 9 for a full expla- If First Flight airport has runways 4 and 22, t (a) 174 kts (b) 87 (c) mph (d) 115 (e) 58 miles (f) (g) 235 nm (h) 22 i , r 3.

u nation). If Dayton has runways 2 and on which should we land? o h

r 20, that means the runways are facing e p

s 20 and 200 degrees. We want to take off Congratulations! We made it! We have come n o l l

a into the wind. Using the weather report a long way since 1903. Let’s go refuel, have g

9 ,

s from question # 2, what runway do we some lunch, and head on back to Ohio! Let’s n o l (a) 0º Celsius (b) 37.7º C c) 12º d) 31º Runway 22 Runway l

a want to use? see, what runway are we using again…? Answer Key: Answer 1. in 6 hours and 4 minutes. a half hours; Mr. will arrive Tooslo degrees at 5 knots; visibility 10 statute miles; sky clear below 12,000 feet; temperature 26 degrees Celsius, 26 degrees 12,000 feet; temperature clear below at 5 knots; visibility 10 statute miles; sky degrees point 16 degre dew of mercury 30.12 inches g 9.

Credit AOPA's Aviation Services Department.

Photocopying for classroom use encouraged 44 PATH to Aviation Photocopying forclassroomuse encouraged How dopilotsknowwheretoland? traffic patternare madetotheleft. allturnsina standard otherwise directed, Unless to therunway andyour landing. final leg andfinally the way you willtouch down, perpendicular butontheendofrun- lowed by the fol- but intheoppositeway you willland, leg followed by the the runway, crosswind leg followed by the direction you willland, runs parallel totherunway inthesame The legsstartwith the path withfive typical “legs.” traffic patternthatfollow arectangular pilotsfly afull Common tomostairports, ed andconfusingifthere were norules. port where thetraffic canbevery congest- This isespecially importantatanair- fly. there are rulesforhow airplanes ing acar, fordriv- Just asthere are “rules oftheroad” traffic patternformedasarectangle around therunway inuse. Whatevolved was astandard airport without operating control towers. especially atairports the riskofcollisionsatairportswas significant, without somesortofconsistentarrival anddeparture procedures, that, Yearsbecome pilotsfew know ago itwas whatthey recognized are. butuntilthey Almost everyone hasheard ofairporttraffic patterns, WHAT PATTERN? ATRAFFIC IS GEOGRAPHY GEOMETRY, EARTHSCIENCE, SUBJECTS: CORE that again runsparallel totherunway that takes you onastraight line base leg that runsperpendicular to which again runs , upwind leg downwind which , played onthemagnetic compass. dis- andtherefore would see270° direction, Runway 27would belandinginawesterly apilotapproaching For example, number. and deleteonezero tofindtherunway Simply take thecompassheading landing. match theairplane’s compassheadingon because runway numbers are selectedto tower forlandingissurprisingly easy, Finding therunway specifiedby thecontrol TEACHERS Direction ofwind For Teachers

45 MODULE 9 How do pilots know where to land?

MODULE 9 Approaching that same runway from the into the wind, if possible. So, if the wind is opposite direction, however, you would see blowing from the west in this example, the “9” painted on the runway, and 090° on your pilot will want to land on Runway 27. If it’s compass. That’s because there’s always a from the east, Runway 9 is preferable. And, if 180° difference in numbers on each end of a the wind is from the south? Runway 18 runway. (The runway in this example would would be preferred, if there is one; otherwise, be known as “Runway 27/9.”) the pilot will need to make a “crosswind land- ing.” In most cases, the runway in use is selected to allow the pilot to land most directly into Note: adapted from “You Can Fly!” by Gregory the wind since pilots always want to land N. Brown and Laurel Lippert

Photocopying for classroom use encouraged 46 PATH to Aviation TEACHERS

ACTIVITY: Draw your own traffic pattern

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets. TEACHERS: From this activity, students will learn how an airport traffic pattern works by tracing its path. Students will use a protractor and compass to determine wind direction and runway locations. MATERIALS: Big pieces of chalk Just

Protractor/Compass 2. Open areas of concrete or asphalt away from traffic, such as a corner of the parking lot

Copies of this sheet with traffic pattern dia- to Pilots use the radio gram (from excerpt) 4. ont. groundspeed A slower craft have the right of way, have craft

TO DO IT: w degrees. Divide students into teams of three or four. If you can’t take your students outside, try this same exercise on Each team gets chalk with which to draw a the blackboard or on individual runway on the concrete. sheets of paper. Just skip “walk- ing” the traffic pattern Now draw a traffic pattern using the picture on page 45 as a guide. QUESTIONS:

1 On what leg is the airplane moving the... into wind on the final approach. flying is slowest Groundspeed

Label each leg of the pattern, and mark the a. fastest over the ground? 1b. runway numbers on the runway. b. slowest over the ground?

Figure out what direction the wind is com- 2. Why would a pilot want to land into the

ing from. If the wind is calm, pick a runway wind? the wind, flies across the side when airplane from Since wind pushes the airplane the air- direction, and practice walking the pattern, 3. climbing, turning, leveling off, and descend- 3. How would a crosswind affect the ground ing as an airplane would to land. track of the airplane in the traffic pattern?

Draw another runway that intersects the 4. What happens when there is more than first. You can use a protractor to measure one airplane coming in to land? Not all air- the angles the two runways at which the ports have control towers, so how do you two runways cross each other and the think the pilots would sort it out? angle at the wind crosses a given runway. This translates into the amount of cross- wind that the pilot will need to manage during landing. On the downwind leg,On the downwind behind. from because the wind pushes airplane ANSWERS: 1a. as a person gets pushed back or slowed down when walking into the wind, when walking down or slowed as a person gets pushed back at its fr when wind is coming directly slows an airplane can stop in less runway. means the airplane at touchdown is angled as well. the ground over track plane’s into the wind a fe pointing the nose of airplane for this by Pilots correct talk to each other,talk to each intend to do. what they and letting other pilots know position reports giving air Regulations stipulate which pattern. in the traffic are the aircraft it is and where on what kind of aircraft depending

Note: Adapted from “Women/Leaders Take Flight” seminar, presented by Linda Castner.

Photocopying for classroom use encouraged For Teachers 47 A pilot flies over the runway in Kansas City, Missouri, before landing.

Photocopying for classroom use encouraged 48 PATH to Aviation Can studentsflywithoutleavingtheclassroom? is whatprompted you topick upthishandbook. maybe your aceflying Heck, lar program onyour computerathome. Photocopying forclassroomuse encouraged copies ofMicrosoft FlightSimulator forprac- time inexpensive aircraft by them giving saved itsnew pilotsseveral hoursoftraining determinedthatit study inthelate1990s, inafamous Navy, The U.S. infact. Quite abit, on thesmallscreen relates toreal flying? Have you ever wondered how much flying famous by Microsoft’s the flightsimulator program developed intheearly 1980sandmade designedforpersonalcomputerswasOne ofthefirstpopulargames sofar? The answer may surpriseyou. haveyour students “logged” OFFLYING TIME MANYHOURS HOW GEOGRAPHY SCIENCE, COMPUTER SUBJECTS: CORE ® lgtSmltr You mayFlight Simulator. even have asimi- sky. some pilotingprowess outofthevirtualblue hopingtogain You can’t justbarrel around, Ithelpstohave aplanthough. same thing. You andyour studentscandothe ments. ticing maneuvers andscanninginstru- TEACHERS For Teachers

49 MODULE 10 This life-like cockpit photo actually is from a computer flight simulator.

Photocopying for classroom use encouraged 50 PATH to Aviation TEACHERS

ACTIVITY: Flight sim jockey

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets.

TEACHERS: From this activity, students will learn how computer flight simulator programs relate to real-world flying. Students will learn how to scan instruments for information while simultaneously controlling the flight of the airplane with their hands. They will get an appreciation for the challenges and the excitement of flying and improve their hand-eye coordination in the process. If you do not have access to Microsoft Flight Simulator or a similar program, ask a local pilot if he or she would be willing to make a donation to your school computer lab. Pair this activity with the module on runways and traffic patterns. It helps for students to have learned the basics of traffic patterns before attempting to fly the simulator airplane. MATERIALS: Flight simulator program for PC or Mac nose over a little to level-off so you can check (flight yoke not required) for traffic in front of you. Aeronautical chart of your local area, including nearest airport, if available Continue your climb and begin a left turn, in a bank of about 30 degrees (using the attitude TO DO IT: indicator), to a heading 90 degrees less than Load your favorite airplane—or a trainer air- the runway heading. You’ll need the heading craft like a Cessna 172 or Piper Warrior—and indicator to know for sure when you get there search for your local airport in the database. (e.g. from Runway 27 turn “left to 180 Set that airport as your launch point. degrees”).

Access the checklists within the program to Depending on the graphics, you should be start the engine and taxi out to the runway. able to look at your map and pick out fea- (What does the local weather tell you about tures on the ground like bodies of water. Most the winds? Can you figure out which runway pilots fly using these ground references rather would be preferred?) than fixating on the heading indicator. Keeping your eyes focused outside the cockpit As you accelerate down the runway, look at helps you see other traffic (airplanes) before the and note the speed at they come too close. which you lift off into the sky. Once you reach 1,000 feet above the ground, Climb straight ahead to 500 feet above the level off your altitude. You should be ready to ground—check your altimeter to see when turn 90 degrees to the left again, for your you’ve reached that altitude—and push the downwind leg of the traffic pattern. Again, depending on the program, you may be able

Photocopying for classroom use encouraged For Teachers 51 ACTIVITY: Flight sim jockey

to switch views to see out your left win- When you are almost perpendicular to dow—the runway will be passing off the runway, after a few seconds, turn a your left wing in a couple of moments. last 90 degrees to the final leg of the approach, keeping about 85 knots on Fly down the runway on the downwind the airspeed indicator. leg, until the runway is about a mile and a half behind you, over your left Lower your flaps another 10 degress so shoulder. Lower your flaps 10 degrees. now you have flaps extended a full 30 degrees. Let the airplane slow down to Using the tachometer, pull the power 70 knots. back to about 1,800 rpm and hold the nose level. Let the airspeed come down When you touch down, you’ve successfully to about 85 knots, and lower your flaps completed your first virtual traffic pattern— another 10 degrees. one of the most challenging parts of learning to fly. If you want more, check out the train- Turn 90 degrees left again for the base ing modules within your favorite flight sim leg, and continue your descent at 500 game, or check out sim sites on the web for fpm (feet per minute) using the verti- add-on aircraft, scenery, and scenarios. cal speed indicator.

Runway 23—Your aircraft is heading approximately 230 degrees.

Photocopying for classroom use encouraged 52 PATH to Aviation Who are the pioneers and heroes of aviation? TEACHERS

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets.

CORE SUBJECTS: HISTORY, SOCIAL STUDIES, RESEARCH MODULE 11 EVERY STUDENT NEEDS A HERO, someone to look up to, someone who can teach them the lessons of life by tack- ling its adventures and overcoming its challenges. As a teacher, you do that every time you step into a classroom. Exploring the world of aviation also provides ample opportunities to highlight the extraor- dinary pioneers—scientists, mathematicians, inventors, builders, and of course, pilots—who laid the groundwork for modern flyers.

STUDENTS CAN FIND OUT MORE ABOUT THESE PILOTS AND PIONEERS AND THEIR INDIVIDUAL ACCOMPLISHMENTS AND CONTRIBUTIONS TO AVIATION FROM YOUR SCHOOL LIBRARY OR ON THE INTERNET.

Leonardo da Vinci (1452-1519) was the lated the basic principles of aeronautics first person to study the problems of flight upon which modern flight is founded. scientifically. He was fascinated with flap- Cayley built and flew the world’s first prac- ping-wing aircraft called ornithopters, tical and successful airplane—a model glid- which use the same principles of flight er—in 1804. that birds use. He also conceived potential designs for , propellers, and a Wilbur (1867-1912) and Orville Wright parachute. (1871-1948), with the availability of the internal combustion engine, designed a con- Sir Isaac Newton (1643-1727) developed trol system for airplanes. The brothers’ theories of motion that formed the basis for accomplishment marked the first time that principles of flight centuries later. lift, power, and control were combined to enable the first controlled and sustained Daniel Bernoulli (1700-1783) developed flight—which took place using their Wright one of the underlying principles of air- Flyer in December 1903. plane wing design, the Bernoulli Effect, in which any increase in the velocity of a hor- Florence “Pancho” Lowe Barnes (1901- izontal fluid flow results in a decrease in 1975) organized the Women’s Air Reserves the static pressure. in 1934 to fly aid to victims of national emergencies; she also established the Sir George Cayley (1773-1857) is known as Civilian Pilot Training program. the “Father of Modern Aviation.” He formu-

See an expanded list of aviation pioneers at www.aopa.org/path under “Classroom Tools”.

Photocopying for classroom use encouraged For Teachers 53 Who are the pioneers and heroes of aviation?

Harriet Quimby (1875-1912) became the the first all-black flying school – which MODULE 11 first American woman to earn a pilot’s helped train pilots for World War II. She license and was the first woman to fly was the first African-American woman to across the English Channel. earn a commercial pilot’s license.

Charles Lindbergh (1902-1974) was best The Tuskegee Airmen, or the 99th Fighter known for accomplishing the first solo, non- Squadron and 332nd Fighter Group, were stop transatlantic flight from New York to composed of African-American pilots who Paris in 1927. He covered the distance of fought with great success in World War II— 3,610 miles in 33 hours, 30 minutes. they never lost a bomber under their escort to enemy fighters. Amelia Earhart (1897-1937) was the first woman to fly solo across the Atlantic Elwood R. "Pete" Quesada (1904-1993) Ocean, and the first woman to fly nonstop developed the concept of close air support for across the U.S.. military ground forces and literally wrote the book in 1943 for the Army on how to employ Bessie Coleman (1892-1926) was blocked air power. He was the first head of the Tactical from learning to fly in the U.S. so she went Air Command and one of its few Hispanic to Europe. In 1921 “Queen Bess” became the three-star generals. Quesada was the first first black woman ever to earn a pilot’s head of the Federal Aviation Administration. license. She returned to the U.S. and began to teach other African-Americans how to fly. Neil Armstrong (b. 1930), a civilian test pilot and NASA astronaut on the Apollo 11 mis- Clyde Cessna (1879-1954) launched the air- sion, was the first person to set foot on the craft manufacturing company bearing his moon, in July 1969. name in 1927. Cessna produced its 150,000th single-engine piston aircraft in July 2004. Alan (b. 1962) and Dale Klapmeier (b. 1963) founded Cirrus Design aircraft company in William T. Piper (1881-1970), was considered 1984, which would go on to certify, in 1998, “the Henry Ford of aviation,” he mass produced the first single-engine production airplane affordable aircraft and popularized the use of to have a whole-aircraft parachute recov- airplanes as a method of transportation. ery system.

Chuck Yeager (b. 1923) was the first pilot to Eileen Collins (b. 1956) was the first exceed the speed of sound in level flight, woman to pilot a space shuttle, and the which he accomplished in a Bell X-1 in 1947. first to be selected as commander of a space shuttle mission. Willa Brown (1906-1992) was an aviator, educator and activist, she helped establish See an expanded list of aviation pioneers at www.aopa.org/path under “Classroom Tools”.

Photocopying for classroom use encouraged 54 PATH to Aviation TEACHERS

ACTIVITY: Who in the aviation world?

Photocopy this activity for classroom use. Go to www.aopa.org/path for student worksheets.

TEACHERS: Use the names below as sample subjects when teaching students basic research skills. Add pilots or aviation innovators to your lesson plan for different periods in history. See an expanded list of aviation pioneers at www.aopa.org/path under “Classroom Tools”.

Leonardo da Vinci DEVELOP A LIST OF QUESTIONS Sir Isaac Newton FOR STUDENTS TO ANSWER. YOU Daniel Bernoulli MAY WANT TO INCLUDE THE Sir George Cayley FOLLOWING: Florence “Pancho” Lowe Barnes What aviator did you choose to research? Wilbur and Orville Wright Harriet Quimby Charles Lindbergh What contribution did this person make to Amelia Earhart aviation? Bessie Coleman Clyde Cessna Why did you select this person? What per- William Piper sonal qualities or actions did you find most Chuck Yeager worthwhile? Willa Brown The Tuskegee Airmen Did this person overcome some obstacle to Elwood R. "Pete" Quesada accomplish whatever they did? If so, what Neil Armstrong was it? Alan and Dale Klapmeier Eileen Collins For inventors, how is whatever this person MATERIALS: invented or discovered used in flying today? Internet search engines, school library or media center resources, magazines, newspapers, If you could invent something, what would it any and all research sources available. be and why?

WHAT TO DO: If you could be first in doing something, Have each student identify a pilot or aviation what would you do and why? pioneer in whom they have some interest. Think of an idea in aviation and explain it’s Ask each student to research that individual benefits and challenges. and provide an oral or written report back to the class.

Photocopying for classroom use encouraged For Teachers 55 Orville and Wilbur Wright, pictured above with their Wright Flyer, will forever be legends of aviation worldwide.

Photocopying for classroom use encouraged 56 PATH to Aviation FOR MORE INFORMATION 57 RESOURCES s, , , , , A. Thomas by Horne , Antoine de St. Exupery , Beryl Markham , Ernest K. Gann , Charles Lindbergh , Gosnell Mariana , Buck Rinker , Lindbergh Anne Morrow , Coonts Steven , Bach Richard , Wolfe Tom , Robert Buck , Langewiesche Wolfgang , Smith Kingston Frank , Webb James , Roald Dahl , Kluger and Jeffrey Lovell James , Bach Richard , et al Yeager Charles , Charles Lindbergh Cannibal Queen Biplane Wings A Gift of Pilot The Log of a Pasture Bax Seat: Baxter Gordon Airplane The Soul of an Carpet: Flying N.Gregory Brown Flight of Passage Flying Weather Aerobatic Conquest of Lines and Symmetry: Duane Cole Going Solo Again I Could Never Be So Lucky Glines Doolittle and Carroll James Hunter is the Fate Zero Three Bravo Weather America’s Flying & Rudder Stick with the Night West Wind Listen! the Spirit of St. Louis We 13 Apollo Wind, Sand, and Stars Pilot Weekend Wing the Fly The Right Stuff Yeager by Gregory N. Gregory by

Take ’Em Flying Take Aviation? What is General Aviation ABCs of Choosing a Flight School Choosing a Flight Instructor Careers Guide to Flying Here are some pilot favorites you can sug- you some pilot favorites are Here to learn people who want gest to young about aviation: more The multimedia material including a multimedia The guide can be obtained at teacher’s www.inventingflightschools.org ADDITIONAL RESOURCES You Can Fly! You Lippert and Laurel Brown is an excellent reference for students (and teach- to learn ers) who want avi- about general more ation. of the book to will donate a copy AOPA it. that requests school any copies Additional Supplies & Aviation from be ordered may Academics. Contact: 800/426-8338; www.asa2fly.com READ ABOUT ALL FLYING Request the following handouts from handouts from Request the following or at www.aopa.org/path AOPA call 301/695-2000 HOW AOPA CAN HELP CAN YOU AOPA HOW

Photocopying for classroom use encouraged TO AVIATION TO AOPA PROJECT PILOT – HELPING to fly. Mentors provide guidance and TO BUILD GENERAL AVIATION encouragement to student pilots—from The Aircraft Owners and Pilots Association introducing them to a flight instructor created AOPA Project Pilot to provide a sim- throughout the flight training process.. ple and effective way to reach out to the next generation of stu- For anyone interested in learning to fly,having dent pilots. AOPA a mentor to guide you and provide encour- Project Pilot helps agement throughout the your flight training AOPA members share is the best way to succeed as a student pilot. their passion for general Learning a new skill like flying is a challenge, aviation (GA) while ensuring a but student pilots backed by AOPA resources growing, stronger community of pilots for are three times more likely to finish their the future. training and earn their pilot’s license.

Participation in AOPA Project Pilot is easy. Visit www.projectpilot.org for more details AOPA members who want to be a Project on effective mentoring, details on learning Pilot mentor identify a friend, family mem- to fly,program registration, and to search for ber or co-worker who has the desire to learn a potential mentor or interested student.

AOPA FLIGHT TRAINING

AOPA Flight Training magazine’s web site offers additional resources for anyone interested in learning to fly. Visit our web site ft.aopa.org/FTfree for details on how to start a six-month FREE subscription to AOPA Flight Training magazine, which is produced monthly for student pilots and flight instructors.

6 FREE issues of AOPA Flight Training magazine! see ft.aopa.org/FTfree for details • 1-800-USA-AOPA

Photocopying for classroom use encouraged 58 PATH to Aviation FOR MORE INFORMATION…

There are many resources available to you on all aspects of aviation, including career and college scholarship information. Some contacts you can make are listed here. Also, if you have any ques- tions or feedback, feel free to contact PATH to Aviation through AOPA’s Pilot Information Center (800/872-2672) or via email at: [email protected]

National Coalition for Aviation Education Civil Air Patrol Cadet Program National Business Aviation Association www.aviationeducation.org 105 South Hansell Street 1200 Eighteenth Street NW, Suite 401 Maxwell Air Force Base, Alabama 36112-6332 Washington, D.C., 20036-2506 Academy of Model Aeronautics 334/953-5095 202/783-9000 5151 East Memorial Drive www.cap.gov www.nbaa.org/careers Muncie, Indiana 47302 www.avkids.com 800/435-9262 Experimental Aircraft Association (EAA) www.modelaircraft.org Aviation Foundation, Inc. Organization of Black Airline Pilots 920/426-4800 www.obap.org Aerospace Industries Association www.eaa.org 1000 Wilson Boulevard, Suite 1700 www.youngeagles.org Professional Aviation Maintenance Association Arlington, Virginia 22209-3901 717 Princess Street 703/358-1000 Federal Aviation Administration Alexandria, Virginia 22314 www.aia-aerospace.org www.faa.gov/education 866/865-7262 www.pama.org Air Line Pilots Association General Aviation Manufacturers Association www.alpa.org 1400 K Street NW, Suite 801 The Ninety-Nines, Inc. Washington, D.C. 20005-2485 International Organization of Women Pilots Air Transport Association 202/393-1500 www.ninety-nines.org 1301 Pennsylvania Avenue NW, Suite 1100 www.gama.aero Washington, D.C. 20004-1707 University Aviation Association 202/626-4000 Association International 3410 Skyway Drive www.airlines.org 1635 Prince Street Auburn, Alabama 36830-6444 Alexandria, Virginia 22314 334/844-2434 Aircraft Electronics Association 703/683-4646 www.uaa.aero www.aea.net www.rotor.com Women in Aviation International Aviation Exploring Division National Aeronautics & Space Administration (NASA) 101 Corsair Drive, Suite 101 Boy Scouts of America www.education.nasa.gov Daytona Beach, Florida 32114 1325 Walnut Hill Lane 386/226-7996 Irving, Texas 75015-2079 National Air & Space Museum www.wai.org 972/580-2433 www.nasm.si.edu www.learning-for-life.org/exploring/aviation/index.html National Association of State Aviation Officials CREDITS Center for Aviation Research and Education Editor Julie K. Boatman 301/588-0587 Technical Editor, AOPA Publications www.nasao.org Project Manager Sue Walitsky Director of Public Relations, AOPA Aircraft Owners and Pilots Association Technical Review 421 Aviation Way Tom Horne Frederick, Maryland 21701 Editor at Large, AOPA Publications Design and Production 301/695-2000 AOPA Creative Solutions Group Fax 301/695-2309 Graphic Designer www.aopa.org Rebecca Henigin email: [email protected] Version 0107

Photocopying for classroom use encouraged For More Information 59 Aircraft Owners and Pilots Association 421 Aviation Way, Frederick, Maryland 21701 301/695-2000 Fax 301/695-2375 www.aopa.org

THANKS FOR JOINING US ALONG THE PATH TO AVIATION!

Whether you’re a pilot or an educator—or both—you’ll find this Pilot and Teacher Handbook is designed to highlight the connections between aviation and everyday classroom topics. Very few young people are exposed to aviation unless an adult with a passion for flying shares that experience and opens the door for exploration and learning. AOPA, the Aircraft Owners and Pilots Association, is proud to provide this handbook to foster a sharing of knowledge and help make you do just that.

AOPA is the world’s largest aviation association, representing more than two-thirds of the 630,000-plus pilots certificated in the United States. In existence since 1939, AOPA serves its membership through education, advocacy, and services critical to pilots and aircraft owners.

AOPA would like to thank Jim and Karli Hagedorn for their generous sponsorship of the PATH to Aviation.