Unmanned Aircraft Systems 

Appendix A.—Rubrics 

A.1 Engineering Design Process (EDP) 

EDP Step Novice 

(0) 

Apprentice

(1) 

Journeyperson

(2) 

Expert

(3) 

Level of 

student 

knowledge 

(Score) 

Identify the problem 

(Ask) 

Student does not 

identify the problem 

Student incorrectly 

identifies the problem 

Student identifies part 

of the problem 

Student fully and 

correctly identifies the 

problem 

Brainstorm a 

solution (Imagine) 

Student does not 

brainstorm 

Student generates one 

possible solution 

Student provides two 

solutions 

Student provides three 

or more possible 

solutions 

Develop a solution 

(Plan) 

Student does not 

select or present a 

solution or the solution 

is off task 

Student presents a 

solution that is 

incomplete or lacking 

details 

Student selects a 

solution but does not 

consider all criteria and 

constraints 

Student selects a 

solution that considers 

all criteria and 

constraints 

Create a prototype 

(Create) 

Student does not 

directly contribute to 

the creation of a 

prototype 

Student creates a 

prototype that does not 

meet problem criteria 

and constraints 

Student’s prototype 

meets most problem 

criteria and constraints 

Student creates a 

prototype that meets 

all problem criteria and 

constraints 

Test a prototype 

(Test) 

Student does not 

contribute to the testing 

of the prototype 

Student conducts tests 

that are irrelevant to 

the problem or do not 

accurately assess 

strengths and 

weaknesses of the 

prototype 

Student conducts 

carefully performed 

tests that consider one 

to two strengths and 

weaknesses of the 

prototype 

Student conducts 

relevant and carefully 

performed tests that 

consider three or more 

strengths and 

weaknesses of the 

prototype 

Redesign based on 

data and testing 

(Improve) 

Student does not 

contribute to the 

redesign 

Student does not 

improve the design or 

address concerns 

Student addresses one 

concern to improve the 

design 

Student addresses two 

or more test-based 

concerns to improve 

the design 

Communicate 

results from testing 

(Share) 

Student does not 

communicate results 

Student shares random 

results 

Student shares 

organized results but 

results are incomplete 

Student shares 

detailed, organized 

results with group 

Total 

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Unmanned Aircraft Systems 

A.2 Scientific Research Process (SRP) 

SRP Step Novice 

(0) 

Apprentice 

(1) 

Journeyperson

(2) 

Expert

(3) 

Level of 

student 

knowledge 

(Score) 

Observe 

Student does not 

describe observations 

Student generates a 

description that is either 

unclear or not based on 

observation 

Student generates an 

observation-based 

description that is clearly 

stated 

Student generates an 

observation-based 

description that is stated 

using scientific terms and 

identifies patterns 

Pose questions 

Student does not 

identify the question 

Student incorrectly 

identifies the question 

Student identifies part of 

the question 

Student identifies the 

question completely 

Develop 

hypothesis 

Student does not state 

hypothesis 

Student generates a 

hypothesis that is not 

clearly stated or well 

thought out and is not 

testable 

Student generates a 

hypothesis that is clearly 

stated and testable 

Student generates a 

hypothesis that is 

formulated using 

appropriate terms and is 

testable 

Plan the 

investigation 

Student does not plan 

investigation 

Student does plan the 

investigation, but it is 

largely incomplete (no 

testing of hypothesis) 

Student does plan the 

investigation but does not 

adequately test the 

hypothesis previously 

stated 

Student does plan the 

investigation and 

adequately tests the 

hypothesis previously 

stated 

Assemble 

data 

Student does not 

present data 

Student does present data 

but uses inappropriate 

presentation for the type of 

data 

Student does present data 

and uses the appropriate 

presentation for the type of 

data 

Student presents data that 

show trends or patterns 

(insight) and uses the 

appropriate presentation 

for the type of data 

Document 

conclusions 

Student does not 

document conclusions 

Student does document 

conclusions, but the 

conclusions are incomplete 

or suggest student does 

not understand the 

conclusion 

Student does document 

conclusions and shows an 

understanding of evidence 

interpretation 

Student does document 

conclusions and shows 

understanding of evidence 

interpretations as well as 

any limitations 

Analyze data 

Student does not 

analyze data 

Student makes an 

inaccurate analysis of data 

or does not provide 

justification 

Student makes an accurate 

analysis of data using 

appropriate mathematical 

methods for justification 

Student makes an accurate 

analysis of data and makes 

an appropriate prediction or 

projection based on that 

data 

Present 

findings 

Student does not 

communicate results 

Student shares random 

results 

Student shares organized 

results, but results are 

incomplete 

Student shares detailed, 

organized results with 

group 

Pose new 

questions 

Student does not 

identify a followup 

question 

Student poses an unrelated 

followup question 

Student poses an 

appropriate followup 

question based on findings 

Student poses multiple 

followup questions based 

on findings using scientific 

terms 

Total 

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Unmanned Aircraft Systems 

A.3 Rubric for Problem-Based Learning (PBL) 

PBL Step Novice 

(0) 

Apprentice 

(1) 

Journeyperson

(2) 

Expert

(3) 

Level of 

student 

knowledge 

(Score) 

Meet the 

problem 

Student does not 

identify the problem 

Student incorrectly 

identifies the problem 

Student identifies part of 

the problem 

Student fully and correctly 

identifies the problem 

Explore knowns 

and unknowns 

Student does not 

identify knowns and 

unknowns 

Student incompletely 

identifies knowns and 

unknowns 

Student identifies knowns 

and unknowns using 

experience but uses no 

resources 

Student completely 

identifies knowns and 

unknowns using 

experience and resources 

Student does not Student generates one Student provides two Student provides three or 

Generate brainstorm possible solution solutions more possible solutions 

possible 

solutions 

Consider 

consequences 

Student does not 

identify any 

consequences 

Student determines 

inaccurate or irrelevant 

consequences 

Student identifies 

consequences accurately 

Student identifies 

consequences accurately 

and provides a rationale 

Present 

findings 

Student does not 

communicate results 

Student shares random 

results 

Student shares organized 

results, but results are 

incomplete 

Student shares detailed, 

organized results with 

class 

Total 

Next Gen STEM  59 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

Appendix B.—Glossary of Key Terms 

Advanced air mobility (AAM). A safe and efficient air transportation system for short-range aircraft. 

Airfoil. A streamlined surface designed in such a way that air flowing around it produces useful motion. The shape is especially good 

at producing lift. The cross section of an airplane wing is an airfoil. 

Battery storage density. The amount of useable energy (accounting for cycle life, thermal constraints, and other limits) divided by 

the mass of the battery. 

Blade twisting. As the blades of a propeller turn, the outer edges move significantly faster than the inner, or root, part of the blade 

due to the greater distance the outer edge of the blade has to travel. In order to make each part of the blade most effective for 

its speed, it is twisted to give the tips of the blade a finer pitch and therefore produce less drag. 

Drag. A force that opposes thrust. Drag is a type of friction and makes objects harder to move. 

Drone. An aircraft without a human pilot aboard. A drone is a type of unmanned aerial vehicle (UAV). 

Electric propulsion. Thrust generated by electrical energy. 

Energy density. The amount of energy stored in the material per unit volume. 

Force. Energy exerted to cause motion or change. 

Gravity. A force that pulls objects toward the center of the Earth. 

Lift. A force that allows an aircraft to climb or stay in the air rather than fall to the ground. 

Mass. The quantity of matter that an object contains. 

National Airspace System (NAS). A network of both controlled and uncontrolled airspace, both domestic and oceanic. It also 

includes air navigation facilities, equipment, and services; airports and landing areas; aeronautical charts, information, and 

services; rules and regulations; procedures and technical information; and manpower and material. 

Propeller. A spinning wing made of airfoil-shaped blades that rotate around a hub to provide propulsion or lift. 

Rotorcraft. An aircraft that uses one or more rotary wings to generate lift, such as a helicopter and some drones. 

Speed. The rate at which something moves or operates. 

Thrust. A force that moves an airplane forward through the air. It is produced by the aircraft’s engines, which accelerate the air around 

the aircraft. 

Unmanned aerial vehicle (UAV). A small aircraft that can be remotely or autonomously controlled. A drone is a type of UAV. 

Unmanned aircraft system/s (UAS). Everything that makes it possible to fly UAVs safely, such as radar location tracking of the 

UAVs; detect-and-avoid software to ensure the UAVs do not collide with anything; and all the people who support the technology, 

such as ground control crews. 

Weight. The effect of gravity on an object (mass). 

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Unmanned Aircraft Systems 

Appendix C.—Propeller Car Instructions 

C.1 General Instructions and Materials List 

Choose one of the two vehicle designs and gather all needed materials and instruction sheets (C.2 Electric Motor Propeller Car; 

C.3 Rubberband-Powered Propeller Car; C.4 Basic Propeller Template; C.5 Basic Propeller Template Instructions). 

Safety 

• Adult supervision is required for building and testing the propeller car. 

• Before any tool is used, review and discuss safety protocol for proper use of the equipment. 

• Remind students of lab safety (e.g., wear eye protection when building and testing the propeller car). 

• Scissors and craft knives have sharp edges and points. Students should handle tools with sharp edges with care. 

• Use appropriate electrical safety precautions around any wires or surfaces that might generate or conduct electricity. 

• Keep fingers, body parts, and other objects away from spinning propeller blades. 

• If using a glue gun, even with low-temperature or cool-melt glue, set up a glue gun station for safety and supervision. 

Materials List 

General Building Supplies for Basic Propeller Car 

 2 thick plastic water bottles (no larger than 1 liter) (Note: For data comparison purposes, each group’s car should be made with 

the same type of water bottle to eliminate extra variables.) 

 5 water bottle caps (additional) or 4 commercial hobby wheels and 1 additional bottle cap 

 2 straws and 2 wooden skewers, or 2 10-cm commercial hobby axles 

 Various propeller building materials (e.g., plastic, cardboard, popsicle sticks, paperclips, paper plates, etc.), or a commercial 

propeller may be used for Activity Two: Propelling the Payload With Electric Propulsion 

Tools 

 Stopwatch or timer to record propeller car motion (1 per team) 

 Low-temperature hot glue gun and glue sticks 

 Tape (for construction) 

 Duct tape (optional) 

 Scissors or craft knife 

 Pen, pushpin, or nail (to make wheel holes—these can also be predrilled by the educator if desired) 

 Metric ruler 

 Marker 

Additional Materials for Electric Motor Propeller Car 

 Small electric hobby motor, direct current (DC), 1.5 to 3 V or 3 to 12 V 

 9-V battery (recommend having extra batteries charged and ready for testing) 

 9-V battery clip connector 

 2 pieces of electronic wire (to extend wiring to motor or battery clip connector if necessary) 

 Wire strippers 

 Electrical tape (for wire connection) 

Additional Materials for Rubberband Propeller Car 

(Note: Some extra materials have been added in case there are malfunctions, system failures, or damaged parts.) 

 1 plastic cap (additional, any type) 

 1 wooden skewer 

 9 rubberbands (approximately 3 mm (1/8 in.) wide and 90 mm (3 1/2 in.) long) 

 3 large paperclips 

 2 small paperclips 

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Unmanned Aircraft Systems 

C.2 Electric Motor Propeller Car Instructions 

Gather all needed materials and review the Motorized Propeller Car Tutorial video: https://youtu.be/uPxmCzMyBII. 

Step 1: Create the cargo bay access window. 

Lay one of the bottles on its side and cut a rectangular hole 

that extends approximately 4 cm from the bottom of the bottle 

to approximately 7 cm from the top of the bottle. 

The rectangle should be between 4 and 5 cm wide. 

Step 2: Mount the axles. 

Cut a straw into two 8-cm pieces. Each straw should be wider 

than the water bottle. 

Use low-temperature hot glue or other adhesive to attach the 

straws to the water bottle on the opposite side of the 

rectangular hole that was cut in Step 1. Place the straws 

(axles) far enough apart so the weight is distributed evenly. 

Cut a wooden skewer into two 11-cm pieces and slide the 

wooden skewers through the straws. 

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Unmanned Aircraft Systems 

Step 3: Create the wheels. 

Mark the center of each bottle-cap wheel with a marker. Use a 

pen or pushpin to make a small hole in the center of the 

marking. Make sure the hole is a little smaller than the wooden 

skewer (axle) diameter so it is a tight fit. 

When using thick plastics, use a nail or a craft knife to make 

the holes larger. 

Step 4: Mount the wheels. 

Gently push a skewer through the center of a bottle-cap wheel. 

Slide the skewer through a straw and push into the center of a 

second bottle-cap wheel. 

Repeat with the other two wheels and skewer. 

Make sure the wheels are as straight as possible. 

Note: Wobbly wheels make it difficult for propeller cars to move 

forward. 

Step 5: Wire the motor to the 9-V battery clip. 

Strip the wires connected to the 9-V battery clip. 

Connect the wires from the 9-V clip to the proper terminals on 

the motor. 

• The negative terminal is designated by a “–” sign. Connect 

the black wire to the negative (–) terminal on the motor. 

• The positive terminal is designated by a “+” sign. This is 

where the red wire will connect to the motor. 

If the wires are too short, simply add additional cabling to extend 

the wires from the 9-V battery clip to the motor. 

Note: Some DC motors do not designate a positive and negative 

terminal. If this is the case, simply wire each cable from the 9-V 

battery clip to a terminal on the motor. 

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Unmanned Aircraft Systems 

Step 6: Connect the battery. 

Attach the battery to the connectors on the 9-V battery clip. 

Your motor should run. If not, your battery may be dead, or 

wires may be touching. Troubleshoot the issue. 

Now detach one of the battery connectors to turn off the power 

to the motor. 

Step 7: Tape the 9-V battery to the car. 

Neatly organize the cables inside or along the side of the test 

car. 

Place and center the 9-V battery near the front of the car. It 

should be taped perpendicular to the body of the car. 

Note: Before moving to the next step, ensure that the propeller 

car is balanced. 

Step 8: Connect the hub to the motor. 

Mark the center of the top of a bottle cap with a marker. 

Using the marking as a center point, use a pen to create a small 

hole through the top of the bottle cap. 

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Unmanned Aircraft Systems 

With the bottom of the bottle cap facing toward you, secure the 

bottle cap to the shaft of the motor. 

The bottle cap should be placed about halfway between the tip 

of the motor shaft and the motor. 

Use a moderate amount of low-temperature hot glue or 

adhesive on the inside of the bottle cap to ensure a tight fit. 

Note: The bottle cap (propeller hub) should not sag or rub 

against the motor or the bottom of the water bottle. 

Step 9: Connect the propeller attachment to the propeller 

hub. 

The purpose of the propeller attachment (see photo) is for you 

to attach and reattach the propellers you design or redesign to 

the propeller hub. 

Do not use glue to connect the propeller attachment to the 

propeller hub, because you will need to attach and reattach 

your propeller designs to it. 

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Unmanned Aircraft Systems 

C.2.1 Propeller Attachment Instructions for Activity One, Propeller Design Challenge 

After building either the rubberband-powered or electric motor propeller car, choose one of the options below for attaching propeller 

designs to the propeller car for Activity One: Propeller Design Challenge. 

You have two options when using the propeller 

attachment. 

Option 1: 

Safely cut the threading off of a water bottle. You can use the 

base of this threading to attach your propeller designs to the 

system. 

Option 1 example 

Option 2: 

Safely cut the threading off of the second water bottle, but use 

some of the plastic from the neck of the second water bottle to 

create your propeller design. 

Option 2 example 

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Unmanned Aircraft Systems 

C.3 Rubberband-Powered Propeller Car Instructions 

Gather all needed materials and review the Rubberband-Powered Propeller Car Tutorial video: https://youtu.be/1lNd5Q8Cb2w 

Step 1: Create the cargo bay access window. 

Lay one of the bottles on its side and cut a rectangular hole 

that extends approximately 4 cm from the bottom of the bottle 

to approximately 7 cm from the top of the bottle. 

The rectangle should be between 4 and 5 cm wide. 

Step 2: Mount the axles. 

Cut a straw into two 8-cm pieces. Each straw should be wider 

than the water bottle. 

Use low-temperature hot glue or other adhesive to attach the 

straws to the water bottle on the opposite side of the 

rectangular hole that was cut in Step 1. Place the straws 

(axles) far enough apart so the weight is distributed evenly. 

Cut a wooden skewer into two 11-cm pieces and slide the 

wooden skewers through the straws. 

Step 3: Create the wheels. 

Mark the center of each bottle-cap wheel with a marker. Use a 

pen or pushpin to make a small hole in the center of the 

marking. Make sure the hole is a little smaller than the wooden 

skewer (axle) diameter so it is a tight fit. 

When using thick plastics, use a nail or a craft knife to make 

the holes larger. 

Next Gen STEM  69 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

Step 4: Mount the wheels. 

Gently push a skewer through the center of a bottle-cap wheel. 

Slide the skewer through a straw and push into the center of a 

second bottle-cap wheel. 

Repeat with the other two wheels and skewer. 

Make sure the wheels are as straight as possible. 

Note: Wobbly wheels make it difficult for propeller cars to move 

forward. 

Step 5: Create the anchor for the rubberbands. 

Use the pushpin and the nail to create two holes on opposite 

sides on the mouth of the bottle. Ensure the holes are large 

enough so the straightened paperclip will be able to slide 

through both sides. 

Put the straightened paperclip through one hole, then slide it 

through the center of another paperclip that will be used as an 

anchor, and then out the other hole in the neck of the bottle. 

Bend the ends of the paperclip up and in, locking the paperclip 

in place. 

Step 6: Make the propeller. 

Note: This is an example of a basic propeller that can be used 

for the Propelling Your Payload With Electric Propulsion activity. 

Students will design their own propellers for the Propeller 

Design Challenge. 

Cut off the top portion of the second water bottle. Make a 

horizontal cut on the side of the bottle right before the plastic 

starts to angle toward the neck of the bottle. 

Safety reminder: Hold the bottle top firmly by its cap so 

the scissors do not accidentally contact your supporting 

hand. 

Starting at the cut edge of the bottle, make two cuts directly 

across from each other, cutting straight down and as close to 

the bottle cap as you can. 

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Unmanned Aircraft Systems 

Repeat until you have four to eight equal sections or propeller 

blades. Gently fold them back to a roughly 90° angle (as shown 

in the picture). 

Mark the center of the bottle cap (propeller hub) on the propeller 

with a marker. Use a pushpin to make a small hole in the center 

of the marking. 

Make sure the hole in the bottle cap is a little smaller than the 

wooden skewer (axle) diameter, so it is a tight fit. Do not put 

the skewer in yet. 

Step 7: Prepare your propeller. 

Use the pushpin to poke a hole in the extra bottle cap. 

Use the steel nail to widen the hole a little more. 

Cut a circle out of the bottle cap. It does not have to be perfect. 

Place the skewer in from the top side of the propeller bottle cap 

(propeller hub) and push it in about 4 cm. Put hot glue on the 

underside of the propeller hub to help hold the propeller hub 

onto the axle. 

Note: The purpose of the propeller hub (see photo) is for you to 

attach and reattach the propellers you design or redesign to the 

propeller car, so it is important you do not use glue to connect 

the propeller itself to the propeller hub (bottle cap). 

Make a thick ring of hot glue, 3 cm away from the propeller hub 

on the skewer. Let it cool, then put the plastic circle you just cut 

out onto the skewer. 

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Unmanned Aircraft Systems 

Step 8: Attach the propeller. 

Use the pushpin to make a hole for the propeller’s axle. Make 

the hole at the bottom (base) of the bottle on the same side as 

the cargo bay opening. 

Use the nail to make the opening big enough for the skewer to 

go in and spin freely. Place the axle through the opening. 

Shorten the skewer so there is about 6 cm inside the cargo 

bay. 

Pull one end of a small paperclip and open it slightly. Hot glue 

the other end of the paperclip onto the skewer that is on the 

inside of the cargo bay opening. Glue the paperclip so that it 

will not come off the skewer (propeller). 

Weave together two sets of three rubberbands into a loose 

knot, as shown. 

Connect one end of the rubberband knot to the paperclip 

attached to the propeller skewer. 

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Unmanned Aircraft Systems 

Connect the other end of the rubberband knot to the paperclip 

attached to the mouth of the bottle. 

Your propeller will be loose at this point; this is to be expected. 

Safety reminder: Be sure you are wearing eye 

protection when stretching the rubberbands. 

Step 9: Twist the propeller. 

Twist the propeller by its axle—do not put your finger between 

the blades to spin it. Propellers will usually need to be twisted in 

a clockwise direction, but if your propeller spins backward or not 

at all, try turning the other direction. 

Twist until the rubberbands double over on themselves. Usually 

this will be more than 100 twists. Keep hands and fingers clear 

of the propeller. 

When you are ready, place the propeller car in the designated 

test area and release the propeller! 

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Unmanned Aircraft Systems 

C.3.1 Propeller Attachment Instructions for Activity One: Propeller Design Challenge 

After building either the rubberband-powered or electric motor propeller car, choose one of the options below for attaching propeller 

designs to the propeller car for Activity One: Propeller Design Challenge. 

You have two options when using the propeller 

attachment: 

Option 1: 

Safely cut the threading off of a water bottle. You can use the 

base of this threading to attach your propeller designs to the 

system. 

Option 1 example 

Option 2: 

Safely cut the threading off of the second water bottle, but use 

some of the plastic from the neck of the second water bottle to 

create your propeller design. 

Option 2 example 

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Unmanned Aircraft Systems 

C.4 Basic Propeller Template 

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Unmanned Aircraft Systems 

C.5 Basic Propeller Template Instructions for Activity Two: Propelling the Payload 

With Electric Propulsion 

After building either the electric motor propeller car or the rubberband-powered propeller car, you will need a basic propeller to 

provide thrust for the car. 

Step 1 

Have your Propeller Template ready. 

Measure 7.5 cm from the top mouth of a plastic water bottle, 

and use a marker to carefully draw a line around its 

circumference. 

Step 2 

Neatly cut along the line around the bottle. 

Step 3 

Place the bottle top you just cut out on top of the Propeller 

Template. Looking from the top, align the mouth of the water 

bottle with the center of the template. 

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Unmanned Aircraft Systems 

Step 4 

Each propeller on the template has a number. 

With a marker, write each number on the corresponding plastic 

bottle as shown. 

Step 5 

On the Propeller Template, you will notice four straight lines. 

Draw a line from the neck of the water bottle to each of the 

straight lines. 

Do not cut the plastic yet. 

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Unmanned Aircraft Systems 

Step 6 

Remove the bottle from the template and cut out all four of the 

template’s paper propeller blades. 

Step 7 

Starting with the propeller blade labeled “1,” align the straight 

edge of each paper propeller with the line you sketched earlier. 

Use clear tape to attach each propeller to the plastic bottle. 

Step 8 

Inspect the taped propellers to ensure they are neatly secured 

to the bottle. Cut along the lines slowly. When you are done, 

remove the paper. 

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Unmanned Aircraft Systems 

Step 9 

Gently pull open the propeller blades. 

Step 10 

Finally, screw the propeller attachment onto the propeller hub. 

Next Gen STEM  79