AAFC AEROSPACE SKILLS PROFICIENCY

TEACHING GUIDE - MODULE 01 – LESSON 06 – INTRODUCTION TO THE CROWPI2 AND PROGRAMMING

Prepared for:
Department of Defence
AAFC Aerospace Skills Proficiency & Advanced
Prepared by:
JAR Aerospace

Name of Approval Authority: Mr. Rob West

Title of Approval Authority: Deputy Director Learning and Information Systems,
Cadets Branch - Air Force
Date of Issue: 17 JanDec 20221

The master of this document is controlled electronically by the Wing Training Officer and approved by DDLS.
 AMENDMENT SHEET
Authorised amendments will be issued to holders of controlled copies of this document. Amendments will take
the form of complete replacement of the document.
Controlled paper copies of this document will be stamped in red colour or watermarked “CONTROLLED - COPY
<Copy Number>”. Any other paper copies of this document are UNCONTROLLED and will not be automatically
updated.

Issue Description Date Authority

001 Issue of the Document 17 Jan 2022 DDLIS
LESSON REQUIREMENTS AND GENERAL INFORMATION

IMPORTANT FACILITATOR INFORMATION

 Stores required: Projector or Smart screen (preferably with internet access).

 Classroom layout:
o Seating available for all cadets.
o Screen is clearly visible from all seats.
o Audio can be clearly heard from the rear of the classroom.
 Safety Precautions:
o Room temperature is comfortable.
o Cadets have access to hydration.
o Room is free from electrical hazards.
o Room is free from trip hazards.
o All furniture and equipment is in good working order.
 Additional Points:
o Instructor to have a timer available.
o Ensure that video and audio are tested before the cadets arrive in the classroom.
o Ensure all cadets understand that they should not leave the lesson until it has finished (drinks/bathrooms etc).
o Ensure room temperature is safe and conducive to learning.
o Ensure all mobile phones are switched to silent and not on tabletops in front of the cadets.
o Instructor attitude and behaviours are important to encourage the recruit to feel like they belong in the AAFC and broader community.
o With new material it is highly recommend that instructors plan approximately 2 hours to prepare and rehearse for each lesson.

Text in blue boxes provides guidance on information to be relayed to learners

Text in orange boxes provides guidance on questions to be asked of learners

Text in purple boxes contains specific lesson management guidance for facilitators
REFERENCES
The following documents, of the exact issue shown, form a part of this document to the extent specified herein.

GOVERNMENT DOCUMENTS
Item Reference Title Date of Issue

1 n/a n/a

NON-GOVERNMENT RESOURCES
Item Reference Title Date of Issue
1 CrowPi2 User Manual n/a
2 https://www.programiz.com/java-programming/expressions-statements-blocks n/a Formatted Table

3 https://www.python.org/ n/a
4 https://scratch.mit.edu/ n/a
5
6
7
8
9
LEARNING OUTCOMES
LO
01 - Describe the purpose of core operating
components of a remotely piloted aircraft
system/unmanned aircraft system and conventional
manned aircraft.
02 - Describe the function of Avionics Systems
03 - Describe how an electronic flight instrument
system integrates with a ground control station
Assessment Criteria
a. Explain the purpose of a ground control station
b. Identify the CrowPi2 system and its core features
c. Explain the systems that link a ground control station to a remotely piloted aircraft system (telemetry)
d. Apply ground control station programming techniques
a. Detail the basic sensors on a remotely piloted aircraft system that are shown on the ground control station interface
a. Compare the ground control station interface flight-data screen to standard six-pack
b. Examine the ground control station interface and discuss the displayed data
ASP MODULE 01 - LESSON 06 – INTROUCTION TO THE CROWPI2 AND PROGRAMMING
Lesson Approach: This lesson is delivered via a multimedia presentation. The presentation contains text prompts for the instructor to speak to as well as narrated videos.
Knowledge is checked via questioning of the students at the end of each new concept. The instructor is also given an opportunity to summarise each concept before moving
to the next. The lesson concludes with an overall summary of the material and questioning on content.

Lesson Aim: This lesson covers the following:

- The appearance and function of aircraft instrumentation systems
- The presentation of different aircraft attitudes
- Instrumentation presentation on the electronic flight information system (EFIS)
- The function and purpose of a head up display
- Common components of an aircraft avionics system
- About the F-111C, its capabilities and Air Power contributions.

ASP - MODULE 01 - LESSON 06 – INTRODUCTION TO THE CROWPI2 AND PROGRAMMING Time: 40 mins
TIMING INSTRUCTIONAL GUIDANCE TRAINING AIDS AND NOTES
0 Min 1. Welcome Cadets to the lesson:
Today’s lesson is an introduction to the CrowPi2 and programming

Revision
 ASP - MODULE 01 - LESSON 06 – INTRODUCTION TO THE CROWPI2 AND PROGRAMMING Time: 40 mins
TIMING INSTRUCTIONAL GUIDANCE TRAINING AIDS AND NOTES
1 min 2. Click ‘next’ to display the revision slide.

3. Click on each of the 4 tabs to bring up any images or descriptions.

Briefly discuss each revision tab and question where appropriate. This should take no longer than a couple
of minutes.

Lesson outcomes
1 min 4. Click ‘Next’ to display the ‘lesson outcomes’ slide. Explain the aim of the lesson, read the points from the slide.

Lesson Body
3 mins 5. Click ‘next’ to move to the next slide and let the video play out.
6. Read the following:
The CrowPi2 is an all-in-one Linux based system design for STEM learning.
The CrowPi2 has the following features:
Click on each of the 5 tabs and explain where they are situated within the CrowPi2 system.
You can select the images of the CrowPi’s development board to make them larger. Click the ‘X’ button on
the top right to go back.
35 mins 7. Click ‘next’ then read or paraphrase the below.
The CrowPi2 is built using a Raspberry Pi 4B, a relatively powerful computer that is no bigger than the size
of your hand.

The CrowPi2 comes with numerous sensors and accessories which will be used throughout the CrowPi2
activities.

The CrowPi2 will be used for two primary functions:

Ground control station
Programming
Formatted: Normal, Font Alignment: Auto
8. Click on the two tabs (Ground Control Station / Programming) and read the short description of each function.
47 mins 9. Click ‘next’ then read or paraphrase thethe below:
To begin, open the CrowPi2 and set aside the following items: Formatted: Font: (Default) +Body (Calibri), 10 pt
- CrowPi2
- Raspberry Pi 4B (if removed)
- 12v power supply
- Wireless mouse
- Both 32GB Micro SD cards
These are the six instruments that are fundamental to flight and readily recognised in most modern
cockpits. The top row, from left to right is comprised of the airspeed indicator, the flight attitude indicator
or artificial horizon, and the altimeter. The lower row from left to right is comprised of the turn co-
ordinator, the direction indicator, and the vertical speed indicator.Complete the following steps:
10. Click on each of the tabs, read the text and let each video play.
You can easily pause, play and replay videos by clicking between the tabs or by using the media bar at the
bottom of the video.
Formatted: Indent: Left: 0.63 cm, No bullets or numbering
510 mins 11. Click next and ask the cadets the following question: What are some of the key components of the CrowPi2?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
12. Ask the cadets the following question: What are the two primary functions of the CrowPi2?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
10. Click ‘next’ and read the following:
The altimeter, airspeed Indicator, and the vertical speed indicator draw upon the environment to provide
information to the pilot, in a system known as the Pitot-static system.

This system uses measurements from the static air pressure around the aircraft and the dynamic ram-air
collected through the pitot tube. This system works because air pressure decreases with altitude.

712 mins 13. Click ‘next’ then read or paraphrase the below.
The Ground Control Station (GCS) is a combination of hardware (such as a smartphone, tablet or laptop) Formatted: Font: (Default) +Body (Calibri), 10 pt
and software (an app) that can communicate with uncrewed aerial, ground and submersible vehicles.

The GCS allows the remote pilot to control the uncrewed vehicle, sensors or payload in the following ways:

Direct control
Autonomous operation
Formatted
11. Click on the two tabs and read the short description of each function. Click ‘next’. Formatted
12. Click on each of the buttons and let the videos play. Formatted

Note: You can pause the video by pressing the spacebar, clicking or selecting the video. Click or touch again Formatted
to resume playing. Formatted: Font: Not Bold
814 mins 13.14. Click ‘next’, and read the following:
Military RPAS have an encrypted GCS that is purpose-built for a particular type or model of drone. Formatted: Font: (Default) +Body (Calibri), 10 pt

Civilian RPAS often have an open-source GCS that is compatible with various UAV makes, models and
payloads.

Ground Control Stations come in all shapes and sizes.

The two most common types of GCS are referred to as:

Portable
Permanent
Gyroscopes are especially useful in an aircraft as they are minimally affected by aircraft movement,
allowing for these three instruments to measure the aircraft's position relative to the gyroscope.
15. Briefly explain the illustrations.
You can select the images to make them larger. Click the ‘X’ button on the top right to go back.
Formatted: No bullets or numbering

The flight attitude indicator, turn coordinator, and direction indicator all use the aircraft's gyroscopic
system.

In simple terms, a gyroscope is a spinning disc which retains its same relative position in space regardless of
what is taking place around it.

This is known as rigidity in space.

Examples of gyroscopes in action are:

- Bicycles
- spinning tops
- gimble arrays, such as the one in this video, where all four discs are gyroscopes.
160 mins 16. Click ‘next’ and read the following:
The instruments on a GCS will vary based on the following factors: Formatted: Font: (Default) +Body (Calibri), 10 pt
- Type (drone, GCS, user)
- Software
- Sensors available
Similar to the six-pack, the most common flight instruments across both military and civilian ground control
stations are:
- FAI
- Compass
- Altitude

Other instruments or readings may include:

- Ground speed
- Flight time (current and remaining)
- Battery life (current and remaining)

14. Click ‘next’.

15. Click on each of the buttons and let the videos play

Note: You can pause the video by pressing the spacebar, clicking or selecting the video. Click or touch again
to resume playing.
117 16.17. Click ‘next’ and read the following:
mins Each instrument that is displayed within the GCS captures its data in a very similar way to an aircraft. Formatted: Font: (Default) +Body (Calibri), 10 pt

- FAI (gyroscope)
- Compass (gyroscope)
- Altitude (barometric pressure) etc.

The difference between instruments on a GCS and the instruments on a display unit within an aircraft is the
location of the sensors to the pilot:

Aircraft sensors.

RPAS Sensors.
The below graphic illustrates aircraft attitudes for climb, cruise, and descent, during both level flight and
turning.

17.18. Click the two tabs and Bbriefly explain the illustrations.
183 18.19. Click next and ask the cadets the following question: What are the two types of aircraft attitude?type of
mins software is QGroundControl?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
19.20. Ask the cadets the following question: Name the three pitot-static instruments?What type of GCS is the
CrowPi2?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
1420 20.21. Click next and ask the cadets the following question: Name the three gyroscopic instruments?What are some
mins of the most common instruments that you would see on a ground control station?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
21.22. Ask the cadets the following question: Describe the aircraft attitude in the below picture?What other
information might be available?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
2153 23. Click ‘next’. then read the below.
mins For this step you will need the CrowPi2 systems with the power supply, keyboard, mouse, and the Sandisk
Micro SD card installed.
If the CrowPi laptops or Cube orange flight controllers are unavailable, the concept can be demonstrated
with the video on step 5.
22. Formatted: No bullets or numbering
The electronic flight information system (EFIS) is comprised of the primary flight display (PFD) and the
multi-functional display (MFD). The EFIS can deliver a vast amount of information compared to that of the
six pack.

23.24. Click on the PFD and MFD buttons to bring up the images and respective descriptionseach of the tabs and
carry out the required actions. If possible, involve the cadets with each step and ask them to take turns moving
the flight controller.
1286 24.25. Click ‘next’, and read the following:
mins Technology has become a key driving factor in Aerospace. Formatted: Font: (Default) +Body (Calibri), 10 pt

Software is a crucial component of nearly every electronic system.

Systems such as the GCS or autopilot require an enormous amount of programming and code to function
correctlyHUD flight data is projected onto a transparent screen that folds down in front of the pilot, much Formatted
like a sun visor does. This clear plate, or combiner, allows the pilot to see through its lens while still
gathering the critical flight data. In certain circumstances, such as landing, some imagery on the combiner
can be overlaid onto the real-world runway to accurately pursue a touchdown point. Even so, the HUD
must not be overloaded with data for the phase of flight and must be set to the correct level of
illumination, otherwise important cues may be missed.

The term coding refers to the process of writing code from one language to another. Formatted: Font: (Default) +Body (Calibri), 10 pt

The primary aim is to facilitate human and machine communication.

Code nests within a database, an becoming familiar with code is the initial step to programming.

Head Up Display (HUD) projects flight information into the pilot’s line of sight
This allows the pilot to maintain their field of vision outside the cockpit.
The HUD improves flight safety by reducing the risk of air-to-air collisions.
For fighter pilots, the HUD also improves pilot situational awareness of enemy aircraft in close range air-to-
air combat, or dog fighting.
On certain aircraft, such as the F-35, this information can be projected onto a screen that is incorporated
into the pilot’s helmet.
1929 25.26. Click ‘next’ and select each of the avionics systems button to display the associated images and text.read the
mins following:
Programming refers to creating machine-executable programs. Formatted: Font: (Default) +Body (Calibri), 10 pt

Programs are a set of instructions, generally based on human input and machine outputs.

Programming is often tricky, as it handles multiple machine-based situations and queries.

There are numerous types of programming languages available that are designed for specific purposes.

Some common programming languages and their themes are:

JavaScript
Python
Scratch

Click on each of the three buttons Formatted: Numbered + Level: 1 + Numbering Style: 1, 2, 3,
… + Start at: 1 + Alignment: Left + Aligned at: 0 cm +
26.27. Read the text and elaborate on each image where necessary.
Indent at: 0.63 cm
28. Click ‘next’ and read the following:
Jupyter Notebooks is an interactive learning tool that uses Python as the programming language. Formatted: Font: (Default) +Body (Calibri), 10 pt

The notebook enables users to input and run Python code in what is known as cells.

The code in the cell is communicated to CrowPi2 to carry out specific tasks and actions.

Each activity will explain the code that is required.

Once you have entered the code, select ‘Run’ above the cell and the CrowPi2 will carry out your command.

To stop the program, select the stop button next to ‘Run’.

Formatted: Indent: Left: 0.63 cm, No bullets or numbering

Use the image to help explain what each button does. You can enlarge the image by clicking on it. Formatted: Font: Not Bold
Formatted: Indent: Left: 0.63 cm, No bullets or numbering
2031 29. Click ‘next’.
mins For this step you will need the CrowPi2 systems with the power supply, keyboard, mouse, and the Sandisk
Micro SD card installed. It is recommended that you break the class up into small groups with an even split
of cadets to CrowPi’s. You as the instructor will NOT require a CrowPi for this activity. Formatted: Font: Not Bold
27.
Click next and ask the cadets the following question: What information is shown on the primary flight display?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
28. Ask the cadets the following question: Name two possible functions of a multi-functional display?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
Click on the first step and guide the cadets through each action.
Step 1. Power on the CrowPi, open Jupyter Notebooks and Select activity one. (Make sure it is not the TTT
version, labelled with ‘INST’. The difference between the cadets notebook and the TTT notebook is the
cadet version is a notebook with multiple blank cells, whereas the TTT notebook consists of multiple cells
with text.
Step 2. Instruct the cadets to type the code (listed in green text) into the cell.
Once they have entered the text, then can select run to view the program run. Ask the cadets to take turns
typing in their names, ensuring that they STOP the program before changing any code.
Step 3. When there are multiple lines of green text in the presentation, then the cadets must enter multiple
lines of code in Jupyter notebooks.

When typing multiple lines of code, the cadets must ensure that they start each line without any
indentations, otherwise they return an error.

Step 4. In this step you will notice that there are two tasks. It is recommended that you only start the tasks
once the cadets have grasped the code required. It is recommended that the cadets complete one task at a
time and you verify their code before moving on to the next task.

For each programming lesson, there is a cheat sheet in the form of a pdf that can be printed and distributed
to each student if they are struggling to grasp the code. Alternatively, you as the instructor can share the
cheat sheet or use it to provide advice where necessary.
302 30. Click ‘next’.
mins Once again, you will need to click on each step and instruct the cadets to carry out the actions and tasks.

You can instruct the cadets to remove all of the code from the cell before starting the next activity. Or, and
what we recommend is that you ask the cadets to type the code into a new cell so they can reference or
copy and paste code from previous cells to complete each activity and task.

In this slide, there is a bonus activity that can be completed by the class if time permits.
29. Click next and ask the cadets the following question: What is the principal benefit of the head up display?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
30.
Ask the cadets the following question: What does the avionics master switch do?
Pick a cadet to provide an answer, then click the ‘Answer’ button to reveal the correct answer.
If required, quickly summarise the information related to this question to assist in class understanding.
33 mins 31. Click ‘next’ and allow the cadets to read the information on the slide.

32. Click ‘next’ then click on each of the highlighted buttons to review the Air Power terminology relevant to the F-
111C Aardvark/Pig.
 33. Click ‘next’ then click on each button to quickly summarize the key concepts from the lesson.

34. Click ‘next’ and ask the class the question on the slide.
F-111C – terrain following radar - the terrain following radar was tied to the aircraft’s autopilot system. It
would map the ground in-front of the aircraft, allowing the F-111C to fly at high speeds and low altitudes in
zero visibility – all by itself.

Whilst not an instrument, discuss how the F-111s terrain following radar expanded on the functionality
provided by aircraft instruments.

Conclusion
40 mins 35.31. Click ‘next’ and restate the aim of the lesson. Read the points from the slide.

36.32. Read the name of the next lesson.