en t Dro n e K i t

Stud
Unit of S t ud y
 Student Drone Kit Unit of Study
An educational experience designed for students in grades 9-12
Next Generation Science Standards-compliant
Special thanks to Rick Crosslin for his input on this drone unit of study.

Table of Contents
This unit of study includes the following sections:

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Safety and Regulatory Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Build the Drone(s). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Flying the Drones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Career Pathway Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Drone Science: Forces and Motion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Designing and Flying a Drone Obstacle Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

 Student Drone Kit Unit of Study

Introduction
Welcome to the Know Before You Fly Student Drone Kit unit of study! We’re excited that
you have chosen to incorporate these kits into your lesson plan. No previous experience
or training with drones is necessary to successfully teach this unit. This guide will help you
safely and effectively utilize these advanced drones with your students.

This unit of study is part of a suite of resources to support the drone kit including videos,
webinars, and more that can be found at the Student Drone Kit - Know Before You Fly website Know Before You Fly
(https://knowbeforeyoufly.org/resources/studentdronekit). The kit is meant to provide Student Drone Kit
students with hands-on, technical experience that meets science standards while also
bolstering career readiness.

We hope you will review this unit and implement whatever sections are applicable to your
students and educational structure. We look forward to hearing how you use these kits
in your unique learning environment! Be sure to complete the survey found through the
Student Drone Kit - Know Before You Fly website (https://knowbeforeyoufly.org/resources/
studentdronekit) once you have completed the unit of study. This will help us learn from you
and provide even better resources based on your feedback.

Students will study drones to:

• Know how to safely build and fly a drone.
• Understand the forces and motion of drone flight.
• Collect and analyze data. Recreational UAS
• Identify pathways to aviation. Safety Test (TRUST)
• Work in shared team approach.

RESEARCH MORE ABOUT DRONES by visiting these helpful links:

• Student Drone Kit website: Student Drone Kit - Know Before You Fly
(https://knowbeforeyoufly.org/resources/studentdronekit)
• Radio frequency: 5.8GHz FPV Channels & Frequency Chart on page 16
• TRUST certification: The Recreational UAS Safety Test (TRUST)
(https://www.modelaircraft.org/trust)
• FAA Drone Zone: https://faadronezone.faa.gov/

Special note: this symbol indicates a technical career skill! FAA Drone Zone

Introduction • 1
 Student Drone Kit Unit of Study

Background Information
Let’s begin with some common terms that surround drones and are utilized in this unit of study:

DRONE VOCABULARY
• Academy of Model Aeronautics (AMA): The AMA is a membership organization and FAA-recognized
community-based organization (CBO). The AMA is a nonprofit community of enthusiasts who come together to
celebrate model aviation.

• Drone: A craft that operates without direct physical control from a carried crewperson.

• Unmanned Aircraft System (UAS): An unmanned aircraft system is an unmanned aircraft and the equipment
necessary for the safe and efficient operation of that aircraft. An unmanned aircraft is a component of a UAS.
It is defined by statute as an aircraft that is operated without the possibility of direct human intervention from
within or on the aircraft (Public Law 112-95, Section 331(8)).

• Unmanned Air Vehicle (UAV): An aircraft piloted by remote control or onboard computers.

• First-Person View (FPV): The ability of the user to see from an onboard camera mounted to a UAS which
provides visual perspective of that aircraft, rather than from his/her own location.

• Student Drone Kit (SDK): A drone kit that includes hardware and resources that enable the safe building and
operation of an advanced drone. Also includes learning resources for use within an educational setting.

• Remote Pilot in Command (RPIC): The responsible party for the operation of a UAS.

• Return to Landing/Launch (RTL): A command used on some UAS that initiates a return to launch or return to
specified landing location with little or no further control inputs from the RPIC.

• Federal Aviation Administration (FAA): Its continuing mission is to provide the safest, most efficient aerospace
system in the world.

• Know Before You Fly (KBYF): An education campaign organized by the AMA, the Association for Uncrewed
Vehicle Systems International (AUVSI), and the Consumer Technology Association (CTA), in partnership with the
FAA. Their shared goal is to educate prospective users about the safe and responsible operation of drones.

• Line of sight (LOS): The ability of the pilot of an UAS to maintain visual contact with the aircraft and determine
its orientation and operation without enhancements other than corrective lenses.

Background Information • 2
RESOURCE
Next Generation Science Standards - High School Physics
The Big Idea: Building and Flying Drones - Understanding Force and Motion

Next Generations Science Standards (NGSS) & Common Core State Standards (CCSS)
Enduring Understanding Essential Questions

• The change of the position and the change in speed of an object determines • How can we describe the
its motion. motion of a drone in the
• In order for motion to change, an unbalanced force must be applied. world around us?
• All physical objects in the universe interact with one another. Each • How can one predict a
interaction happens as a result of some type of force. drone’s continued motion,
• Newton’s second law accurately predicts changes in the motion of changes in motion, or
macroscopic objects. (HS-PS2-1) stability?
• Momentum is defined for a particular frame of reference; it is the mass • How can we describe force
times the velocity of the object. (HS-PS2-2) in the world around us?
• If a system interacts with objects outside itself, the total momentum of the • What is the effect of forces
system can change; however, any such change is balanced by changes in on a drone and a drone’s
the momentum of objects outside the system. (HS-PS2-2), (HS-PS2-3) motion?

Student Learning Disciplinary Core Ideas Science & Engineering Cross-Cutting Concepts
Objectives (DCI) With Extended Practices With Additional
Knowledge Skills

Students will know: Students will be able to: Students will apply:

• Given a graph of position PS2.A: Forces and Motion Planning and Carrying Patterns
or velocity as a function Out Investigations
• Newton’s second law • Different patterns
of time, recognize in accurately predicts Planning and carrying out may be observed at
what time intervals changes in the motion investigations to answer each of the scales
the position, velocity of macroscopic objects. questions or test solutions at which a system is
and acceleration of (HS-PS2-1) to problems in 9–12 builds studied and can provide
an object are positive, on K–8 experiences and evidence for causality
negative, or zero and • Momentum is defined
progresses to include in explanations of
sketch a graph of each for a particular frame of
investigations that phenomena. (HS-PS2-4)
quantity as a function of reference; it is the mass
provide evidence for
time. HS.PS2.A times the velocity of the Cause and Effect
and test conceptual,
object. (HS-PS2-2)
[Clarification statement: mathematical, physical • Empirical evidence
Students should be able • If a system interacts and empirical models. is required to
to accurately move from with objects outside differentiate between
• Plan and investigate
one representation of itself, the total cause and correlation
individually and
motion to another.] momentum of the and make claims about
collaboratively to
system can change; specific causes and
• Represent forces produce data to
however, any such effects. (HS-PS2-1),
in diagrams or serve as the basis for
change is balanced (HS-PS2-5)
mathematically using evidence. In the design,
by changes in the

Background Information • 3
Student Learning Disciplinary Core Ideas Science & Engineering Cross-Cutting Concepts
Objectives (DCI) With Extended Practices With Additional
Knowledge Skills

Students will know: Students will be able to: Students will apply:

appropriately labeled momentum of objects decide on types, how • Systems can be designed
vectors with magnitude, outside the system. much, and accuracy of to cause a desired
direction, and units (HS-PS2-2), (HS-PS2-3) data needed to produce effect. (HS-PS2-3)
during the analysis of a reliable measurements
PS2.B: Types of Interac- Systems and System
situation. HS.PS2.A and consider limitations
tions Models
• Understand and on the precision of the
• Newton’s law of data (e.g., number of • When investigating or
apply the relationship
universal gravitation trials, cost, risk, time), describing a system, the
between the net force
and Coulomb’s and refine the design boundaries and initial
exerted on an object, its
law provide the accordingly. (HS-PS2-5) conditions of the system
interior mass, and its
mathematical models to need to be defined. (HS-
acceleration to a variety Analyzing and
describe and predict the PS2-2)
of situations. HS.PS2.A Interpreting Data
effects of gravitational
• Analyze data to and electrostatic Analyzing data in 9–12 Connections to Nature of
support the claim that forces between distant builds on K–8 and Science
Newton’s second law objects. (HS-PS2-4) progresses to introducing
of motion describes more detailed statistical Structure and Function
• Forces at a distance
the mathematical analysis, the comparison • Investigating or
are explained by
relationship among of data sets for designing new systems
fields (gravitational,
the net force on a consistency, and the use or structures requires
electric, and magnetic)
macroscopic object, of models to generate and a detailed examination
permeating space that
its mass, and its analyze data. of the properties of
can transfer energy
acceleration. HS-PS2-1 different materials,
through space. Magnets • Analyze data using
[Clarification or electric currents tools, technologies, the structures of
statement: Examples cause magnetic fields; and/or models (e.g., different components,
of data could include electric charges or computational, and connections of
tables or graphs of changing magnetic mathematical) in components to reveal
position or velocity as fields cause electric order to make valid its function and/or solve
a function of time for fields. (HS-PS2-4), (HS- and reliable scientific a problem. (HS-PS2-6)
objects subject to a PS2-5) claims or determine an Science Models, Laws,
net unbalanced force, optimal design solution. Mechanisms, and
• Attraction and repulsion
such as a falling object, (HS-PS2-1) Theories Explain Natural
between electric
an object rolling down Phenomena
charges at the atomic Using Mathematics and
a ramp, or a moving
level. Explain the Computational Thinking • Theories and laws
object being pulled by a
structure, properties, provide explanations in
constant force.] Mathematical and
and transformations of science. (HS-PS2-1)
[Assessment computational thinking
matter, as well as the • Laws are statements
boundary: Assessment at the 9–12 level builds
contact forces between or descriptions of the
is limited to one- on K–8 and progresses
material objects. (HS- relationships among
dimensional motion to using algebraic
PS2-6), (secondary to observable phenomena.
and to macroscopic thinking and analysis,
HS-PS1-1), (secondary to (HS-PS2-1)
objects moving at non- a range of linear and
HS-PS1-3)
relativistic speeds.] nonlinear functions

Background Information • 4
Student Learning Disciplinary Core Ideas Science & Engineering
Objectives (DCI) With Extended Practices With Additional Skills
Knowledge

Students will know: Students will be able to:

• Predict the change in PS3.A: Definitions of Energy including trigonometric functions, exponentials and
momentum of an object • “Electrical energy” may logarithms, and computational tools for statistical
from the average force mean energy stored analysis to analyze, represent, and model data. Simple
exerted on the object in a battery or energy computational simulations are created and used based
and the interval of time transmitted by electric on mathematical models of basic assumptions.
during which the force currents. (secondary to • Use mathematical representations of phenomena to
is exerted. HS.PS2.A HS-PS2-5) describe explanations. (HS-PS2-2), (HS-PS2-4)
• Use mathematical
ETS1.A: Defining and Constructing Explanations and Designing Solutions
representation to
Delimiting an Engineering
support the claim that Constructing explanations and designing solutions
Problem
the total momentum in 9–12 builds on K–8 experiences and progresses
of a system objects is • Criteria and constraints to explanations and designs that are supported by
conserved when there also include satisfying multiple and independent student-generated sources
is no net force on the any requirements set by of evidence consistent with scientific ideas, principles,
system. HS-PS2-2 society, such as taking and theories.
issues of risk mitigation
[Clarification • Apply scientific ideas to solve a design problem,
into account, and they
statement: Emphasis taking into account possible unanticipated effects.
should be quantified
is on the quantitative (HS-PS2-3)
to the extent possible
conservation of and stated in such a Obtaining, Evaluating, and Communicating Information
momentum in the way that one can tell if
interactions and the Obtaining, evaluating, and communicating information
a given design meets
qualitative meaning of in 9–12 builds on K–8 and progresses to evaluating
them. (secondary to HS-
this principle.] the validity and reliability of the claims, methods, and
PS2-3)
designs.
[Assessment boundary:
Assessment is limited ETS1.C: Optimizing the • Communicate scientific and technical information
to qualitative evaluation Design Solution (e.g. about the process of development and the design
and/or algebraic • Criteria may need to and performance of a proposed process or system)
manipulations.] be broken down into in multiple formats (including orally, graphically,
simpler ones that textually, and mathematically). (HS-PS2-6)
• Make qualitative
predictions about can be approached
Additional Skills
natural phenomena systematically, and
decisions about the • Create a graph of position vs. time.
based on conservation
of momentum and priority of certain • Interpret a graph of position vs. time.
restoration of kinetic criteria over others
(trade-offs) may be • Make a prediction regarding motion based on graphs.
energy in elastic
needed. (secondary to • Draw strobe photos to represent motion.
collisions. HS.PS2.A
HS-PS2-3) • Use v=d/t to calculate velocity, distance, or time.
• Apply scientific
engineering ideas to Knowledge • Apply understanding of speed and velocity to
design, evaluate, and • Speed is defined as authentic situations.
refine a device that the distance traveled • Create a graph of speed vs. time.
minimizes the force on divided by the time • Interpret a graph of speed vs. time.

Background Information • 5
Student Learning Disciplinary Core Ideas Science & Engineering
Objectives (DCI) With Extended Practices With Additional Skills
Knowledge

Students will know: Students will be able to:

a macroscopic object it took to travel • Make a prediction regarding motion based on graphs.
during collision HS- that distance and • Use a=v/t to calculate acceleration, velocity, or time.
PS2-3 is measured in m/s.
(v=d/t) • Compare the calculated and measured speed,
[Clarification statement: average speed, and acceleration of an object in
Examples of evaluation • Velocity incorporates motion, and account for differences that may exist
and refinement could speed and direction. between calculated and measured values.
include determining the • Acceleration is defined
success of the device • Apply understanding of acceleration to authentic
as the change in situations.
at protecting an object velocity divided by the
from damage and time it took to change • Draw force diagrams.
modifying the design that velocity and is • Interpret force diagrams.
to improve it. Examples measured in m/s2.
could include a football • Apply Newton’s first law to predict the motion of an
(a = v/t) object based on the forces applied.
helmet or a parachute.]
• Newton’s first law of • Compare the inertia of two objects.
[Assessment boundary:
motion states that
Assessment is limited • Create simple models to demonstrate the benefits of
an object at rest will
to qualitative evaluation seatbelts using Newton’s first law of motion.
remain at rest or an
and/or algebraic
object in motion will • Apply understanding of inertia to authentic situations.
manipulations.]
remain in motion unless • Use F=ma to explain Newton’s second law of motion.
an unbalanced force is
applied. • Use F=ma to calculate force, mass, or acceleration.
• Inertia is an object’s • Use Fg=mg to explain and distinguish between weight
natural tendency to and mass.
remain in its current • Measure and describe the relationship between force
state (at rest or in acting on an object and the resulting acceleration.
motion) and is directly • Compare an object’s weight in different gravitational
related to an object’s environments.
mass.
• Apply understanding of Newton’s second law of
• Newton’s second law of motion to authentic situations.
motion states that an
object’s acceleration • Explain Newton’s third law of motion in student’s
is directly proportional words.
to the force applied • Apply Newton’s third law of motion to authentic
to it and inversely situations.
proportional to the
• Construct momentum charts.
mass of the object.
• Identify initial and final states of systems.
• The direction of the
acceleration is the • Learn to imply the ideas of impulse and momentum to
same as the direction of the world around us.
the unbalanced force. • Use p=mv to solve for momentum, mass, and velocity.
(F=ma)

Background Information • 6
Disciplinary Core Ideas (DCI) Science & Engineering
With Extended Knowledge Practices With Additional Skills

Students will know: Students will be able to:

• Friction is a force that opposes motion because of the Connections to Nature of Science
types of surfaces interacting.
Science Models, Laws, Mechanisms, and Theories
• Mass is the amount of matter an object has and is Explain Natural Phenomena
measured in grams.
• Theories and laws provide explanations in science.
• Weight is the amount of gravitational pull on an object (HS-PS2-1), (HS-PS2-4)
and is measured in Newton (n). (Fg=mg)
• Laws are statements or descriptions of the
• All objects exert a gravitational pull on one another. relationships among observable phenomena. (HS-
This pull is relative to the mass of the object and the PS2-1), (HS-PS2-4)
distance between them.
• Newton’s third law of motion states that every force
has an equal and opposite reactive force.
• Momentum is equal to the object’s mass times the
object’s velocity. (p=mv)
• The total momentum of a system remains constant
unless an external force is exerted on the system.

Background Information • 7
Connections to other DCIs in this grade level:
HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS1.B (HS-PS2-4);
HS.ESS1.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-4);HS.ESS2.A (HS-PS2-5); HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5)

Articulation of DCIs across grade bands:

MS.PS1.A (HS-PS2-6); MS.PS2.A (HS-PS2-1), (HS-PS2-2), (HS-PS2-3); MS.PS2.B (HS-PS2-4), (HS-PS2-5), (HS-PS2-6); MS.PS3.C (HS-PS2-1), (HS-PS2-2),
(HS-PS2-3); MS.ESS1.B (HS-PS2-4), (HS-PS2-5)

Common Core State Standards Connections:

ELA/Literacy -

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account. (HS-PS2-1), (HS-PS2-6)

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data,
video, multimedia) in order to address a question or solve a problem. (HS-PS2-1)

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes. (HS-PS2-6)

WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (HS-PS2-3), (HS-PS2-5)

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation. (HS-PS2-5)

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5)

Mathematics -

MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4)

MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-1),
(HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS2-6)

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5),
(HS-PS2-6)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2),
(HS-PS2-4), (HS-PS2-5), (HS-PS2-6)

HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4)

HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by
the expression. (HS-PS2-1), (HS-PS2-4)

HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2)

HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales. (HS-PS2-1), (HS-PS2-2)

HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),
(HS-PS2-2)

HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using
technology for more complicated cases. (HS-PS2-1)

HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

Background Information • 8
 Student Drone Kit Unit of Study

Safety and Regulatory Information

Although we recommend learning to fly these drones on a simulator and indoors, it is important to understand the
rules and regulations that must be followed to pilot drones outdoors in the National Airspace System (NAS). The
United States has the busiest airspace in the world, so these requirements are in place to keep everyone safe. Ask
students to read and be prepared to discuss in class the following FAA regulations and requirements:

• Understand the requirement to complete The Recreational UAS Safety Test

(TRUST) and carry proof of passage. This is a free, guided knowledge check
Understanding
that takes less than 30 minutes to complete. Learn more, view a study guide
the rules that
and complete the certification here: The Recreational UAS Safety Test (TRUST)
surround aviation
(https://www.modelaircraft.org/trust).
leads to a safe and
• Understand Part 107 licensed operations vs. recreational/educational flights. accessible NAS.
Learn more here: Certificated Remote Pilots (https://www.faa.gov/uas/
commercial_operators).

• Required registration with the FAA if flying an aircraft that weighs more than .55 pounds at FAA Drone Zone
(https://faadronezone.faa.gov/). The drone in the KBYF Kit weighs less than this, therefore does not require
registration.

• Flying recreationally or for educational purposes within the safety guidelines of a federally recognized
Community Based Organization (CBO) (https://www.faa.gov/uas/recreationalfliers/faa-recognized-community-
based-organizations).

Recreational UAS FAA Certificated FAA Drone Zone FAA Community Based
Safety Test (TRUST) Remote Pilots Organizations (CBO)

Safety and Regulatory Information • 9

SAFE DRONE FLYING PRACTICES
Modified from the Academy of Model Aeronautics Safety Code

• Keep your aircraft in line of sight at all times. Use an observer to assist if needed or if you choose to fly via FPV.
• Remain well clear of and do not interfere with manned aircraft operations, and you must always see and avoid
other aircraft and obstacles.
• Do not fly over unprotected persons or moving vehicles and remain well clear of individuals and vulnerable
property.
• Do not fly in adverse weather conditions such as high wind or reduced visibility.
• Do not fly under the influence of alcohol or drugs.
• Ensure that the operating environment is safe and that the operator is competent and proficient in the operation
of the UAS.
• Do not fly near or over sensitive infrastructure or property such as power stations, water treatment facilities,
correctional facilities, heavily traveled roadways, government facilities, etc.
• Check and follow all local laws and ordinances before flying over private property.
• Do not conduct surveillance or photograph people in areas where there is an expectation of privacy without the
individual’s permission.
• Recreational drone operators don’t need a Part 107
license to fly. You should register your drone before
you fly it with the FAA, if it weighs more than .55
pounds. The drone in the KBYF Kit weighs less than
this, therefore does not require registration.
• Users of both commercial and recreational
UAS should be aware that in remote, rural, and
agricultural areas, manned aircraft, including
fixed-wing aircraft and helicopters, may be
operating very close to ground level. Pilots
conducting agricultural, firefighting, law
enforcement, emergency medical, wildlife survey
operations, and a variety of other services all
legally and routinely work in low-level
airspace. Operators controlling UAS
in these areas should maintain
situational awareness, give way to,
and remain a safe distance from
these low-level, manned airplanes
and helicopters.

Safety and Regulatory Information • 10

 Student Drone Kit Unit of Study

Build the Drone(s)

PREPARE
Building a drone leads to
Before building the drones with students, make sure you familiarize a deeper understanding
yourself with the process by reviewing the kit instruction booklet and of the complex systems that
watching the video. Confirm that all kits contain the required components. If enable flight. Certified aviation
anything is missing or defective, please contact the manufacturer directly. mechanics understand how
TIP: Depending on the group size and skills, we recommend distributing the to build, maintain, and service
drone components to students step-by-step at each stage of the building these systems to ensure safety
process. This can help prevent students from falling behind or working ahead. within the NAS.

Materials:

• Student drone kit (all contents).

• Computer for showing the build video, if applicable/desired.
• Helpful tools for working with small components, such as tweezers or needle nose pliers.

ACTIVITIES AND
INVESTIGATIONS
Divide the class into
appropriate groups
depending on how
many drone kits and
students you have.
Our recommendation
is for each group
to build and fly one
drone.

IMPORTANT NOTE:
These kits must be
handled, built, and
flown with care.

Build the Drone(s) • 11

Use the instruction manual and/or video found through the Student Drone Kit - Know Before You Fly website
(https://knowbeforeyoufly.org/resources/studentdronekit) to complete the following with the students:

• Review kit contents.

• Remind students that these small, lightweight components must be handled and
assembled with care.
• Review and follow step-by-step assembly instructions as contained in the manual that
is packaged within your drone kit. You can also distribute digital versions by visiting the
following link:
• Follow specific equipment instructions (found in the manual) for drone system
components: Know Before You Fly
Student Drone Kit
• Batteries/charging
• Transmitter
• FPV goggles/monitor
• Powering on the drone
• Binding the drone to the transmitter
• Before you fly the drones, the transmitter, monitor, and batteries will need to be charged. Charging time can
vary based on many factors. Reference the instructions included with the kit to charge the batteries safely
and effectively. It is also important to review safety and regulatory information on pages 9-10 with students
before flying.

REVIEW
Discussion Prompts
It’s important
• How did the process of building the drone compare to your expectations?
to understand
• Have you ever operated a drone before?
how an aircraft is built
Journal Writing Prompts and repaired to meet
the standards of flight
• Draw and label some of the major drone components. in both UAS and crewed
• What was the most challenging part of building the drone? aviation.
Student Uses of Technology

• Assembling a drone from components.

• Safe battery usage and charging.

Assessment: Evidence of Student Learning

• Students demonstrate correct building

techniques with a finished, working drone.

Build the Drone(s) • 12

 Student Drone Kit Unit of Study

Flying the Drones

FREE ONLINE SIMULATOR
The BEST and most economical way to get started with flying a drone is to use a computer-based flight simulator. This
allows new pilots to practice flight skills without risking any damage to the drone as they learn. If you have access to a
computer, you can do this for free!

Materials
• Computer
• Transmitter from drone kit (charged)
• USB cable from drone kit (USB-C)
• Drone kit instruction manual

Setting Up the Flight Simulator

• Review and follow the kit instructions for using simulator mode. Tiny Whoop Go
Website
• Download a free simulator. We recommend Tiny Whoop Go (https://tinywhoopgo.com/).
This may require assistance from the IT department at your location.
• Practice using the simulator with the kit’s drone transmitter.
• Have students take turns using the simulator to practice flying the drone. The first goal
should be to hover successfully, then maneuver through the course and around the
virtual obstacles. You may choose to utilize the simulator as a classroom competition
by timing the fastest lap for each student.

Tip: Unless you have a computer and transmitter for each student, not all students will be able
to fly the simulator at once. If possible, have students who are NOT flying work on another New Bee Drone
assignment, such as the career pathway research and presentation project on page 17. Then Replacement Parts
switch out until all students have had the opportunity to fly using the simulator.

FLIGHT INSTRUCTIONS: INDOOR FLYING

Knowing how to
Flying drones with students should be fun, but there are potential challenges to safely operate
consider as well. Read through this section beforehand for valuable information an aircraft is
that will help you be as prepared as possible. Remember, crashes are expected paramount to enjoying
and the drone kit is made to endure, but replacement parts are available for a hobby, excelling at
purchase from the manufacturer if the need arises. New Bee Drone Replacement competition, and or pursuing
Parts (https://newbeedrone.com/collections/kbyf) an aviation career.

Flying the Drones • 13

Safety Precautions
• Be sure to read, understand, and follow the safety section of the KBYF SDK manual
that is included in your kit. Student Drone Kit - Know Before You Fly website
(https://knowbeforeyoufly.org/resources/studentdronekit)
• Safe battery use and charging (read more in the included KBFY SDK manual).
• Review the Safety and Regulatory Information on pages 9-10.
• Fly in a safe manner and location under teacher supervision. Know Before You Fly
• Wear safety glasses or eye protection. Student Drone Kit
• Students with long hair may want to tie it back to avoid drone entanglement.
• Designate a flightline. No students may cross this line while aircraft are active.
• Make it clear that safety is the priority, and that any students not following safety rules will lose the privilege of
flying.
• We recommend flying indoors to avoid potential weather and airspace restrictions. If you fly outside ensure you
follow all local, state, and federal guidelines.

Materials
• Know Before You Fly Student Drone Kits.
• Radio frequency: 5.8GHz FPV Channels & Frequency Chart on page 16.

Where to Fly
Select a large, open indoor space such as a gymnasium, hallway, or empty classroom. Flying indoors will avoid having
your flights impacted by the weather, reduce the risk of losing aircraft, and hopefully make it easier to keep an eye on
your students. Try to use a flying space that has light-colored walls that make it easier to see the drone.

Tip: Unless you have a drone for each student, not all students will be able to fly at once. If possible, have students
who are NOT flying work on another assignment, such as the career pathway research and presentation project on
page 17. Then switch out until all students have had the opportunity to fly.

Setup
Label each kit’s associated transmitter and FPV goggles, so you know which
ones go together. You can use a permanent marker, colored stickers or a label Procedures are
maker. Label “drone 1” on the drone, transmitter, and FPV goggles/monitor that go an important task
together. that ensures the
processes are in place to
Charge the batteries, monitors, and transmitters. Set up a charging area near identify and solve problems
your flying space. Battery life for the drone is approximately 5 minutes per throughout many aviation
charge. Each kit includes four batteries. It may take several batteries for some focused careers.
people to be able to hover the drone. When you swap out the depleted batteries,
put them on the charger so they can be used again.

Plan plenty of time for initial drone flights. Some students will pick it up more quickly than others. If any students are
skilled pilots, ask them to help instruct other students during initial flights.

Review the instruction manual to learn about and utilize the following:
• Transmitter
• First flight preparation
• Flight order of operations (pre-flight, flight, post-flight)
• Flight tips

Flying the Drones • 14

First Flights
• Safety first! Designate a flightline, which no students may cross while any Being aware of
drones are active. safety procedures
• The first flight skill to master is hovering in place. Have students practice and complying with them
this without the FPV goggles initially. is important in every
workplace.
• Recommend a maximum of four students per drone (this will allow one
battery for each of the students to use).
• The video on the FPV goggles is a live feed only and does not record. FPV use requires a spotter with a constant
Line of Sight (LOS) to the aircraft.
• When multiple pilots are flying their drones simultaneously using the FPV Goggles, you will need to make sure
that each drone/goggles pair is on a different VTX channel or the signals will get mixed up. Depending on your
location, there are specific channels that may have the best results depending on a variety of factors. These are
some of the best FPV channels when flying in groups. They enable six pilots to fly at the same time clearly. You
can attempt to fly with up to eight pilots but signals will likely be less clear. Two pilots: R1, R8. Three pilots: R1, R4,
R8. Four pilots: R1, R3, R6, R8. Five pilots: R1, R2, F2, F4, E5. Six pilots: 5645 (E4), 5685 (E2), 5760 (F2), 5805 (A4),
5905 (E6), 5945 (E8) Or: R1, R2, F2, F4, R7, R8. (Some of these frequencies may be illegal in some countries. Check
local regulations before transmitting!)
• Ensure that all batteries are charged. Allow a depleted battery to cool down then charge it again if needed.
• Once hovering is successful, you can begin to slowly and carefully navigate your airspace.

REVIEW
Discussion Prompts
• If applicable, how did the flight simulator help with flying?
• Compare and contrast LOS flying, FPV flying, and simulator flying.

Journal Writing Prompts

• Draw the forces of flight of a drone.
• Compare and contrast drone and fixed-wing flight controls.
• Draw, label, and explain how a drone maneuvers in flight.

Student Uses of Technology

• Safe battery usage and charging.
• Drone FPV goggles.
• Drone transmitter.
• Tiny Whoop GO flight simulator. (tinywhoopgo.com)
• Piloting a drone.

Homework: Potential Assignments

• Research drone information - Know Before You Fly
(https://knowbeforeyoufly.org/resources) It’s important to
• How do drones fly? Quad motor layout, torque, throttle, yaw, pitch, roll, etc. understand how
Assessment: Evidence of Student Learning controls correspond to
flight in both model aviation
• Students demonstrate flying techniques with drone. and full-scale aviation.
• Students understand and comply with safe flying practices.

Flying the Drones • 15

Resources
Enduring Understanding:
• The change of the position and the change in speed of an object determines its motion.
• In order for motion to change, an unbalanced force must be applied.
• All physical objects in the universe interact with one another. Each interaction happens as a result of some
type of force.
• Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1)

Links
• Student Drone Kit website: Student Drone Kit - Know
Before You Fly (https://knowbeforeyoufly.org/
resources/studentdronekit)
• FAA Drone Zone: https://faadronezone.faa.gov/.
• AMA Safety Code: Academy of Model Aeronautics
(https://www.modelaircraft.org/safety) AMA Safety Page FAA Drone Zone

5.8GHZ FPV CHANNELS & FREQUENCY CHART

5800 –

5900 –
5850 –
5650 –

5950 –
5700 –

5750 –

Frequency

5880
5680

5860

5890
5840
5660

5830
5690
5640 –

5940
5930
5820

5920
5670

5760

5780

5870
5790
5730
5720

5770
5740

5810

5910
5710

in MHz
–
–
–
–

–
–
–
–

–
–
–
–

–
–
–
–

–
–
–
–

–
–
–
–
FCC Allocation for Amateur Use

A A8
5725
A7
5745
A6
5765
A5
5785
A4
5805
A3
5825
A2
5845
A1
5865
Boscam

B B1
5733
B2
5752
B3
5771
B4
5790
B5
5809 5828
B6 B7
5847
B8
5866
Boscam

E4 E3 E2 E1 E5 E6 E7 E8
E 5645 5665 5685 5705 5885 5905 5925 5945

F F1
5740 5760
F2 F3
5780
F4
5800 5820
F5 F6
5840 5860
F7 F8
5880
Fat Shark

R R1
5658
R2
5695
R3
5732 5769
R4 R5
5806
R6
5843
R7
5880
R8
5917
Raceband

5.8GHz
5170MHz–5835MHz
WiFi

Flying the Drones • 16

 Student Drone Kit Unit of Study

Career Pathway Investigation

PREPARE
There are many options to
Learning to assemble and fly a drone could be the first step toward
pursue careers that are in
a career in aviation! This activity gives students the opportunity to
high demand throughout the aviation
investigate different aviation-related careers by doing their own
workspace. Boeing recently forecasted
research and learning from presentations given by their peers.
that “the global aviation industry will
TIP: This is a great project to have students work on while they are need to keep a sharp focus and engage
waiting for their turn to fly the drone! in collective efforts to build a robust,
diverse talent pipeline through more
Materials educational outreach and recruitment,
• Computer access development of new pathways to
aviation careers, investment in early
career learning opportunities, and
ACTIVITIES AND INVESTIGATIONS deployment and adoption of more
efficient learning methods.”
Operating a drone professionally in the United States carries some
requirements which students should be aware of. It is important that
they review regulations from the FAA as part of this project. Examples:

• Understand the requirement to complete The Recreational UAS Safety Test (TRUST) and carry proof of
passage. This is a free, guided knowledge check that takes less than 30 minutes to complete. Learn more,
view a study guide, and complete the certification here: The Recreational UAS Safety Test (TRUST)
(https://www.modelaircraft.org/trust)
• Understand Part 107 licensed operations vs. recreational/educational flights.
Understanding
Learn more here: Certificated Remote Pilots (faa.gov) (https://www.faa.gov/uas/
the rules that
commercial_operators)
surround
• Required registration with the FAA if flying an aircraft that weighs more than .55 aviation leads to a safe
pounds at https://faadronezone.faa.gov/. (The KBYF SDK is less than this weight!) and accessible NAS.
Aviation Career Pathways Research
Assign the following research topics to students or allow them to choose an aviation career that interests them.
Topics may include how drones are used in certain industries, as well as other traditional aviation careers.

• Meteorology • Military • Natural disaster • Scientific research

• Search-and-rescue • Construction support • Wildlife management
operations • Law enforcement • Photography • Government/regulatory
• Agriculture • Delivery • Filming • General aviation

Career Pathway Investigation • 17

 • History and • Drones and • Air traffic • Computer
development artificial control programming
of drone intelligence • Space • Aircraft
technology • Archeology exploration maintenance

REVIEW Recreational UAS

Safety Test (TRUST)
Discussion prompts
• What is a drone/UAS? • What is the difference between
• What can a drone do that other recreational and commercial drone
aircraft cannot? use?
• What are safe drone flying practices? • Compare and contrast LOS flying, FPV
• Who regulates drone flying? flying, and simulator flying.
• How are drones used? • Identify a process or path to success
• How did the flight simulator help with that begins with the KBYF SDK and
flying? leads to an aviation career.
FAA Certificated
Remote Pilots
Journal Writing Prompts
• Select an aviation career pathway and prepare a brief presentation for the class.

Aviation Career Pathway Presentations

Allow time for students to make short presentations about the topics they selected for
research. Presentations should be brief and make use of visual resources. Schedule time in
class for students to conduct their presentations in front of their peers.

Student Uses of Technology

Know Before You Fly
• Computer research and directions
Resources

Homework: Potential Assignments

• Research drone information - Know Before You Fly website
(https://knowbeforeyoufly.org/resources)
• Research FAA - https://faadronezone.faa.gov/.
• What type of rotors and motors are used in drones? (History, type, etc.)
• How have batteries developed? (History, type, uses, and safety.)
• How do drones fly? (Quad motor layout, torque, throttle, yaw, pitch, and roll.)
• How are drones used?
FAA Drone Zone
Assessment: Evidence of Student Learning
• Students state multiple uses for drones
• Students understand and state how drone use can lead to aviation careers
• Students give oral and/or written presentations as assigned

Resources
Links
• FAA: How to Become a Drone Pilot (https://www.faa.gov/uas/commercial_
operators/become_a_drone_pilot)
FAA How to Become
a Drone Pilot

Career Pathway Investigation • 18

 Student Drone Kit Unit of Study

Drone Science: Forces and Motion

PREPARE
Understanding
Drones can be an excellent hands-on tool for learning about scientific concepts.
the four forces
This activity focuses on the physics of forces and motion using free body diagrams.
of flight, and the
Getting Started balance of these forces,
is a key component to
Review with the class the information learned by building and flying the drone.
safety in aviation.
Allow time for students to ask and answer questions about the following:

• What did you learn about how drones operate?

• What did you learn about how drones can be used?
• What are the key safety rules to follow when operating drones?

Safety Precautions
• Eye protection. • Fly in a safe manner and location under teacher supervision.
• Safe battery use and charging. • Ensure that enough space is available for all drone groups to safely fly.

Materials
• Student journal. • Meter stick or tape measure to measure height of the classroom.
• Drones - all charged for flight. • Stopwatch or timing device.

ACTIVITIES AND INVESTIGATIONS

Introduction to the topic of the lesson: How can drones be used to understand forces and motion? Tell students that
they will be revisiting and reviewing the following concepts and terms:

Properties of a moving object

• D = distance object traveled • t = time elapsed • Vi/Vf = Initial velocity divided
• a = acceleration • Forces = Fn, Fa, Fg by final velocity

Definitions
• Speed: The rate at which an object covers a distance.
• Velocity: The rate at which an object changes its position. It must contain a direction.
• Acceleration: A vector quantity that is defined as the rate at which an object changes its velocity. An object is
accelerating if it is changing its velocity.
• Free Body Diagrams: A type of vector diagram that depicts the direction and relative magnitude of a vector
quantity by a vector arrow.

Drone Science: Forces and Motion • 19

FREE BODY DIAGRAMS WITH A DRONE
Share with the class the following six free body diagrams (A-F). Discuss each diagram as it relates to a drone being
flown in the classroom. For each situation, the pressure and temperature are the same. Draw these examples and
define the following terms:

• F = Force • Fn = Force normal (perpendicular) • Fg = Force gravity • Fa = Force applied

Ask students to copy each diagram in their journal. Ask the following question for each diagram:

• Is the drone accelerating? • What is the net force?

• Is the drone at rest? • Are the forces balanced?

Free Body Diagrams (from above) • N = Newton

A. B. Fa
10N Fn 10N
Rotors not spinning Rotors spinning Fn
On table On table
Net force zero, balanced Net force zero, balanced
10N Fg 10N Fg
No motion No motion

C.
Rotors spinning D.
14N Fa 10N Fa
Above the table Rotors spinning
Net force not Above the table
balanced (unbalanced) Net force zero, balanced
10N Fg 10N Fg
Accelerating up Hover, no motion
Motion

E. Fa F.
Fn 8N Fa
Rotors spinning 12N Rotors spinning
Above the table 2N Above the table
Net force not air/drag Net force not
balanced (unbalanced) 10N Fg balanced (unbalanced) 10N Fg
Constant velocity forward Descending down motion

Drone-Free Body Diagram Descriptions

A. On a table, not moving, rotors off, and not spinning.
B. On a table, not moving, rotors on, and spinning.
C. Accelerating from the table up, rotors spinning
D. In the air above the table, hovering, rotors spinning, no vertical movement, horizontal movement, or side movements.
E. Accelerating at a constant velocity forward above the table.
F. Descending back to the table.

Fly the Drones

Have students arrange into their drone groups. Ask students to fly the drones in such a manner as to demonstrate
each of the six free-body diagrams.

Drone Science: Forces and Motion • 20

UNDERSTANDING MOTION WITH VECTORS
Share the following vector diagrams with the class. Each diagram shows a different vector. Discuss what the vector
drawings represent, compared with a drone flight path. Have each group attempt to demonstrate each vector by
flying the drone as described.

The Meaning of the Shape of a Position (P) and Time (t) Graph

Positive Velocity(+) Positive Velocity(+)

Position Position
changing
(P) (P)
constant velocity
in meters in meters
velocity (acceleration)
(m) (m)

time (t) in seconds (s) time (t) in seconds (s)

Positive Velocity(+) Positive Velocity(+)

Position constant velocity Position

(P) slow, right and up (P) constant velocity
in meters in meters fast, right and up
(m) (m)

time (t) in seconds (s) time (t) in seconds (s)

Negative Velocity(-) Negative Velocity(-)

changing velocity,
slow to fast
Position Position
(P) (P) changing velocity,
in meters in meters fast to slow
(m) (m)

time (t) in seconds (s) time (t) in seconds (s)

Drone Science: Forces and Motion • 21

REVIEW
Journal Writing Prompts
• What is the difference between acceleration and velocity?
• Draw and label three or more free body diagrams of class
drone flights
• Draw and label three or more time and position vector
diagrams.

Student Uses of Technology

• Battery safe usage and charging.
• Drone transmitter.
• Piloting a drone.

Assessment
• Check student journals for understanding.
• Check for understanding of free body diagrams and vector
drawings by observing flights.

Resources
Formulas
• Newton’s second law: force, mass, acceleration F=ma
• Mass vs. gravity Fg=mg
• Velocity, distance, time v=d/t
• Acceleration, velocity, distance, time a=v/t
• SDK drone specifications: 21 grams, LiPo battery: 7 grams

Enduring Understanding
• The change of the position and the change in speed of an object determines its motion.
• For motion to change, an unbalanced force must be applied.
• All physical objects in the universe interact with one another. Each interaction happens as a result of
some type of force.
• Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1)

Essential Questions: How do drones help us understand forces, motion, and flight?
• How can we describe the motion of a drone in the world around us?
• How can one predict a drone’s continued motion, changes in motion, or stability?
• How can we describe force in the world around us?
• What is the effect of forces on a drone and a drone’s motion?

Drone Science: Forces and Motion • 22

 Student Drone Kit Unit of Study

Designing and Flying a Drone Obstacle Course

PREPARE
In this activity, students will engineer an obstacle course to specifications and pilot the drones in a timed challenge.
You choose whether your student groups will complete separate time trials or combine the entire class into a racing
tournament!

Getting Started
• Verbally review safe flying practices for drone flying with students. Example of a
• Allow drone flying practice: LOS, FPV, and/or simulator. Simple Obstacle Course

Safety Precautions
• Eye protection. Start/Stop
• Safe battery use and charging.
• Fly in a safe manner and location under teacher supervision.
• Ensure that enough space is available for all drone groups to fly.
Through
Materials a Hoop
• Drones: all charged for flight. Under a
• Meter stick or measurement tape. Blanket
• Construction materials: cardboard boxes, hoops, tape,
blankets (crash barriers), etc.
• Stopwatch.
• Large flight space.
Over Boxes
ACTIVITIES AND INVESTIGATIONS
Design a Drone Obstacle Course
Pose an engineering problem to the class: How do we design a safe, fun, and achievable obstacle course for a drone
flying tournament?

Obstacle course design constraints should include:

• Classroom space.
• All line of sight (possible FPV at a later event).
• Safety measures: protect students and materials.

Designing and Flying a Drone Obstacle Course • 23

Obstacle Course design may include the following elements. Be sure to limit the difficulty of the courses based on
the skills of your students. NOTE: Most often, initial course designs are overly complex. Keep this in mind as you guide
students through their obstacle course layout.

• Turns
• Fly-through obstacle(s)
• Over or under obstacle(s)
• Distance traveled

Each student makes a final drawing with labels and measurements of the course in his/her journal.

Build and Fly the Obstacle Course

You can allow each team to construct and fly their own course using time trial selection. Additionally, you may select
one course design to build and hold a class racing tournament.

Time Trial Selection

Determine whether the trials should include one pilot for each group or a cumulative time of all the students in the
group to fly the course. (NOTE: Time and equipment constraints should be considered.) Each team should:

• Determine a team name.

• Determine the rules of their course.
• Charge batteries for the event.
• Have practice time on the course.

Once prepared, have a student fly the course while another keeps track of the time. Another student may act as a
course judge, observing the aircraft to make sure that every obstacle is being properly cleared. For each obstacle
missed, the pilot receives a pre-determined time penalty. Make observations and take notes to build strategies for the
final races.

Racing Tournament
Have students review the obstacle course designs. Select one to build and then hold a race, tournament style!

1. Select a tournament marshal to provide final judgment on any disputes.

2. Will the tournament be individual pilots trying to complete the course in the fastest time, or will the challenge be
a race between two (or more) pilots who are flying the course at the same time?
3. Review safety rules.
4. Select six qualifying heats.
5. Begin qualifications.
6. Complete the race tournament.

REVIEW
Discussion Prompts
• What criteria should be used to build the drone obstacle course?
• What criteria should be used to select the race pilot for your group?
• What criteria should be used to determine the trials? Best pilot time on the course? Cumulative course time for
all team members?
• What are the fairest racing rules?
• How can we improve drone racing?

Designing and Flying a Drone Obstacle Course • 24

Journal Writing Prompts
• Draw and label the drone obstacle course.
• Make observations and take notes on different aspects of the course for planning and strategy.
• Make observations and take notes on the practice and time trials selected for the event.
• What did you learn from the drone racing tournament?
• How would you design the obstacle course differently?
• How would you design the drone racing tournament differently?

Student Uses of Technology

• Simple construction tools and materials: tape, cardboard, plastic, etc.
• Stopwatch or timing device.
• Meter stick or measurement tape.
• Battery safe usage and charging.
• FPV goggles.
• Drone transmitter.
• Tiny Whoop Go flight simulator.
• Piloting a drone.

Homework
• Ask students to research drone racing to look for strategies and flying tips.

Assessment
• Students design and construct a safe drone obstacle course that meets stated criteria.
• Students practice flying the drone obstacle course and determine team pilot for flights.

Resource Know Before You Fly

Student Drone Kit
• Student Drone Kit website: Student Drone Kit - Know Before You Fly website
(https://knowbeforeyoufly.org/resources/studentdronekit)

Designing and Flying a Drone Obstacle Course • 25

 • RESPECT privacy
r flight

E DRONE PILOT ORRECREATIONAL

HAVE MANY YEARS OF AVIATION EXPERIENCE, RULES
I N F O R M A T I O N

FLYERS
F O R

HELP YOU FLY SAFELY IN THE NATIONAL AIRSPACE. THINK OF THESE TIPS
ST TO HELP YOU FLY SAFELY.
FLY YOUR DRONE KEEP YOUR DRONE CHECK FOR
at or below 400 feet within your line FAA airspace
of sight restrictions

NEVER FLY NEAR NEVER FLY OVER NEVER FLY NEAR

craft, especially near airports
other aircraft,
especially near • NEVER FLY near emergencies such as
groups of people
or public events
emergencies
such as wildfires
or hurricane
f people, public events,
airports
recovery efforts
recovery efforts

ull of people
DOs
KNOWLEDGE TEST a short•(andNEVER FLYtest.under the influence of drug
Starting in summer 2021 Recreational Drone Operators will be required to take
free) online knowledge
or www.knowbeforeyoufly.org to learn more.
Check out www.faa.gov/uas

• REGISTER your drone • KEEP your drone within your line of sight
• FLY your drone at or below 400 feet, and in controlled
• NEVER FLY under the influence of dru • CHECK for FAA airspace restrictions
ll of people
airspace be sure to have an approved airspace • RESPECT privacy
authorization for your flight f people, public events,
recovery efforts
WHETHER YOU’RE A NOVICE DRONE PILOT OR HAVE MANY YEARS OF AVIATION EXPERIENCE, RULES
• NEVER FLY near emergencies such as raft, especially near airports
AND SAFETY TIPS EXIST TO HELP YOU FLY SAFELY IN THE NATIONAL AIRSPACE. THINK OF THESE TIPS
AS A PRE-FLIGHT CHECKLIST TO HELP YOU FLY SAFELY.

DON’Ts
• NEVER FLY near other aircraft, especially near airports • NEVER FLY near emergencies such as fires or hurricane
• NEVER FLY over groups of people, public events, recovery efforts
or stadiums full of people
T TO HELP YOU FLY SAFELY. • NEVER FLY under the influence of drugs or alcohol

HELP YOU FLY SAFELY IN THE NATIONAL AIRSPACE. THINK OF THESE TIPS
www.knowbeforeyoufly.org
DRONE PILOT OR HAVE MANY YEARS OF AVIATION EXPERIENCE, RULES

flight
• RESPECT privacy