NewComers

NewComers

Bob Underwood Box 40, St. Peters MO 63376

WHEN THIS COLUMN was born, I stated that I would try to provide a potpourri of material for NewComers and clubs, old and new alike. In its two-plus years, a variety of programs have been featured and many more have been located. Critics have suggested that what AMA should be doing is generating its own generic program and feeding it to the educational and modeling worlds. We have resisted that option for a variety of reasons.

Perhaps the first and foremost reason centers around the fact that any program, no matter how good, must be tailored to the individual or individuals who intend to present it. The dynamics of a group are unique, as is the relationship developed with the leader. The program flows in and around those people and it is their personalities that feed the system.

For AMA, or any party, to hand a group a syllabus and say, "Begin on page 1 and continue through page 20, and you've got it," is ludicrous. The program must develop its own life.

Letter from Don Park (Piper Middle School)

"Dear Bob,

I am responding to your article in the November AMA magazine under 'NewComers.' I would like to participate in the 'clearinghouse' for exchange of ideas/methods for teachers. Is there an E-Mail address or phone # yet? If you mentioned it in a later article, I missed it.

(AMA's Web page address is http://www.modelaircraft.org)

I have taught Middle School Math for six years after retiring from a military career of 22 years. For the first four years I taught Math to sixth- and seventh-graders. Two years ago, my principal asked me if I would like to quit Math and start a new class in Math and Science applications. This was as a result of an 'Interest Club' that met twice a week to build and fly paper planes and rubber-band models. The interest level was so high that the thought we could generate an 'applications' class.

I accepted, and for the last two years the class has grown from a tiny room with a total of 64 kids a day to a full class that meets six periods each day, five times a week, to include two hours a day for sixth-graders, three hours a day for seventh-graders, and one hour a day for eighth-graders. (All sixth-graders take the class as an 'exploratory class.') Each class runs for a full 18-week session. The classes for seventh- and eighth-graders are of an advanced nature to include more 'design.'

We started with the SIG kit of the AMA Cub and then advanced to Peanut Scale kits. This was followed by larger kits of the kids' own choosing and/or kits of their own design. The complexity of the design was according to the students' self-determined ability. The designs were accomplished using an inexpensive CAD program (KeyCad, $29).

All kits & designs were built to fly indoors; most days are too windy in our area for outdoor flight. So far, we have reached a flight time of 54 seconds (it's a small gym). Our goal for next year is two-minute flights, but we have much to learn. Most of us cannot imagine how the 'pros' get the huge flight times, and so far no one in the area has come forward to help us. I have sent for some plans and kits from Indoor Model Supplies. Hopefully, this will give us a push toward the higher times and scientific designs. We hope to start making our own props. Pitch = (2π) · R · tan(pitch angle)

Just to skim the surface, the kids have learned:

• detailed measurement
• aeronautical principles
• structural design applications
• geometrical and trigonometric applications
• teamwork
• problem solving
• many science applications involved in analyzing and improving designs on the flying models

We have also learned much from the two simulators we use. First, the Microsoft FS5 Flight Simulator and then an RC computer simulator. FS5 applies principles of flight control/instrument control, complex navigational problems, and rules of general aviation. The RC simulator also adds an incentive to be on the team building the 99-inch wingspan RC kit called Butterfly. Those who learn to control the simulator will also get to try the real thing, if they also help to build it.

The interest in this class is so high that I have parents asking if they could take the course. No student will allow a dental appointment to be scheduled during 'Design and Build' if it can be helped. Many parents have said, 'This is the first time my son/daughter has wanted to be something special, like an architect.' The hope of the principal is that we will be able to document a correlation between those taking the course and higher grades in Math/Science, etc. Tying in language arts is as natural as the kids attempt and succeed in reading complex technical instructions that result in a product that really does what they made it to do.

The most difficult task as a teacher is to let them 'fail' initially, but this is compensated for when they finally 'succeed' on the second or third try! This has been documented on video, which the kids love to analyze.

It is great to realize that one's youthful hobby can become one's profession. The joy of the class is only diminished by the lack of time for parents to become more involved, but many of the kids have 'hooked' their parents, and this is exciting! The boys in the class really have to work to keep up with the girls. This is especially exciting to me, as the father of two girls.

I look forward to hearing from you concerning how I can become linked to other teachers who have new ideas. Maybe we can make this into interschool cooperation and competition. Thank you for your involvement."

Don Park Piper Middle School 4420 N. 107th St. Kansas City KS 66109

While Don did not go into great detail about how he has structured the course, clearly he is achieving many goals. He hits the best of both worlds in that the students are building and designing from scientific and math principles and the teacher has integrated other aspects of the curriculum. Model airplanes in the school can create a whole learning experience—not just the so-called scientific and technological areas. It does take a dedicated, innovative teacher and support group to recognize and implement this.

In an article to come, we have a fantastically well-developed graduate student project at the university level. The class, conducted by Dr. John R. Adams of Western Carolina University, is not directed toward aviation or math applications, but was centered around group management and dynamics procedures. This report will (hopefully) be carried in the next issue.

Education Committee — first year: reflections

As the first year of the Education Committee work comes to a close in September, there are some ambivalent feelings floating about.

On the negative side:

• It took far too long for us to become a presence on the Web site. It's not that the material wasn't ready—it's just that we ran into other technical roadblocks on the slippery information highway.
• We were unable to get the teacher workshop up and going in Muncie this last summer.
• The biggest disappointment comes from meeting people who adamantly maintain, "AMA must start doing something for youth (NewComers)," but who have not read or even bothered to look at the material we've made available. As a result, wheels continue to be reinvented.

On the positive side:

• We have identified and publicized several dozen programs and helped form formal and informal networks.
• People are talking to one another, plans are flowing back and forth, and new ideas are springing forth.
• We've attended a variety of conventions and meetings, from local groups to state and national conventions, directly or indirectly reaching some 1,000 teachers. Some of the larger events included:
• HASTI (Indiana Science Teachers) in Indianapolis
• TSA convention in Louisville
• Long Beach Show
• EAA convention in Oshkosh

Much energy was expended on the interactive TV network programs generated through Indiana Academy at Ball State University. The very conservative number of students reached in March was 32,000. Due to rooms piggybacking on the hookup, that number was probably much higher. We were flattered to find Indiana Academy indicating that the initial program was their most popular electronic field trip to date. The next one, airing September 24, will hopefully be as entertaining and informative. The subject, directed toward fifth through seventh grades, concerns basic aerodynamics and control of aircraft. We're fortunate to be able to have Orville Wright pay a visit to the set (that is, if he can still ride his bike!).

If you or your group are doing something, please bring it out from under the barrel where it's hidden. Let's spread the word.

Transcribed from original scans by AI. Minor OCR errors may remain.