nich*@*ail.com

, Winnetka

, Illinois

, United States

Posted on
2020-02-13 16:33:26
“Here is some background on my experience in the hobby and industry. I have been building and flying drones for 10 years, I started when I was 10, and this allowed me to grow from just operating drones for fun to where I currently am, operating drones commercially under part 107 and a sophomore undergrad in Unmanned Aerial Systems. I am very concerned about the impact that this will have, and the restrictions that it will place on both groups of operators. While most people brush the hobbyist aside, many of the people in industry started as hobbyist, and thats how I decided to begin into the UAS industry. With the regulations for amateur built uas, and the requirements of a fixed location to operate, I would have never began building uas, as I have had poor experiences in the past at AMA fields, they are a very hostile environment and not beginner friendly. I also created a drone club with my high schools robotics club, we worked on all the aspects of STEM, with the designing and building of our drones to do task like collect a water sample, count the birds around a pond and many other various task. Though these competitions, my fellow students and I learned the physics of a drone flying with an unusable mass, the water sample, how to tune a drone using the proportional integral and derivatives and calculating the right tune. We also learned the engineering process when designing all aspects of the drone, as well as technological skills like programing the drone and soldering. DIY built drones are great tools for teaching students all the parts of STEM, and with the rules to restrict operation of drones that dont use faa approved parts, there will be a higher barrier to entry and fewer students will be able to learn these skills by building drones. We have also started a drone racing league which involves the newer initiative of adding arts to STEM, by having a well-designed racecourse, involving programed leds and graphics designed by the students. Remote ID restricts these operations as it would not easily be possible for the school to be designated as a fixed flying location as it is not known what that entails. As for limited remote the 400-foot radius is not enough range for the simulated operations like collecting a water sample, with fixed wing aircraft, the 400 foot radius makes it even harder to use them in operations. Finally full remote identification is probably going to be too expensive for a high school club to invest in, as well as it does not allow for the ability to modify the drone to complete operations that the manufacture has not designed it for, and thus eliminates the stem aspect. Links to go drone X videos, feel free to share any of this. https://youtu.be/Wrx-liFGntA”
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