Unmanned Aircraft Systems 

Activity Four: 3, 2, 1... Lunch! 

Educator Notes 

Learning Objectives 

Students will 

• Use an x–y plane to plot coordinate pairs. 

• Determine the distance between points on a coordinate plane by counting, using a ruler, or applying the Pythagorean Theorem 

or Distance Formula. 

• Engage in computational thinking while exploring the challenges NASA engineers face when programming unmanned aircraft 

systems (UAS). 

Challenge Overview Suggested Pacing 

Students will engage in cooperative game play with other teams to simulate navigating 60 to 90 minutes 

a drone from a given start point to an end point with the shortest flight path while 

avoiding obstacles. The team who discovers the shortest distance will win the game. 

National STEM Standards 

Mathematics (CCSS) 

Content Standards 

• CCSS.MATH.CONTENT.6.NS.C.6: Understand a rational number as a point on the 

number line. Extend number line diagrams and coordinate axes familiar from previous 

grades to represent points on the line and in the plane with negative number coordinates. 

• CCSS.MATH.CONTENT.6.NS.C.6.B: Understand signs of numbers in ordered pairs as 

indicating locations in quadrants of the coordinate plane; recognize that when two 

ordered pairs differ only by signs, the locations of the points are related by reflections 

across one or both axes. 

• CCSS.MATH.CONTENT.6.NS.C.6.C: Find and position integers and other rational 

numbers on a horizontal or vertical number line diagram; find and position pairs of 

integers and other rational numbers on a coordinate plane. 

Content Standards (continued) 

• CCSS.MATH.CONTENT.8.G.B.8: Apply the Pythagorean Theorem to find the distance 

between two points in a coordinate system. 

Mathematical Practices 

• MP.1: Make sense of problems and persevere in solving them. 

• MP.2: Reason abstractly and quantitatively. 

• MP.4: Model with mathematics. 

• MP.6: Attend to precision. 

Challenge Preparation 

• Read the introduction and background information, Educator Notes, Student Handout, Finding the Distance Worksheet, and 

game sheets to become familiar with the game. It is helpful to have a printed copy of the Student Handout and the game sheets, 

including the game board, while reading through the Educator Notes. 

• Determine if students will play individually or in teams of two. A minimum of two teams is required to play a game, but there is 

no maximum. Assess prior knowledge before assigning teams. 

• Use differentiation if needed to find the distance traveled on the game board. Students may count squares, measure distance 

with a metric ruler to the nearest tenth of a centimeter, or apply the Pythagorean Theorem or Distance Formula. Students may 

“level up” as they progress through the school year and learn new techniques for finding distance. 

• Make copies of the Student Handout, Finding the Distance Worksheet, and game sheets. 

Materials 

 Student Handout 

 Finding the Distance Worksheet 

 Game sheets 

– Setting Up the Game Board, including game board, game pieces, table, and tracker 

– Printable Die, Spinner, Coins, and Rulers (as needed) 

– Encounters Extension Game 

– Time Variable Extension Game 

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Unmanned Aircraft Systems 

 Graph paper (1/2 cm) or printed game board 

 Scissors 

 Tape 

 Pencil 

 6-sided dice, printable dice, printable spinner, or use a virtual-dice-rolling website 

 2-sided coin, printable coin, or use a virtual coin flipping website 

 Metric ruler (optional) 

 Calculator (optional) 

 Dry erase markers (optional if laminating game boards) 

Safety 

• Supervise students when using scissors to cut out shapes. 

Introduce the Challenge 

• Provide context for the challenge using the introduction and background information 

provided in the guide. Define unmanned aircraft systems (UAS) and discuss the work 

NASA is doing to make UAS flight safer. Ensure students understand the difference 

between UAS and unmanned aerial vehicles (UAVs) before moving forward. Both terms 

will be used throughout this activity. 

• Introduce the concept of advanced air mobility (AAM) to students with the NASA video, 

“What Is AAM?” https://youtu.be/Vu1VWEvgd24 

• Discuss the challenges of managing and navigating the National Airspace System (NAS) 

and discuss how UAS pilots might choose their flight paths. What safety concerns do 

engineers and pilots need to consider when flying UAVs through the national airspace? 

• Inform students they will be playing a cooperative game with their peers. 

• Before sharing the following scenario, explain that the goal of the game is to navigate a 

UAV from takeoff, to waypoints, to the destination, and back to the starting position, all 

while traveling the shortest distance on the board. 

• Share the following scenario: 

Imagine your community in the future when autonomous flying vehicles routinely 

conduct land surveys, provide delivery services, and run your errands. You are 

sitting in class the period before lunch and realize that in your rush out the door 

this morning, you forgot your lunch and the science project you are supposed to 

turn in later today. You happen to have a personal UAV at home that can bring 

your project to the school. You also remember your local diner is serving your 

favorite meal today, so you can have your UAV stop to grab some lunch along the 

way. Unfortunately, your UAV has altitude limitations, so it must fly around certain 

obstacles (e.g., buildings, tall trees, and towers). Your mission is to safely navigate 

your aircraft from home, to the diner, to school, and back home again while 

avoiding these obstacles. You need to get the UAV there quickly or you might miss 

lunch. 

• Discuss the criteria and constraints for the game. 

Share With Students 

Brain Booster 

For more than 25 years, NASA 

has conducted air traffic 

management system research in 

partnership with the Federal 

Aviation Administration (FAA), 

providing a variety of computerbased tools that help improve 

flight efficiency, reduce delays, 

and reduce fuel use and 

emissions, all while maintaining 

safety in increasingly crowded 

skies. 

Learn more: 

https://www.nasa.gov/sites/default 

/files/atoms/files/utm-factsheet-09-

06-16.pdf 

On Location 

NASA’s Ames Research Center in 

California’s Silicon Valley is 

creating a research platform that 

will help manage large numbers of 

drones flying at low altitude along 

with other airspace users. Known 

as UAS Traffic Management, or 

UTM, the platform’s goal is to 

create a system that can integrate 

drones safely and efficiently into 

air traffic that is already flying in 

low-altitude airspace. 

Learn more: 

https://www.nasa.gov/ames/utm/ 

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Unmanned Aircraft Systems 

Criteria Constraints 

1 to 2 players per team. Game pieces cannot “hang off” the game board. 

Minimum of 2 teams, no maximum number of teams. Game pieces cannot overlap. 

Each team will use their own game board. The UAV cannot fly over or across game pieces (obstacles). 

Opposing teams must have the same game board setup. The path from home to school cannot be completely blocked by obstacles. 

When visiting a game piece for a task, the UAV must land at the grid corner 

nearest the star. 

For safety, the UAV cannot travel within the space 1 unit from game pieces 

(see examples) unless it is approaching the star for a task. 

The UAV must turn at corners of the grid so that all x- and y-coordinates are 

whole numbers. 

Once game setup is complete, teams cannot look at other teams’ game 

boards until all game play is finished. 

Examples showing UAV flight path turning at grid corners and staying at least 1-unit space away from game piece (obstacle). 

Facilitate the Challenge 

 

 

 

D 

B 

No Fly Zone 

A C 

Meet the Problem 

• Ask students to restate the problem in their own words. 

• To help students visualize the challenge, plot four random points on a sample game 

board with an obstacle or “No Fly Zone” game piece. See example at right. 

• Label the points (A, B, C, D). Ask students to brainstorm ways they can avoid the 

obstacle when moving between two points (e.g., A to B). How do they determine 

the safest and shortest route? 

• Ask students to discuss which path would be the shortest if they had to connect all 

four points in any order while avoiding the obstacle, or game piece. 

• If needed, review with students the selected method for finding distance before 

playing the game. 

Explore Knowns and Unknowns 

• Answer any questions students may have to ensure all teams understand the following: 

– The materials needed for the game 

– The rules of the game (criteria and constraints) 

– The method for finding distance (use the Finding the Distance worksheet to see examples for counting, measuring with a 

ruler, and applying the Pythagorean Theorem and Distance Formula) 

– The steps for setting up the game board (use the Setting Up the Game Board sheet to help teams position game pieces in 

preparation for game play) 

• Be prepared to provide additional examples or run a mock game, including game board setup, filling in the Game Tracker, and 

finding distance. 

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Unmanned Aircraft Systems 

Generate Possible Solutions 

• Before starting the game, make sure 

– All teams are ready. 

– Game board is set up (one per team; identical game boards for opposing teams). 

• Remind students of the objective of the game and rules of play. 

– Objective: Each team must find the shortest path to fly the UAV from home, to the diner, to school, and back home again. 

– The winner is the team with the shortest distance at the end of the game. 

– The UAV can move horizontally, vertically, and diagonally (unless using the counting method) on the game board. 

– During the game, each team will record data in their Game Tracker. 

– The UAV must stay at least one unit away from obstacles. 

– When visiting a game piece, the UAV must land on the corner nearest the star. 

– The UAV cannot fly over obstacles. 

– Teams must document work, including any calculations, data in the Game Tracker table, and flight path on the game board. 

• Let the games begin! 

Consider Consequences 

• In this step, teams will have thought through possible solutions and must now do the calculations to determine the distances of 

each potential route. 

• Using the data in the Game Tracker table, teams will calculate the distance for each turn or line segment and then find total 

distance traveled. 

• Each team must share their documentation with an opposing team at the end of game play to cross-check work. Mistakes must 

be corrected before determining a winner. The educator may need to intervene if there are any discrepancies. 

• All opposing teams will compare their total distances traveled. The team with shortest total path wins the game. 

Present Findings 

• Engage students with the following discussion questions: 

– What was the biggest challenge you faced while navigating your UAV? 

– If you could replay the game, what moves would you make differently? 

– How did your calculated distances impact the decisions you made during the game? 

– Based on what you learned from playing, what might you create to make UAS flight safer if you were a NASA engineer? 

– Given the scenario, brainstorm ways NASA engineers solve similar problems in the NAS. How could NASA engineers ensure 

that UAVs stay away from obstacles? 

– Think about your own community. What obstacles would your UAV face when flying between your home and your school? 

Extensions 

After students have mastered the basic game, they can challenge themselves with one or more extensions and variations. 

• Encounters Extension Game: Encounters are random events that might impact a planned flight path (e.g., new obstacles, 

unexpected detours, or penalties). During the Encounters Extension Game, teams will need to rethink their plan after each turn 

as these encounters will work for or against their strategy. Encounters will be determined by the roll of a die. 

• Time Variable Extension Game: This game challenges students to use the formula for speed and distance to determine the 

amount of time it takes for a UAV to travel between locations. Random “speed zones” will vary the amount of time it takes to 

navigate different areas of the game board. Teams must strategize the pros and cons in planning the fastest possible route. 

• Additional extensions and variations: 

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Unmanned Aircraft Systems 

– Ask students to create their own scenario for the game. 

– Ask students to create their own game boards of different sizes for an added challenge. 

– Add a constraint to solve the task using the fewest turns. 

– Require teams to find the shortest distance while stopping at each game piece. 

– Play the game as a class on a life-size grid with a student representing the UAV. Include objects to avoid on the grid. The 

class will work together to determine the shortest path and calculate or measure the distance. 

– Play the game as a large group. Split the whole group into two teams. This method requires greater educator involvement 

but may help students understand the rules before playing independently. 

– Using a block-based programming language (e.g., Scratch or Snap!), have students create a virtual game board to play the 

game. 

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Unmanned Aircraft Systems 

Activity Four: 3, 2, 1... Lunch! 

Student Handout 

Your Challenge 

You will engage in cooperative game play with other teams to simulate navigating a drone from 

a given start point to an end point with the shortest flight path while avoiding obstacles. The 

team who discovers the shortest distance will win the game. 

Scenario: Imagine your community in the future when autonomous flying vehicles routinely 

conduct land surveys, provide delivery services, and run your errands. You are sitting in class 

the period before lunch and realize that in your rush out the door this morning, you forgot your 

lunch and the science project you are supposed to turn in later today. You happen to have a 

personal unmanned aerial vehicle (UAV) at home that can bring your project to the school. You 

also remember your local diner is serving your favorite meal today, so you can have your UAV 

stop to grab some lunch along the way. Unfortunately, your UAV has altitude limitations, so it 

must fly around certain obstacles (e.g., buildings, tall trees, and towers). Your mission is to 

safely navigate your aircraft from home, to the diner, to school, and back home again while 

avoiding these obstacles. You need to get the UAV there quickly or you might miss lunch. 

Criteria Constraints 

1 to 2 players per team. Game pieces cannot “hang off” the game board. 

Minimum of 2 teams, no maximum number of teams. Game pieces cannot overlap. 

Each team will use their own game board. The UAV cannot fly over or across game pieces 

(obstacles). 

Opposing teams must have the same game board 

setup. 

The path from home to school cannot be completely 

blocked by obstacles. 

When visiting a game piece for a task, the UAV must 

land at the grid corner nearest the star. 

For safety, the UAV cannot travel within the space 1 

unit from game pieces (see examples), unless it is 

approaching the star for a task. 

The UAV must turn at corners of the grid so that all xand y-coordinates are whole numbers. Once game setup is complete, teams cannot look at 

other teams’ game boards until all game play is 

finished. 

 

 

Examples showing UAV flight path at least 1-unit space away from game piece (obstacle). 

Fun Fact 

Researchers at NASA’s Langley 

Research Center in Hampton, 

Virginia, have developed an 

assured safety net technology for 

unmanned aircraft systems called 

“Safeguard.” Safeguard should 

alleviate the dangers of 

unmanned aircraft flying beyond 

their authorized perimeters and 

into no-fly zones. The system 

does this with the use of 

geofencing like an invisible dog 

fence. 

Learn more: 

https://www.nasa.gov/langley/bus 

iness/feature/nasa-langley-ssafeguard-system-for-uavs-aimsto-take-flight 

Career Corner 

César A. Muñoz works on the 

development of formal methods 

technologies for NASA’s Next 

Generation of Air Traffic Systems, 

Validation and Verification of 

Flight Critical Systems, 

Unmanned Aircraft Systems 

Integration in the National 

Airspace System, and Safe 

Autonomous Systems Operations 

projects. 

Learn more: 

https://shemesh.larc.nasa.gov/pe 

ople/cam/ 

Next Gen STEM  37 
 

 

 

 

 

 

 

D 

B 

No Fly Zone 

A C 

 

 

 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

Meet the Problem 

• What is the problem you are trying to solve in this scenario? 

• What questions do you have about this problem? 

• Brainstorm ways to move from point A to point B without touching the “No Fly Zone”

area. What is the shortest route from A to B? 

• What is the shortest path that would connect all four points (in any order) while

avoiding the “No Fly Zone” area? 

• Your teacher will assign you to a team, determine your opposing team(s), and

identify which method your team will use to find distance between two points on the

graph. 

– Counting 

– Measuring with a metric ruler 

– Pythagorean Theorem 

– Distance Formula 

Explore Knowns and Unknowns 

• As a team, review each of the following: 

– The materials needed for the game 

– The rules of the game (criteria and constraints) 

– The method for finding distance (assigned by your teacher) 

– The steps for setting up the game board (see the Setting Up the Game Board worksheet to prepare for game play) 

• What questions do you have for your teacher? 

• Work with the opposing team(s) to set up the game board. 

Safety 

• Remember to be careful and stay seated when using scissors. 

Generate Possible Solutions 

• Before starting the game, check that your team’s game board is identical to that of your opposing team(s), including placement 

and orientation of all game pieces. 

• Remember the objective of the game and rules of play. 

– Objective: You must find the shortest path to fly your UAV from home, to the diner, to school, and back home again. 

– The winner is the team with the shortest distance at the end of the game. 

– The UAV can move horizontally, vertically, and diagonally (unless using the counting method) on the game board. 

– During the game, each team will record data in their Game Tracker. 

– The UAV must stay at least one unit away from obstacles. 

– When visiting a game piece, the UAV must land on the corner nearest the star. 

– The UAV cannot fly over obstacles. 

– Teams must document their work, including any calculations, data in the Game Tracker table, and flight path on the game 

board. 

• Let the games begin! 

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Unmanned Aircraft Systems 

Consider Consequences 

• In this step, you will have thought through possible solutions and must now do the calculations to determine the distances of 

each potential route. 

• Using the data in the Game Tracker table, find the distance for each turn or line segment and then find the total distance traveled. 

• After finishing the game, share your work with an opposing team to cross-check your work. This includes the Game Tracker 

table, any calculations, and the flight path on the game board. Mistakes must be corrected before determining a winner. Your 

teacher may need to intervene if there are any discrepancies. 

• Compare your final total distance traveled with the opposing team(s). The team with the shortest total path wins the game. 

Present Findings 

• Discuss the following questions within your team and with the whole group: 

– What was the biggest challenge you faced while navigating your UAV? 

– If you could replay the game, what moves would you make differently? 

– How did your calculated distances impact the decisions you made during the game? 

– Based on what you learned from playing, what might you create to make UAS flight safer if you were a NASA engineer? 

– Given the scenario, brainstorm ways NASA engineers solve similar problems in the NAS. How do engineers ensure that 

UAVs stay away from obstacles? 

– Think about your own community. What obstacles would your UAV face when flying between your home and your school? 

Next Gen STEM  39 
 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

As teams strategize the shortest distance to navigate the game board, they will record the start and end positions and the length of 

each line segment on the Game Tracker and then calculate the sum to determine the total distance traveled. The following are 

examples of the different methods for finding the length of a line segment. 

Counting 

To simplify the mathematics in this method, assume the UAV does not have the latest software upgrade and can only move 

horizontally or vertically on the game board (though it can make as many turns as needed). Count the units in each line segment and 

record the data in the Distance column. 

Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units 

AB (1,2) (5,2) 4 

BC (5,2) (5,5) 3 

CD (5,5) (14,5) 9 

DE (14,5) (14,2) 3 

EF (14,2) (18,2) 4 

Total distance 23 

Using a Ruler 

Measure the line segments in centimeters to the nearest tenth and record data in the Distance column. 

Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

cm* 

GH (1,2) (5,5) 2.5 

HI (5,5) (14,5) 4.5 

IJ (14,5) (18,2) 2.5 

Total distance 9.5 

*Note: The distance measured with the ruler can be compared 

to the other three methods for finding distance by using the 

scale of 1 unit = 0.5 cm, so 9.5 cm is equivalent to 19 units. 

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Unmanned Aircraft Systems 

Pythagorean Theorem 

The length of horizontal or vertical line segments can be calculated by subtracting the corresponding x or y coordinates. Pythagorean 

Theorem may be applied to find the length of any diagonal line segments. It may be helpful to sketch a right triangle on the grid to 

visualize the perpendicular legs of the triangle which are used to calculate the hypotenuse (or the side opposite the right angle). Apply 

the Pythagorean Theorem showing all work and round to the nearest tenth. Record data in the Distance column. 

a b 

c 

Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units 

KL (1,3) (5,6) 5 

LM (5,6) (14,6) 9 

MN (14,6) (18,3) 5 

Total distance 19 

Pythagorean Theorem: a2 + b2 = c2 

42 + 32 = c2 

16 + 9 = c2 

25 = c2 

5 = c 

Distance Formula 

For each line segment, use the Distance Formula to find the length of the line segment. Show all work and round to the nearest tenth. 

Record data in the Distance column. 

Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units 

OP (1,2) (5,5) 5 

PQ (5,5) (14,5) 9 

QR (14,5) (18,2) 5 

Total distance 19 

Next Gen STEM  41 

Distance Formula: �(xx2 − xx1)2 + (yy2 − yy1)2

 

 

 

 

Distance OP = �(xx2 − xx1)2 + (yy2 − yy1)2

= �(5 − 1)2 + (5 − 2)2

= �(4)2 + (3)2

= √16 + 9 

= √25 

= 5 

 

Distance QR = �(xx2 − xx1)2 + (yy2 − yy1)2

= �(14 − 5)2 + (5 − 5)2

= �(9)2 + (0)2

= √81 + 0 

= √81 

= 9 
 

 

 

 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

• For each game piece, the x-coordinate is provided and the y-coordinate for Home and School are also given. To find the 

y-coordinate for the remaining game pieces, roll two 6-sided dice (or one die twice), multiply the two values together, and record 

that number in the y-coordinate column of the Game Board Setup Table. Repeat this process for all game pieces. Teams may 

take turns rolling for each game piece. 

Game Board Setup Table 

Game pieces x-coordinate y-coordinate Direction 

Home 0 0 --

Apartment building 1 

Hospital 6 

Diner (stop for lunch) 11 

Forested area 17 

Shopping center 24 

Cell tower 27 

School 30 36 --

• To determine if the game piece will be placed in a vertical or horizontal orientation, flip a coin. If the coin lands on heads, the 

game piece is placed in the horizontal position. If the coin lands on tails, then the game piece is placed in the vertical position. 

Record this information in the Direction column of the Game Board Setup Table. Teams may take turns flipping the coin for each 

game piece. For square pieces, the only difference will be the location of the star. 

Heads = horizontal Tails = vertical 

• After completing the Game Board Setup Table, opposing teams will work together to ensure their game boards are identical. 

Teams must place each game piece into the correct position (x- and y-coordinates) and orientation (horizontal or vertical) 

according to the table. Teams must decide together which corner of the game piece will align with the associated coordinate pair. 

• Refer to the criteria and constraints if needed while setting up the board. Repeat until all obstacles are on the board. 

Criteria Constraints 

1 to 2 players per team. Game pieces cannot “hang off” the game board. 

Minimum of 2 teams, no maximum number of teams. Game pieces cannot overlap. 

Each team will use their own game board. The UAV cannot fly over or across game pieces (obstacles). 

Opposing teams must have the same game board setup. The path from home to school cannot be completely blocked by obstacles. 

When visiting a game piece for a task, the UAV must land at the grid corner 

nearest the star. 

For safety, the UAV cannot travel within the space 1 unit from game pieces 

unless it is approaching the star for a task. 

The UAV must turn at corners of the grid so that all x- and y-coordinates are 

whole numbers. 

Once game setup is complete, teams cannot look at other teams’ game 

boards until all game play is finished. 

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Unmanned Aircraft Systems 

Game Board 

Next Gen STEM  43 
 

 

 

 

 

 

Unmanned Aircraft Systems 

Game Pieces 

Cut out the game pieces (obstacles) below to set up the game board. 

Safety 

• Be careful and stay seated when using scissors. 

Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units or cm 

1 (0,0) 

2 

3 

4 

... 

Total distance 

If needed, use your own paper to create a Game Tracker with more rows. 

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Unmanned Aircraft Systems 

Encounters are random events that might impact a planned flight path (e.g., new obstacles, unexpected detours, or penalties). During 

the Encounters Extension Game, teams will need to rethink their plan after each turn as these encounters will work for or against 

their strategy. Encounters will be determined by the roll of a die. The overall objective remains the same. Each team must find the 

shortest path to fly the UAV from home, to the diner, to school, and back home again with additional challenges from the encounters 

during each turn of game play. 

• Use the Game Board Setup Table to set up the game board just as you would in the basic game (see instructions on Setting Up 

the Game Board sheet). 

Game Board Setup Table 

Game pieces x coordinate y coordinate Direction 

Home 0 0 --

Apartment building 1 

Hospital 6 

Diner (stop for lunch) 11 

Forested area 17 

Shopping center 24 

Cell tower 27 

School 30 36 --

• Each team will independently strategize to find the shortest path to solve the basic game challenge and lightly sketch it on their 

game board with a pencil. Teams will then come back together, keeping their strategy hidden from the other team(s). 

• Next, fill in the Encounters Table. Each team will choose three encounters from the Encounter Ideas list to add to the Encounters 

Table. If more than two teams are competing, the teacher will determine how the Encounters Table is set up. 

Encounters Table 

Number on die Instructions for how the encounter will impact your turn 

1 

2 

3 

4 

5 

6 

• Encounter Ideas 

– Game penalty: Subtract 3 from your total score at the end of the game. 

– Team advantage: Add 2 to an opponent's total score at the end of the game. 

– Team delay: Have an opponent of your choice stop at their nearest game piece to pick up a package on their next turn. 

– Running out of battery: Your UAV must return home to recharge (go directly home without stopping). 

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Unmanned Aircraft Systems 

– Unexpected detour: Immediately move 2 spaces to the right or left of your current position. 

– Unexpected stop: On your next turn, stop at the nearest game piece to pick up your friend’s birthday present. 

– Dropped an item: Immediately return to your last position to retrieve a lost item. 

– Restricted airspace: The shortest path to your next destination has been temporarily restricted. Select a new route and try 

again. 

– Unexpected obstacle: An aircraft flew across your flight path, forcing your UAV to stop early. Shorten your last line segment 

by one unit and indicate the new end position. 

– Create your own encounter and define the impact. 

• During the game, teams will take turns recording start position, end position, and encounter impact in the Encounters Game 

Tracker. Distances will be determined at the completion of the game. 

• A turn will consist of a team moving their UAV one full line segment, rolling a 6-sided die to determine an Encounter impact, and 

implementing the Encounter. If an Encounter changes the UAV’s position, record the new coordinates and re-strategize to find 

the shortest path from that point. 

• Teams will alternate turns until all teams finish the game. Some teams may require more turns than others. 

Encounters Game Tracker 

Line 

segment 

Start position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units or 

cm 

Encounter impact 

1 (0,0) 

2 

3 

... 

Total distance 

If needed, use your own paper to create a Game Tracker with more rows. 

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Unmanned Aircraft Systems 

The Time Variable Extension Game challenges students to use the formula for speed and distance to determine the amount of time 

it takes for a UAV to travel between locations. Random “speed zones” will vary the amount of time it takes to navigate different areas 

of the game board. Teams must strategize the pros and cons in planning the fastest possible route. 

• Use the Time Variable Game Board Setup Table to set up the game board, using the same method for finding the y-coordinate 

(rolling dice) and direction (flipping coin) for each game piece (refer to Setting Up the Game Board sheet for details). 

Time Variable Game Board Setup Table 

Game Piece x coordinate y coordinate Direction 

Home 0 0 --

Noise ordinance 0 

High winds 8 --

Low traffic 15 

Apartment building 1 

Hospital 6 

Diner (stop for lunch) 11 

Forested area 17 

Shopping center 24 

Cell tower 27 --

School 30 36 --

• The Speed Zone game pieces will be placed on the board first. Other game pieces (obstacles) may overlap the Speed Zones. 

– Outside of the Speed Zones, the UAV travels approximately 30 km/hr. 

– Noise Ordinance Speed Zone: Mandatory low speed, UAV speed cannot exceed 15 km/hr. 

– Low Traffic Speed Zone: No speed limit, maximize your speed at 50 km/hr. 

– High Wind Speed Zone: Speed drops by 10 km/hr heading into the wind and increases by 10 km/hr traveling with the wind. 

• Teams will use the same methods as the basic game for finding the length of each line segment (counting, measuring with a 

ruler, or applying the Pythagorean Theorem or Distance Formula). The UAV may travel across Speed Zones, but teams must 

account for the change in speed when calculating travel time. 

• Before selecting a path, teams should strategize which path would result in the shortest time to complete the task. Some speed 

zones will increase the UAV speed, which decreases the travel time, while other speed zones will slow it down and result in a 

longer travel time. 

• Find the time by dividing distance by a constant speed. Round answers to the nearest hundredth. Time in hours can also be 

converted to minutes by multiplying by the unit conversion 60 minutes/1 hour. 

dddddddddddddddd tttttttt = where time is measured in hours, distance in kilometers, and speed in kilometers/hour. ddssdddddd

• Each unit of length on the game board (0.5 cm grid) represents 1 km. Teams must use this scale factor to convert the distance 

determined by the length of the line segment into kilometers. (1 unit or 0.5 cm = 1 km) 

Next Gen STEM  47 
 

 

 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

Time Variable Game Pieces 

Cut out the Time Variable Game pieces (speed zones) below to set up the Time Variable Game board. 

• In the following example, the UAV would fly directly from point A to B, but the speed would change as it enters the Noise 

Ordinance Speed Zone. As a result, the team must first find the distance from A to N, where the speed is 30 km/hr, to find that 

travel time. Next, the team must find the distance from N to B, where the speed is 15 km/hr, to find that travel time. The total 

travel time from A to B would be the sum of the two times. 

A N B 

0 5 10 

5 

15 

Example Game Tracker 

Line 

segment 

Start 

position, 

(x, y) 

End 

position, 

(x, y) 

Distance, 

units or cm 

Distance, 

km 

Speed, 

km/hr 

Time, 

hr 

Time, 

min 

AN (1,5) (5,5) 4 units 4 30 0.13 8 

NB (5,5) (13,5) 8 units 8 15 0.53 32 

Total time 0.66 40 

48  Next Gen STEM 
 

 

 

 

 

 

 

 

 

Unmanned Aircraft Systems 

Time Variable Game Tracker 

Line 

segment 

Start 

position, 

(x, y) 

End position, 

(x, y) 

Distance, 

units or 

cm 

Distance, 

km 

Speed, 

km/hr 

Time, 

hr 

Time, 

min 

0,0 

... 

Total time 

If needed, use your own paper to create a Game Tracker with more rows. 

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Unmanned Aircraft Systems 

50  Next Gen STEM 
 

 

Unmanned Aircraft Systems 

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Unmanned Aircraft Systems 

Assembly Instructions 

52  Next Gen STEM 
 

 

 

Unmanned Aircraft Systems 

Printable Spinner 

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Unmanned Aircraft Systems 

Assembly Instructions 

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Unmanned Aircraft Systems 

Printable Coins 

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Unmanned Aircraft Systems 

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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