Aviation High School Facilitator Guide: Teach Science, Technology, Engineering and Math through an Exciting Introduction to the Aviation Industry

Aviation High School Facilitator Guide: Teach Science, Technology, Engineering, and Math through an exciting introduction to the aviation industry

by Brittany D. Hagen, Sarah K. Anderson, Leslie M. Martin, and Paul R. Snyder

Aviation Supplies & Academics, Inc.

7005 132nd Place SE

Newcastle, Washington 98059

[email protected] | 425-235-1500 | asa2fly.com

Copyright © 2021 Aviation Supplies & Academics, Inc.

Resources for instructors using this facilitator guide in their classrooms are available at: www.asa2fly.com/instructor/avhsfg

All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy, recording, or otherwise, without the prior written permission of the copyright holder. While every precaution has been taken in the preparation of this book, the publisher and Brittany D. Hagen, Sarah K. Anderson, Leslie M. Martin, and Paul R. Snyder assume no responsibility for damages resulting from the use of the information contained herein.

None of the material in this book supersedes any operational documents or procedures issued by the Federal Aviation Administration, aircraft and avionics manufacturers, flight schools, or the operators of aircraft.

ASA-AVHS-FG-EB

ISBN 978-1-61954-938-8

Additional formats available:

Softcover ISBN 978-1-61954-937-1

eBook PDF ISBN 978-1-61954-940-1

eBundle ISBN 978-1-61954-941-8 (print + eBook PDF download code)

Cover images—Top: iStock.com/yongyuan. Bottom row (left to right): iStock.com/Jetlinerimages; iStock.com/Jetlinerimages; Pixabay; iStock.com/Dushlik; Mr. teerapon tiuekhom/Shutterstock.com.

Charts and other excerpts from the Piper Archer III PA-28-181 Pilot's Operating Handbook, reports VB-1563 and VB-2749, are courtesy Piper Aircraft, Inc., and are for illustrative purposes only.

Library of Congress Cataloging-in-Publication Data:

Names: Anderson, Sarah K. (Sarah Katherine), author. | Martin, Leslie M., author. | Snyder, Paul R., author. | Hagen, Brittany D. (Brittany Dawn), author.

Title: Aviation high school facilitator guide : teach science, technology, engineering and math through an exciting introduction to the aviation industry / by Sarah K. Anderson, Leslie M. Martin, Paul R. Snyder, Dr., Brittany D. Hagen.

Description: Newcastle, Washington : Aviation Supplies & Academics, Inc., [2021]

Identifiers: LCCN 2019054235 | ISBN 9781619549371 (trade paperback) | ISBN 9781619549388 (ebook) | ISBN 9781619549401 (pdf) | ISBN 9781619549418 (eBundle)

Subjects: LCSH: Aeronautics—Study and teaching (Secondary)—United States—Guidebooks. | Airplanes—Piloting—Study and teaching (Secondary)—United States—Guidebooks. | LCGFT: Guidebooks.

Classification: LCC TL560.1 .A735 2021 | DDC 629.130071/273—dc23

LC record available at https://lccn.loc.gov/2019054235

About the Authors

Sarah K. Anderson

Sarah K. Anderson is a Senior Lecturer in Education at the University of Glasgow in Scotland. Sarah has a PhD in Teacher Education with a cognate in Educational Leadership from the University of North Dakota, USA, in addition to a master’s degree in special education and an undergraduate degree in teaching secondary level social sciences. Sarah is a Fulbright Scholar to Norway (2011–2012). From 2012–2020, Sarah worked at Mayville State University in the role of associate professor and accreditation coordinator. As a teacher educator, she has instructed graduate and undergraduate pedagogical courses at the secondary level, taught courses in special education, advised capstone portfolios, and supervised clinical experiences. Her research interests include teacher appraisal for continual improvement, progress monitoring for response to intervention, high-impact practices, and effective instructional strategies.

Brittany D. Hagen

Brittany D. Hagen, PhD, is an Associate Professor of Education and CAEP accreditation coordinator at Mayville State University. She earned her Bachelor of Science in Education at Mayville State University, majoring in Elementary Education with a minor in Educational Technology. Dr. Hagen earned a Master of Science in Elementary Education and a Doctorate of Philosophy in Teaching and Learning, both from the University of North Dakota. Dr. Hagen teaches courses on education methods, educational technology, and educational assessment. Additionally, she has developed both online and classroom curriculums for a variety of age groups, including teach-the-teacher programs and assessment data modules. Her research has focused on teacher preparation programs, reading curriculum, effective delivery and assessments, instructional design and techniques, as well as how adults can engage with children to further their educational goals.

Leslie M. Martin

Leslie Martin is an Associate Professor for the John D. Odegard School of Aerospace Sciences at the University of North Dakota in Grand Forks, North Dakota. She holds a Bachelor of Science in Aeronautics Commercial Aviation and a Master of Science in Education. Professor Martin teaches a wide variety of courses from Private Pilot to Certified Instrument Flight Instructor ground school and is a flight instructor and check pilot for UND Flight Operations. She also works part-time at the Grand Forks Public School District teaching a high school course titled Aviation Technology I to high school sophomores, juniors, and seniors. Professor Martin’s research interests include Automatic Dependent Surveillance–Broadcast, weather technology in the cockpit, and unmanned aircraft systems (UAS).

Paul R. Snyder

Paul Snyder is the Director of the Unmanned Aircraft Systems (UAS) Program and Associate Professor in the Aviation Department at the John D. Odegard School of Aerospace Sciences at the University of North Dakota (UND). Paul Snyder has recently taught Safety Management Systems (SMS), introduction and advanced UAS operations courses, and advanced flight instructor courses. Professor Snyder continues to be active in UAS research, UAS education, and UAS flight operations as the Director of the UND UAS Program, a Boeing Insitu OEM Certified ScanEagle UAS pilot, and Part 107 Remote Pilot Operator.

Mr. Snyder has more than 15 years’ experience as a Chief Flight Instructor as well as a FAA Designated Pilot conducting FAA practical tests in single and multi-engine aircraft for Pilot and Flight Instructor certificates and associated ratings. Professor Snyder holds a degree in Aeronautical Studies and Master of Science in Educational Leadership.

To the Facilitator

The fascination of flight can’t be expressed with words. But it really lies beyond the capabilities of human endeavor. Once you’ve experienced it, you’ll never be able to forget it.¹

—Friedrich Oblessor, 127 victories WWII

Along with Aviation Supplies & Academics, Inc. (ASA), we have created this Facilitator Guide and corresponding interactive Student Notebook to address a growing need for solid instruction, inquiry, and development of future-ready competencies in aviation at the high school level. The aviation industry continues to experience a shortage of professionals, and our goal with this curriculum is to help develop interest prior to collegiate training. We know facilitators of a high school introduction to aviation course may come from a variety of backgrounds; you may be an aerospace mechanic, engineer, private pilot, military personnel, airline pilot, or high school career and technical education teacher. Whatever background you bring to teaching, the goal of helping students experience the fascination of flight and a career in the aviation industry remains the same.

We hope you find the Aviation High School Facilitator Guide and Student Notebook two effective tools for introducing students to aviation. This guide provides you with curriculum for fourteen essential topics divided into chapters to engage the next generation of the aviation workforce. It has been backward-designed; that is, goals were set before choosing instructional methods and forms of assessment. We know that the industry offers great career opportunities. Through these lessons, students are provided with an understanding of the science of flight, the history of aviation, and possible career paths within the industry. Aviation High School also covers physics, the relationships of weight and balance, principles of navigation and flight control, ground and airport operations and services, and Federal Aviation Administration (FAA) regulations. The curriculum is intended to be used in a high school setting (grade levels 9–12), and is aligned to Next Generation Science Standards, Common Core State Standards for Math and Language Arts, and North Dakota Aviation Standards.

We also encourage you to check out the supplemental online Instructor Resources and other materials available from Aviation Supplies & Academics, Inc., at www.asa2fly.com/instructor/avhsfg. There you will find a variety of information and resources to support your use of the Aviation High School Facilitator Guide and Student Notebook in your classroom. If you have any comments or questions, please contact us.

Sincerely,

Leslie Martin, M.S.

Associate Professor of Aviation

Aviation High School Teacher

Dr. Brittany D. Hagen, Ph.D.

Assistant Professor of Education

Dr. Sarah K. Anderson, Ph.D.

Senior Lecturer

Paul Snyder, M.S.

Associate Professor of Aviation

How This Guide is Organized

Your Aviation High School complete lesson plans are student-oriented, straightforward, and designed to be easy to follow. Each lesson is planned for a standard, 50-minute lesson time or could be combined to accommodate block scheduling.

Following is an explanation of how each chapter and lesson is organized and the educational tools and activities they include to help you fully utilize this guide and the accompanying student notebook in your classroom.

Chapter Introduction

Each chapter begins with an introductory section that includes information applicable across the entire chapter.

■  Standards and Objectives—The applicable education standards for students who successfully complete activities in each chapter are indicated. These include lesson-aligned high school standards for North Dakota aviation, as authors are affiliated with the University of North Dakota and Mayville State University in North Dakota; Common Core State Standards (CCSS) for Math and Reading and Writing in Technical Subjects; and Next Generation Science Standards (NGSS). From these, lesson-specific measurable objectives can be specified by the facilitator.

■  Essential Questions—These are questions you want students to be able to answer that point to the big ideas of a subject. A question can be considered essential when it helps students make sense of important but complicated ideas, knowledge, and know-how. A question is essential when it:

»  causes genuine and relevant inquiry into the big ideas and core content;

»  provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;

»  requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;

»  stimulates vital, ongoing rethinking of big ideas, assumptions, and prior lessons;

»  sparks meaningful connections with prior learning and personal experiences; and/or

»  naturally recurs, creating opportunities for transfer to other situations and subjects

■  Lesson Outline—The lessons included in the chapter are listed in order with the lesson numbers, titles, and corresponding Student Notebook activities for each.

Lessons

Each lesson is separated into the following sections:

■  Purpose—The purpose statement answers for the facilitator and students, Why do I need to know/do this? Simply put, when students understand the purpose of a lesson, they learn more. From the purpose statement, the facilitator’s expectations can be well communicated in the form of learning goals, and there is clear intent of what the class will be doing and what students should be learning.

■  Accommodations for Students with Learning Needs—This is included in every lesson as a reminder to the facilitator to plan for and accommodate the needs of learners, particularly those with identified disabilities. Lessons may be changed to accommodate your students with learning differences by referring to their personalized learning plan, Individualized Education Program (IEP), and/or 504 plans and working with special education and support staff in your school. A resource list of school accommodation and modification ideas for students who receive special education services from the PACER Center is linked in each lesson for convenient access (https://www.pacer.org/parent/php/PHP-c267.pdf).

■  Preparation—This section notes materials that should be ready and accessible before the beginning of each class period and should be previewed before each lesson. Following are some of the resources needed throughout the course:

»  Aviation High School Student Notebook

»  FAA Pilot’s Handbook of Aeronautical Knowledge (FAA-H-8083-25)

»  FAR/AIM (Federal Aviation Regulations/Aeronautical Information Manual) or eCFR.gov

»  FAA Instrument Flying Handbook (FAA-H-8083-15)

»  FAA Airplane Flying Handbook (FAA-H-8083-3)

»  FAA Helicopter Flying Handbook (FAA-H-8083-21)

»  Chart Supplements U.S.

»  Piper Archer (PA-28-181) Pilot’s Operating Handbook (POH)

»  Current VFR Sectional Chart for your local area (laminated)

»  CP-1 Sectional Plotter

»  E6-B Flight Computer

■  Directions:

»  Introductory Activity—This is also known as a hook, anticipatory set, or previewing strategy that is designed to grab the student’s attention. It re-engages students in the topic being studied, builds excitement to learn, and puts students in a receptive frame of mind for the lesson.

»  Steps—The step-by-step set of instructions for carrying out the lesson. You may want to discuss the plan with students before they begin the lesson so they know what to expect. Embedded in the steps of the lessons are common elements.

–  Multiple instruction strategies: The type of instruction in each lesson is varied because transfer and retention are enhanced when multiple strategies are used to learn something; these include direct, indirect, independent, experiential, and interactive teaching methods.

–  Active processing: The learner actively engages in cognitive processing for learning to occur, acting on instructional inputs to generate, reorganize, self-explain, or otherwise go beyond the presentation of material.

–  Formative assessment: Assessment is conducted by the facilitator to monitor student learning, address problems immediately, and provide ongoing feedback that can be used by students to improve their learning; these checks for understanding are typically not graded.

»  Concluding Activity—Closure strategies are done in a few minutes at the end of the lesson to help students organize their learning, to reinforce major points, to check on student learning, or to clarify any confusion. It brings the lesson to an end and helps students to make sense of what they just learned. Often this step can serve as a formative or summative assessment method.

■  Facilitator Information—This includes content-specific information such as examples of images, completed graphic organizers, or exam questions that are helpful to the facilitator to prepare for the lesson and to reference during the lesson.

Assessments

Assessment should provide evidence for the facilitator that students have learned and that they have met the objectives of a lesson or chapter. Activities included in each lesson can serve as measures of progress as well as assessment for you and your students. You will see various activities that can serve as informal (formative) and formal (summative) assessments for you to determine if students have met the learning goals. Formative assessment measures if the students are meeting the objectives during the lesson. These are often called checks for understanding. Summative assessment measures if the students have met the intended objectives at the end of the lesson. Formative and summative assessment methods can be interchangeable. For example, an ungraded quiz used as a formative assessment might also be used as a summative assessment at the end of a lesson or unit. Work that is formatively checked during lessons might be summatively assessed in a portfolio. Some examples of assessments include:

■  rubrics

■  exams

■  checklists

■  quizzes

■  papers

■  quick writes

■  demonstrations of skills

■  presentations

■  graphic organizers

■  inquiry projects

■  simulations

■  research projects

■  informal observations of students working

■  interviews

■  real-life applications of skills (e.g., flight planning, scholarship and certificate applications)

Aircraft References

In this guide, lessons are structured to reference small general aviation aircraft, specifically the Piper Cherokee Archer (PA 28-181) and Cessna 172. If the facilitator is more familiar with a different type of aircraft, the authors suggest adding in personal examples or switching references to an aircraft that makes sense given resources and access to particular types of aircraft.

Demonstrating Concepts with Flight Simulation and/or Small Unmanned Aircraft Systems (sUAS)

The authors recommend that key concepts of aeronautical knowledge and flight be demonstrated, if possible, using flight simulation and/or commercially available small unmanned aircraft systems (sUAS). Lesson plans can be implemented without flight simulation or a sUAS. However, simulation and sUAS utilization is encouraged as a way to engage and motivate students. Any lesson can be enhanced using simulation and sUAS at the facilitator’s discretion. For example, in Chapter 8: Aerodynamics of Flight, the forces of thrust, lift, drag, and weight are learned. During or after a lesson, simulation or sUAS could be used to increase active processing and reinforce concepts taught through explicit instruction (e.g., interactive lecture).

We recommend the use of a basic aviation training device (BATD) or the following flight simulation equipment and sUAS options due to ease of use and cost.

1. Flight simulation equipment could include:

■ Computer

■ Flight simulation software (e.g., X-plane, RealFlight Simulator, Zephyr)

■ Control yoke or joystick

■ Rudder pedals

■ Throttle quadrant

2. Small Unmanned Aircraft Systems (sUAS) available with educational discounts:

■ Parrot Mambo (edu.parrot.com)

■ DJI (store.dji.com/education)

The authors have identified locations within lessons where a simulator or sUAS activity is either included or would be appropriate, designated with the icon shown on the right.

The Design Process

The engineering design process is a series of steps that engineers follow when they are trying to solve a problem and design a solution for something; it is a methodical approach to problem solving. In this guide, projects are included that utilize this process according to the following steps:

1. Imagine solutions to the problem.

2. Plan steps you will take.

3. Create—follow your plan and test your design.

4. Improve—learn from mistakes and try again.

5. Present—share your design.

The authors encourage you to explore opportunities that naturally occur in the classroom to adapt lessons in this guide into design activities.

Inquiry Questions

This curriculum is grounded on a set of inquiry questions that define the important essential skills, core concepts, and supportive content; they are also intended to engage students’ genuine curiosity. The questions are an invitation to think and take action—not to simply recall, summarize, or detail facts—and they are integrated across all the topics/lessons included in this introduction to aviation. Inquiry questions should be posted in the classroom and included in written course outlines so that students can immediately see that they will have to think through answers.

1. How does this aviation topic facilitate social, economic, scientific, and/or cultural exchange/change?

2. What larger concept, issue, or problem underlies this topic in aviation?

3. What do you notice about how things work in this aviation topic?

4. What are some things we could not do without understanding this topic in aviation?

5. If we changed one thing about how this works, what do we think would happen?

6. How do small changes in aviation affect the larger system?

7. What is the impact of this part of aviation on society?

8. How does this part (e.g., ATC, airports, UAS, flight training, etc.) of the aviation industry affect the other parts?

9. What mistakes have been made in aviation? What did we learn from them? What changes were made?

10. What are current issues in aviation? What caused them? What is a viable solution? What would be consequences of the solution?

11. Can you suggest a different way of doing this in aviation?

12. What conclusions about this topic can be made?

13. What patterns can you see across topics in aviation?

14. What reasons might there be for these patterns?

15. How do you think technology might change how we do this in the future?

16. How will automation and/or autonomous operations change how this is accomplished in the future?

Online Instructor Resources

A dedicated website was established to provide you with additional resources to support your classes where the Aviation High School Facilitator Guide and Aviation High School Student Notebook are in use. Throughout the Facilitator Guide, the icon shown on the right appears next to lesson content for which additional outside resources and suggestions are provided in the online Instructor Resources. Direct links to resources referenced in the Facilitator Guide, such as videos and articles, are also included for your convenience.

Aviation High School Instructor Resources are available at www.asa2fly.com/instructor/avhsfg. To request login information, email [email protected].

Incorporating Current Events

The facilitator is encouraged to make real-life connections often by bringing current aviation events into the classroom. Recent happenings in the industry may better serve to introduce a lesson than what is included in this guide. The authors encourage you to take advantage of recent news about important people, events, issues, and developments in aviation to encourage students to explore and learn more about aviation.

Many of the chapters conclude with an activity focused on a current event article. The facilitator should select an article that ties into concepts that will be taught in the next chapter as a preview and introduction to upcoming areas of study. Specific articles are suggested in some lessons, but others are open-ended to allow facilitators or students to select current event topics that are the most recent, relevant, and local. Many of the articles suggested for incorporating current events are available on Newsela, aligned with standards and with built-in assessments, but they can also be found on other media outlets through an internet search of the title.

In addition to the current events activities incorporated into the lessons, the Aviation High School online Instructor Resources (www.asa2fly.com/instructor/avhsfg) provide the facilitator with flexible lesson plans and expanded student activities that can be used for a variety of topics and as frequently as desired. These online resources include a current events lesson plan, anchor standards, assignment description, response form, rubric, student log to record major themes in aviation, guide to annotated text markings, narrative summary frame, and extension activities.

Articles can be from a major news magazine, newspaper, radio/TV segment, or professional organization. Examples of professional organizations that may be good sources for articles and which have current events or issue briefs for reference include American Association of Airport Executives (AAAE), Aircraft Owners and Pilots Association (AOPA), Women in Aviation International (WAI), The Ninety-Nines Inc., University Aviation Association (UAA), National Air Traffic Controllers Association (NATCA), Civil Air Patrol (CAP), Association for Unmanned Vehicle Systems International (AUVSI), and Experimental Aircraft Association (EAA).

Educational Standards Cross-Reference Guide

For more details about how each lesson aligns with specific educational standards and objectives, see the list in the Introduction at the beginning of each chapter.

CHAPTER 1

Aviation Training Requirements

Introduction

STANDARDS & OBJECTIVES

North Dakota Aviation Content Standards (Grades 10–12)

3.2.5—Categorize the pilot qualifications needed for each class of airspace.

4.2.1—Describe flight training processes.

4.2.3—Identify the mission of aviation organizations.

4.2.4—Determine FAA Pilot certificate requirements.

4.3.2—Discuss the IMSAFE checklist.

4.3.3—Describe the medical qualifications requirements for pilots.

4.4.3—Discuss pathways to an aviation career.

Language Arts—CCSS.ELA-LITERACY.CCRA

L.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

R.1—Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

SL.1—Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.2—Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4—Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

W.4—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7—Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.8—Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.9—Draw evidence from literary or informational texts to support analysis, reflection, and presearch.

ESSENTIAL QUESTIONS

What are the requirements for pilot certification?

What medical requirements are there for pilots?

What are the specifications of the IMSAFE checklist?

What is the purpose of aviation organizations and the services they provide?

LESSONS

LESSON 1

Pilot Certificates and Ratings

PURPOSE

The purpose of this lesson is to compare and contrast the types of aviation certifications.

ACCOMMODATIONS FOR LEARNING DIFFERENCES

It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to www.pacer.org/parent/php/PHP-c267.pdf.

PREPARATION

■  Prepared slides for interactive lecture

■  FAR/AIM or eCFR.gov

DIRECTIONS

Introductory Activity: Display the two quotes found below on the board and/or have students reference Activity 1 (Quote Review) in their Student Notebooks. Have students think for one minute silently about their own motivations for studying aviation and then share out loud with a partner. Discuss student thoughts about their own motivations for studying aviation as a whole class.

Charles Lindbergh: Science, freedom, beauty, adventure: what more could you ask of life?¹

Wilbur Wright: More than anything else the sensation is one of perfect peace mingled with an excitement that strains every nerve to the utmost, if you can conceive of such a combination.²

Step 1: Divide the class into two or three groups. Have students hypothesize which pilot certificates listed in the Student Notebook in Activity 2 (Types of Pilot Certificates and Ratings) require least to most training in rank order. Students must provide their reasons for the placements and explain to the other groups why they ranked each as they did. After each group shares their rankings, the class must come to a consensus ranking. The facilitator will not share the correct ranking until the end of the lesson.

Step 2: Conduct an interactive lecture that presents important regulatory information from the Federal Aviation Regulations, focusing on 14 CFR §§61.89, 61.93, 61.95, 61.103, 61.109, and 61.113. The lecture must answer each of the questions for students found in Activity 3 (Student versus Private Pilot Questions) in the Student Notebook. Students will complete the Activity pages along with the lecture. (An answer key is provided at the end of the chapter.)

Concluding Activity: After the questions have been answered through the interactive lecture, have students revisit their hypothesis to confirm or deny the original class rankings. Students should state their conclusions using proper support (i.e., grounds) from the FAR/AIM.

LESSON 2

Training Programs

PURPOSE

The purpose of this lesson is to locate and evaluate options for manned aircraft flight training.

ACCOMMODATIONS FOR LEARNING DIFFERENCES

It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to www.pacer.org/parent/php/PHP-c267.pdf.

PREPARATION

■  FAR/AIM or eCFR.gov

■  Computers/devices and internet access for students

DIRECTIONS

Introductory Activity: Finding a trustworthy and honest flight school can be a challenge for any student pilot or potential aviator. As you watch the video Top 10 Flight School Scams, ³ assign students to record the biggest flight school scams and pitfalls in their Student Notebooks under Activity 1 (Top 10 Biggest Flight School Scams Recording List). Discuss how each of these scams might impact the question, What patterns can you see across flight school training issues?

Step 1: Lead a whole class brainstorming session to list flight training centers around the area (up to 300 miles away). Assist students by listing a few airports and then as they catch on, they should give names of other large airports in the region. Write all of the training options on the board.

Define fixed base operator (FBO) and discuss the various services that various FBOs offer. You may find an FBO’s website to display in class to illustrate some of the typical programs and services offered.

Model researching and