DRONE and SAFETY

Report Code

The aim is to make students aware of all the knowledge and actions to do before the real use of any system whatsoever.

A5: Communicating with users and within a team: Dialogue in a group, reporting information.

Success Criteria:
– The dialogue makes it possible to choose a solution that is clear and accepted by all.
– Clear speeches, exploitable reports, instructions are strict
– The actors appropriated information.

A4: Integrate a new system: Start up a quadcopter by ensuring compliance with the rules of use and safety. Identify the risks and define the preventive measures throughout the maneuvers.

Success Criteria:
– Environmental constraints are taken into account
– Risk analysis done, safety is guaranteed
– The contents are mastered: Theoretical test remote pilot

Through these activities the students will develop some skills of their training reference:
– CP1.6: To start up a system in compliance with the procedures.
– CP1.7: Identify the risks and define the preventive measures to be implemented.
– CP4.1: Receiving and transmitting information

This sequence will take place in several steps and will require some knowledge before on the flight behavior of a drone (flight mechanics and flight control)

Step 1: Discovery of the legislation (general framework and aeromodelling).

Duration: 3h00                            Working in groups of 4 to 5 students

In order to better integrate using rules of this new machine, students will have to create pictograms from a condensed version of the legislation in France. Be as clear as possible in their realization. The different groups will present their work to the rest of the class.

A poster with all the pictograms will be designed.

Step 2: Risk analysis

Duration: 1h30                              Working in groups of 4 to 5 students

After taking knowledge of the rules. Depending on pre-defined flight situations (work situation), students will have to carry out a risk analysis using the PAD (Principle of Appearance of Damage); Tool seen in the course of PSE (prevention Health and Environment) and exploited for vocational activities in workshop.

Sharing of the different analytical works.

Step 3: Implementation of the work situation (flight test)

Duration: 1h00                              All students are actors in the workshop

At the end of the risk analysis: students will have to prepare their intervention by implementing preventive measure previously defined in order to perform the test flight safely.
These same steps are repeated within the framework of legislation for professional activities.

Step 4: Remote pilot theoretical test

Duration: 0h30                        All students

Students take their theoretical remote pilot exam. This will demonstrate their knowledge of the rules for the use of the quacopter.

This sequence to generate a good dynamic to work about security, often found tedious and boring, annoying although very important.

Use drone with the final objective: to make a test flight attracted a lot of interest among the students.

They have very well integrated risk analysis and the importance of prevention.

All students participated.

This activity is transposable to all the students of the section and even other professional pathways or the security approach is a necessity.

Links internet :

https://www.youtube.com/watch?v=t2F1rNtfk08

http://www.developpement-durable.gouv.fr/Modeles-reduits-et-drones-de.html

https://www.geoportail.gouv.fr/carte

Documentation : French regulation

Creating of sign in relation with aeromodeling regulation

Exposed on regulation

Step 2: Risk analysis

Document : Relevé de risques professionnels icaros

Make risk list

MAP : Geographic location of the school in relation to the flight restriction

Step 3: Implementation of the work situation (flight test)

Step 4: Remote pilot theoretical test

Theoretical test