CAP National Board Annual CAP National Board Annual Conference 2009 Conference 2009

CAP’s Fly-a-Teacher CAP’s Fly-a-Teacher ProgramProgram

““Orientation Flights for Teachers”Orientation Flights for Teachers”

Judy Stone Debbie Dahl Susan Judy Stone Debbie Dahl Susan MallettMallett

Civil Air Patrol National Headquarters StaffCivil Air Patrol National Headquarters Staff

PurposePurposeThe CAP Fly-a-Teacher Program provides the unique opportunity for teachers to experience orientation flights in CAP aircraft. Teachers receive these flights during an AE workshop and then share the knowledge and excitement of the flight with their

students.

Why Conduct Teacher Why Conduct Teacher Orientation Flights?Orientation Flights?

To connect CAP units with To connect CAP units with teachers in the community.teachers in the community.

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

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

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

Who is Involved?Who is Involved? Wing Commander – approval and support Director of Aerospace Education (DAE)– point of

contact for wing, pilots, and participants; organization of AE workshops

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

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

Pilots- airplane orientations/ flights Public Affairs Officer (PAO) – pre &

post activity public awareness CAP Aerospace Education Members

(AEMs) – participants and conduit to students

NHQ – funding and questions

How To Get Started- How To Get Started- InternallyInternally

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

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

a. NHQ- determine funding availability and a. NHQ- determine funding availability and guidanceguidance

b. DOs- flight/pilot coordinationb. DOs- flight/pilot coordination c. AEOs- contact and coordination c. AEOs- contact and coordination

with teachers for AE workshop with teachers for AE workshop and potential flightsand potential flights

d. PAOs- pre and post publicityd. PAOs- pre and post publicity

Coordination with NHQCoordination with NHQ1. Prior to entering a 1. Prior to entering a

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

2. When approved, enter 2. When approved, enter mission into WMIRS.mission into WMIRS.

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

How To Get Started- How To Get Started- ExternallyExternally

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

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

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

ImplementationImplementation1. Approved pilots should use the same safety and 1. Approved pilots should use the same safety and

orientation procedures as in cadet orientation orientation procedures as in cadet orientation flights:flights:

a. follow safety regulationsa. follow safety regulations b. give airplane orientationb. give airplane orientation c. conduct two thirty-minute flights: c. conduct two thirty-minute flights:

front seat; back seatfront seat; back seat2. AEOs should integrate flights with 2. AEOs should integrate flights with

AE workshop activities to be taken AE workshop activities to be taken back into the classroom. back into the classroom.

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

AE Workshop AE Workshop InformationInformation

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

2. Workshop may be desired 2. Workshop may be desired length of AEO.length of AEO.

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

Workshop/Program DiscussionWorkshop/Program Discussion

1. Sample Schedules for 1. Sample Schedules for Fly-a-Teacher Workshop Fly-a-Teacher Workshop

2. Basic Flight 2. Basic Flight InstructionInstruction

a. Bernoulli’s Principle a. Bernoulli’s Principle – Wings and Lift– Wings and Lift

b. Paper Airplane and b. Paper Airplane and the Four Forces of the Four Forces of FlightFlight

3. Suggestions for “wait” 3. Suggestions for “wait” time in between flightstime in between flights

Conclusion of ProgramConclusion of Program1. After the workshop and flight are completed, 1. After the workshop and flight are completed,

the teachers should complete the short the teachers should complete the short evaluation form found online in Fly-a-Teacher evaluation form found online in Fly-a-Teacher Guidelines Booklet. Guidelines Booklet.

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

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

Reimbursement for the Reimbursement for the MissionMission

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

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

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

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

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

Fly-a-Teacher Program Huntsville Space Camp Participants and AL Wing

Pilots

For More InformationFor More Information

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

Simple CessnaObjectives Students will be introduced to the

science of flight Students will discuss and become

familiar with Bernoulli’s Principle and Newton’s Third Law of Motion

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

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

The Science of AirplanesHow does an airplane fly and move in

the air?Items to discuss: Forces of Flight – lift, drag, gravity

(weight), and thrust Bernoulli’s Principle Newton’s Third Law of Motion Control Surfaces Weight and balance

Forces of Flight Lift - Lift is the force that directly

opposes the weight of an airplane and holds the airplane in the air. If the amount of lift drops below the weight of the airplane, the plane will descend. By increasing the lift, the pilot can make the airplane climb.

Forces of Flight Gravity (Weight) - Every object has

weight as does the airplane. Gravity pulls the object (airplane) with a downward force. Gravity opposes lift.

Forces of Flight Thrust - Thrust is the force which

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

Forces of Flight Drag - Drag is the aerodynamic force

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

Bernoulli’s Principle Bernoulli's Principle can

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

Bernoulli’s Principle1. What will happen if you blow across

the top of a piece of paper held against your chin?

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

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

Newton’s Third Law of Motion

For every action, there is an equal and opposite

reaction.

Control Surfaces The ailerons, located on

the outer part of the trailing edge of the wings, control the roll or bank of the airplane.

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

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

Weight and Balance Weight and balance factors are

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

Simple Cessna and CAP Paper Airplane

MaterialsWhat you will need for Cessna: Template sheet for each person Foam meat tray for each person Sanding stick (Emory boards will work fine) Hot glue guns / tape Snap-knivesWhat you will need for CAP Paper Airplane:

CAP Paper Airplane pattern and directions Tape

ProcedureCessna:1. Provide template and foam meat tray.2. Place the template on the foam tray and

using a snap knife, cut it out.3. Sand the edges so that they are smooth.4. Label the parts and discuss each.5. Hot glue parts together according to

diagram.6. Make sure the wings and tail

perpendicular to the fuselage.

Parts of Cessna

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

Experiment Experiment with the flight of your

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

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

CAP Paper Airplane Use the lesson plan and paper

airplane sheet to complete this activity.

Let’s Go Flying!