Why they exist
Law, Regulations & considerations
Usages and what they should be used for
Basic understand the basics of coding
Understand code with direct implementation
CAD Software and constructing
Test out 3D-printing
Make your own model and sourcing designs
Building your own drone-invention
Using application and design
Expert supported process
Flying - how-to and controller course
Safety with park regulations and crash-prevention
Initial rules of the road
Physics of the basics of how drones fly
Design considerations going into the design
Wind tests of patterns, streamlines and windtunnels
The founder of PiCopter, is leading the PiCopter course
Our teaching assistant supports Marten, ensures every student is on track, and spearheads the learning for students who like to take their time beyond the class's scope.
With support for our custom 3D-printer
We look through what drones are used for today, what they can do and how they work.
With some quadcopters, Y3s and the like in the classroom, we look at different types of drones, how the type affects usage, and we plant seeds for drone inventions.
Together we think through what makes drone fly, how wind behaves around them, and what we need to consider when flying through air.
Drones can be dangerous, when used incorrectly. We together dive into the constraints and safety concerns about drones, and set a good precedence for the class.
Following at CAAs rulebook for drones, we discuss what we can and cannot do, implications and regulations. We also go through the importance of following the rules.
We hook up all the electronics, safety-check the cables and get ready for initial tests.
With some battery-juice, we bring the PiCopters of every student alive. Going through the interface, every student validates that their PiCopter is functioning and ready for action.
We walk/drive down to the closest green space, depending on venue. Naturally, we bring our newly built PiCopters, and some other drones.
Each student gets to fire up their drone for the maiden flight, one-by-one. After everyone has had a good lift-off, we move into understanding and controlling our own drones.
Hopefully we have a thing or two to repair from our field-day, so we fire up the 3D-printer and start printing the needed pieces for everyone to be up to scratch.
As we're printing the pieces, we look at the limitations, possibilities and physics of 3D-printing. Having a 3D-printer first-hand helps us actually see and understand what's going on.
Letting our creative juices loose, we move onto Thingiverse, finds cool 3D-printable things and download them. Together we work through CAD-software to understand how 3D-models are created, and the basic tools we have at our disposal. We briefly look into slicers as well.
Teacher-assisted, every student gets to play around with our CAD-software and slicer, and we push some prints to the 3D-printer.
Trying to bridge the the science of coding with the logic of the drone, we look at some examples of PiCopter-code. Everyone tries some small modifications on their platform, changing the logic of their PiCopter.
Looking at the physics of gyroscopes, we look at usages and how the data is accessible in the PiCopter.
Similar to the Gyroscope section, we briefly look at the difference between an accelerometer and a gyroscope, and a PiCopter-example.
With the magnetic field of the earth at our disposal, we interpret and understand the compass on-board, and make a PiCopter-test.
Depending on skill-level and motivation, students pick either a pre-set project to follow and hack, or
Every student presents their hack, goes through briefly how they went about it, and presents the new feature.