This guide will help you as a teacher conducting education with hummingbird.

Relevant learning objectives:

Technology in practice: Surveys

The goal of the training is for the student to be able to

• Examine technological products and the choices that have been considered for use, technical solutions, functionality and design
• Assess technological product based on user adaptation, HSE requirements and environmental adaptation

Relevant competence goals from science (technology and design):

• test and describe the properties of materials used in a production process, and assess the material use based on environmental considerations
• describe an electronic communication system, explain how information is transferred from sender to recipient, and explain positive and negative consequences

Preparations for the hour:

Recharge all the batteries. They must also be charged for the first time. You also need 2 AA batteries for each remote control.

Sample building and flying a drone according to the construction guide, both with propeller protector, and without propeller protector, but with camera. Test all the buttons on the remote control, such as rashes, trim buttons and flip.

To see the image from the camera, you need a tablet or mobile with a free app, as described in the construction guide.

It is recommended not to build/aircraft more than 5 drones at the same time, as it can easily become chaos if many drones are in the air at the same time in the classroom.

For extra fun flying, you can make a path with a pair of three rocks or flags / posts that students must pass or turn around. Gyms, foyer or auditorium are often well suited as a flight site. It is recommended to keep the flight indoors.

Introduction to the hour:

Divide students into groups with 1-3 people per day. Drone.

Ask students to record the remote controls. Explain what the different buttons and plugs do. Up until the flight, the remote control must be declined. In the professional language, the movements are called Aileron, Elevator, Throttle, and Rudder, which you have to mention and translate from English. The concepts come from the flight world. The difference is that on a drone, the throttle means the quadcopter moves straight up.

Fly:

Drone:

We find this again on the remote control. Let the students "dry trees" by moving the plugs and repeat the words "straight up, straight down, rotating the left, rotating right, flying forward, flying backwards, flying left, flying right)

Remember that the stitches Elevator and Aileron (forward/backwards and sideways) are relative based on which way the drone is pointing. The blue light indicates the nose direction of the drone:

Send out the building kits but wait to hand out battery to drone. 

Construction Round 1:

In the first building round it is recommended to use the propeller protectors, but not a camera. This saves the propellers from being destroyed by crashing. Care for the following:

• The motor plugs fit only one way. Inform students to be careful when plugged in.
• Many people put the propellers on the wrong motor, as there are two types of propellers that look almost the same (they are mirrored). The drone will not fly. Students can use the propeller puller to remove the propeller and view the right type.
• Make sure the propellers can rotate freely, unobstructed by wires and antennae.

NB: The engines are sensitive and can be damaged if they are not used correctly. The engines must be mounted as high as possible so that they do not hit the ground at any crash.

Connection and flying:

Clean a large open space in classroom or use auditorium/gym where there is plenty of space.

When the first group is ready, look over the quadcopter. Check that the engines are located high, some groves with rubber rings on the underside and propeller protector on the top. Clean away cables so that they cannot be cut by the propeller.

In order not to connect the drones to other people's remote controls, it is important to follow some rules:

If a group of crashes, they should not turn off the transmitter, as they lose their place in the "binding queue". If they still do, or run out of battery, they need to return to the volume queue and connect the drone and remote control with the teacher.

Flight exercises you can try:

• Try to keep the drone as much as possible in the air. Use the trim buttons on the right side until the drone settles completely. Who manages to move the least?
• Flip: Be sure to fly at least 2 meters above the ground. Use the flip button, followed by a fast aileron or elevator movement to take a loop.
• Jump-start: Press the throttle stick directly inward against the remote control. The drone will automatically light up to approx. 1 meter.
• Path: Build a track with rocks or ropes that need to be passed. Who manages to fly the fastest through the track and back to start?

Charging:

The drone starts to flash and will eventually autoline when battery is empty. Set batteries for charging as soon as they run out of power. Batteries are first plugged into USB charger, then plugged USB charger in power adapter/USB source.

Construction Round 2:

Students should remove the propeller protector and use four rubber rings on the top of the engines instead. Camera is mounted according to user manual. Let the students see the picture on the mobile with the app and do any recordings of photos or video.

Rating:

Discussion points:

• Technology and opportunities: Based on drones being able to move freely in three dimensions and are equipped with sensors, tools and other functions: What problems can drones solve in the future? What dangers and disadvantages will this be done?