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12 min read<\/p>\n
The agricultural industry is an important part of life in the US and around the world by providing food, fuel, economic development, and more. It has been increasingly important to strategically improve the agricultural industry to continue to provide for communities. Agriculture faces many challenges such as production delays, pests and disease, weather and climate impacts, and financial sustainability of the agricultural industry itself. To battle these challenges, the agriculture industry must adapt and grow innovatively by embracing new technology to become more resilient and more efficient.\u202f\u202f\u202f\u00a0<\/p>\n
NASA\u2019s Advanced Air Mobility (AAM) focuses on integrating drones into the US national airspace system (NAS), with a focus on creating a system that is accessible, safe, and affordable. These smaller aircraft such as cargo-carrying drones and passenger-carrying air taxis will have the capability to serve often hard-to-reach urban and rural locations. The ACERO project is one of NASA\u2019s missions researching the use of this technology to help emergency personnel respond to wildland fire disasters.\u202fWith more and more aircraft including UAVs in the air, NASA\u2019s Aircraft Operations and Safety Program (AOSP) research is vital to keeping airspace safe for everything in it and on the ground like people, livestock, and agriculture.\u00a0<\/p>\n
The 2025\/2026 Dream with Us Design Challenge is asking for your help with ideas about Integrating UAS into the Agriculture Industry. <\/em>Student teams will focus on how to incorporate uncrewed aerial systems (UAS) and drone technologies to make improvements in agricultural areas such as crop monitoring, production, resilience to pests and disease, weather, harvest, and other areas important to the agriculture industry and the participant.\u00a0\u00a0<\/p>\n<\/div>\nChallenge Description<\/strong>\u00a0<\/h2>\nMiddle school student teams of 2-4 members will create a new design or improve current capabilities of uncrewed aerial vehicles (UAVs) to improve areas of agriculture. Designs are conceptual and do not need to be created with any type of technical software, although it can be used if desired. Uses for the type of drone created can include:\u00a0\u00a0<\/p>\n\nmonitor the health of crops and take samples\u00a0<\/li>\n<\/ul>\n\nimprove crop production\u00a0<\/li>\n<\/ul>\n\nimprove harvest capabilities\u00a0<\/li>\n<\/ul>\n\nhelp agricultural resilience against climate and weather changes\u00a0<\/li>\n<\/ul>\n\nor other areas important to agriculture or familiar to the participants.\u00a0<\/li>\n<\/ul>\nBuild a presentation for a team of NASA experts that:<\/p>\n\n showcases the drone design, and <\/li>\nexplains why the drone is needed, specific to your region or specific agricultural area, and <\/li>\nhow the drone helps in one or multiple parts of the areas listed above. <\/li>\n<\/ol>\nIn addition, each team will create a separate product to educate and inspire younger students. This project can be just about anything the team chooses, such as a video, a graphic novel, a poster\u2014teams are only limited to what is shareable to judges and to team creativity!\u00a0<\/p>\nTeams will have access to STEM activities and resources that can be used to help create the project. Winning teams and their school will get the chance to meet a NASA expert to share how they contribute to current aeronautics challenges. Winning designs may also be shared on our social media platforms and more.\u00a0<\/p>\n\n\n<\/div>\n<\/figure>\nGrade Eligibility<\/strong><\/h2>\nThe middle school module is for students in grades 6 \u2013 8. Students in grades 9 \u2013 12 will use the high school module (for teams with both middle and high school-aged participants, teams will register as a high school team). See the Dream with Us main webpage<\/a> for details. Optional, associated STEM activities for grades K \u2013 12 that align with the theme will be available regardless of design challenge participation.\u00a0<\/p>\nDates<\/strong><\/h2>\nSubmissions for the Dream with Us: Middle School Aviation Challenge are accepted September 26 \u2013 December 31, 2025<\/strong>. Submission link: https:\/\/stemgateway.nasa.gov\/s\/course-offering\/a0BSJ000004CSHZ\/20252026-dream-with-us-design-challenge-middle-school-aviation-challenge<\/a>. Winners will first be announced during a virtual awards reception (date TBD) then shared on social media and the Dream with Us design challenge webpage<\/a> after the reception.<\/p>\n<\/p>\n<\/div>\nChallenge Rules<\/strong><\/h2>\nThe 2025\/2026 Dream with Us Design Challenge for middle and high school students opens September 26, 2025<\/strong>. The submission period for middle school entrants begins September 26, 2025, and concludes on December 31, 2025, at 11:59 pm ET. Schools, organizations, and community groups should communicate to parents and guardians that submissions are limited to one entry per team and team registration requires someone over the age of 13 to create the account (adult team sponsors may create the registration on the team\u2019s behalf if desired). Entries must be submitted through the submission link on the Dream with Us Design Challenge webpage: https:\/\/www.nasa.gov\/dream-with-us\/<\/a>. Signed permission forms from parents or legal guardians are required for all participants that agree to the terms and requirements listed below and on the submission form.\u00a0<\/p>\nEligibility<\/strong><\/h3>\nThe middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
Middle school student teams of 2-4 members will create a new design or improve current capabilities of uncrewed aerial vehicles (UAVs) to improve areas of agriculture. Designs are conceptual and do not need to be created with any type of technical software, although it can be used if desired. Uses for the type of drone created can include:\u00a0\u00a0<\/p>\n
Build a presentation for a team of NASA experts that:<\/p>\n
In addition, each team will create a separate product to educate and inspire younger students. This project can be just about anything the team chooses, such as a video, a graphic novel, a poster\u2014teams are only limited to what is shareable to judges and to team creativity!\u00a0<\/p>\n
Teams will have access to STEM activities and resources that can be used to help create the project. Winning teams and their school will get the chance to meet a NASA expert to share how they contribute to current aeronautics challenges. Winning designs may also be shared on our social media platforms and more.\u00a0<\/p>\n\n\n<\/div>\n<\/figure>\nGrade Eligibility<\/strong><\/h2>\nThe middle school module is for students in grades 6 \u2013 8. Students in grades 9 \u2013 12 will use the high school module (for teams with both middle and high school-aged participants, teams will register as a high school team). See the Dream with Us main webpage<\/a> for details. Optional, associated STEM activities for grades K \u2013 12 that align with the theme will be available regardless of design challenge participation.\u00a0<\/p>\nDates<\/strong><\/h2>\nSubmissions for the Dream with Us: Middle School Aviation Challenge are accepted September 26 \u2013 December 31, 2025<\/strong>. Submission link: https:\/\/stemgateway.nasa.gov\/s\/course-offering\/a0BSJ000004CSHZ\/20252026-dream-with-us-design-challenge-middle-school-aviation-challenge<\/a>. Winners will first be announced during a virtual awards reception (date TBD) then shared on social media and the Dream with Us design challenge webpage<\/a> after the reception.<\/p>\n<\/p>\n<\/div>\nChallenge Rules<\/strong><\/h2>\nThe 2025\/2026 Dream with Us Design Challenge for middle and high school students opens September 26, 2025<\/strong>. The submission period for middle school entrants begins September 26, 2025, and concludes on December 31, 2025, at 11:59 pm ET. Schools, organizations, and community groups should communicate to parents and guardians that submissions are limited to one entry per team and team registration requires someone over the age of 13 to create the account (adult team sponsors may create the registration on the team\u2019s behalf if desired). Entries must be submitted through the submission link on the Dream with Us Design Challenge webpage: https:\/\/www.nasa.gov\/dream-with-us\/<\/a>. Signed permission forms from parents or legal guardians are required for all participants that agree to the terms and requirements listed below and on the submission form.\u00a0<\/p>\nEligibility<\/strong><\/h3>\nThe middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
The middle school module is for students in grades 6 \u2013 8. Students in grades 9 \u2013 12 will use the high school module (for teams with both middle and high school-aged participants, teams will register as a high school team). See the Dream with Us main webpage<\/a> for details. Optional, associated STEM activities for grades K \u2013 12 that align with the theme will be available regardless of design challenge participation.\u00a0<\/p>\nDates<\/strong><\/h2>\nSubmissions for the Dream with Us: Middle School Aviation Challenge are accepted September 26 \u2013 December 31, 2025<\/strong>. Submission link: https:\/\/stemgateway.nasa.gov\/s\/course-offering\/a0BSJ000004CSHZ\/20252026-dream-with-us-design-challenge-middle-school-aviation-challenge<\/a>. Winners will first be announced during a virtual awards reception (date TBD) then shared on social media and the Dream with Us design challenge webpage<\/a> after the reception.<\/p>\n<\/p>\n<\/div>\nChallenge Rules<\/strong><\/h2>\nThe 2025\/2026 Dream with Us Design Challenge for middle and high school students opens September 26, 2025<\/strong>. The submission period for middle school entrants begins September 26, 2025, and concludes on December 31, 2025, at 11:59 pm ET. Schools, organizations, and community groups should communicate to parents and guardians that submissions are limited to one entry per team and team registration requires someone over the age of 13 to create the account (adult team sponsors may create the registration on the team\u2019s behalf if desired). Entries must be submitted through the submission link on the Dream with Us Design Challenge webpage: https:\/\/www.nasa.gov\/dream-with-us\/<\/a>. Signed permission forms from parents or legal guardians are required for all participants that agree to the terms and requirements listed below and on the submission form.\u00a0<\/p>\nEligibility<\/strong><\/h3>\nThe middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
Submissions for the Dream with Us: Middle School Aviation Challenge are accepted September 26 \u2013 December 31, 2025<\/strong>. Submission link: https:\/\/stemgateway.nasa.gov\/s\/course-offering\/a0BSJ000004CSHZ\/20252026-dream-with-us-design-challenge-middle-school-aviation-challenge<\/a>. Winners will first be announced during a virtual awards reception (date TBD) then shared on social media and the Dream with Us design challenge webpage<\/a> after the reception.<\/p>\n<\/p>\n<\/div>\nChallenge Rules<\/strong><\/h2>\nThe 2025\/2026 Dream with Us Design Challenge for middle and high school students opens September 26, 2025<\/strong>. The submission period for middle school entrants begins September 26, 2025, and concludes on December 31, 2025, at 11:59 pm ET. Schools, organizations, and community groups should communicate to parents and guardians that submissions are limited to one entry per team and team registration requires someone over the age of 13 to create the account (adult team sponsors may create the registration on the team\u2019s behalf if desired). Entries must be submitted through the submission link on the Dream with Us Design Challenge webpage: https:\/\/www.nasa.gov\/dream-with-us\/<\/a>. Signed permission forms from parents or legal guardians are required for all participants that agree to the terms and requirements listed below and on the submission form.\u00a0<\/p>\nEligibility<\/strong><\/h3>\nThe middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
The 2025\/2026 Dream with Us Design Challenge for middle and high school students opens September 26, 2025<\/strong>. The submission period for middle school entrants begins September 26, 2025, and concludes on December 31, 2025, at 11:59 pm ET. Schools, organizations, and community groups should communicate to parents and guardians that submissions are limited to one entry per team and team registration requires someone over the age of 13 to create the account (adult team sponsors may create the registration on the team\u2019s behalf if desired). Entries must be submitted through the submission link on the Dream with Us Design Challenge webpage: https:\/\/www.nasa.gov\/dream-with-us\/<\/a>. Signed permission forms from parents or legal guardians are required for all participants that agree to the terms and requirements listed below and on the submission form.\u00a0<\/p>\nEligibility<\/strong><\/h3>\nThe middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
The middle school challenge is open to all children in grades 6 \u2013 8 who are attending public, private, parochial, and home schools in the United States of America and children of U.S. military members stationed overseas. There will be two separate judging categories: the middle school module is for participants in grades 6 \u2013 8 and the high school module is for participants in grades 9 \u2013 12. See the Dream with Us design challenge webpage<\/a> for more information about the high school module.\u00a0<\/p>\nRequirements<\/strong><\/h3>\n\nAll submissions must be the original work of the students.\u00a0<\/li>\nStudents must be currently enrolled in grades 6 \u2013 8 for the middle school module.<\/li>\nStudents must be currently enrolled in grades 9 \u2013 12 for the high school module.<\/li>\nThe challenge is limited to one entry per team.<\/li>\nTeams must include 2 \u2013 4 student members for the middle school module.<\/li>\nSigned submission forms must be completed by parents or legal guardians for each participant.<\/li>\nChallenge submission presentations may include any of the following:\n\nPowerPoint-type presentation\u00a0<\/li>\nTyped, written plan\u00a0<\/li>\nVideo\u00a0<\/li>\nBrochure\u00a0<\/li>\nFlyer\u00a0<\/li>\nInfographic\u00a0<\/li>\nCommercial\u00a0<\/li>\nWebsite\u00a0<\/li>\nOther\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
*Please note that any videos, commercials, websites, or similar will require you to provide a link to us; be sure we are able to access those links to accurately judge the project.<\/em><\/strong>\u00a0<\/p>\nRegardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\nPresentation Requirements<\/strong>\u00a0<\/strong><\/h2>\nEvery presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n\nTechnical Category<\/strong>\n\nWhich area of the agricultural industry have you chosen to address?\u00a0\n\nWhy did you choose this area? Why is it important to you?\u00a0<\/li>\nWhy is there a need for this type of drone to this particular area of agriculture?\u00a0<\/li>\n<\/ul>\n<\/li>\nDetails of how your drone helps this area of agriculture.\u00a0<\/li>\nDetails about your drone\u00a0\n\nImage or drawing of the drone\u00a0<\/li>\nSpecifications and labeled parts of the drone\u00a0<\/li>\nHow is it new or an improvement to current systems and\/or technologies? Compare dream design to current designs.\u00a0<\/li>\n<\/ul>\n<\/li>\nCan this drone help with other areas of agriculture?\n\nIf yes, explain how.\u00a0<\/li>\nIf no, explain why not.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nCreative Category<\/strong>\n\nCreate a project that will teach elementary-aged kids about the agriculture industry and why drones can be useful.\u00a0\u00a0\n\nThe activity must include the following information:\u00a0\n\n\u00a0Tell kids what your drone does.\u00a0<\/li>\nHow it helps the agriculture industry?\u00a0<\/li>\nWhy this is important?\u00a0<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\nImages or artwork<\/strong>\u00a0\n\nSubmitted as a high-resolution image of original artwork.<\/li>\nSubmitted in .jpg or .png format (minimum of 2,400 pixel on the longest edge).<\/li>\n<\/ul>\n<\/li>\nBONUS<\/strong> It is optional to include the following information in your presentation.\n\nExplain synergistic technologies (team and work relationships \u2013 advantages and disadvantages).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nSubmitting Entries<\/h3>\nAll middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
Regardless of how else you choose to communicate your idea; you must also include a PowerPoint-type presentation that details how your drone improves the agricultural industry AND a project to share this message with younger kids.\u00a0<\/p>\n
Every presentation will have two judging categories: technical and creative. Both categories must be included for consideration. The presentation must include the following information:\u00a0<\/p>\n
All middle school entries will be submitted through the NASA Gateway link found here<\/a> and on the Dream with Us Design Challenge webpage<\/a>. All entries must include the following:\u00a0<\/p>\n\nSigned permission form completed by parent or legal guardian of each student.\u00a0\u00a0<\/li>\nBrief description with a title of your project, the first and last name of each team member, sponsor name, and an explanation of what the UAS does to benefit the agriculture industry. Must not exceed 250 words.\u00a0<\/li>\nWritten work and presentation must be submitted in a PDF format. PDFs are limited to 10 MB.\u00a0<\/li>\nArtwork must be submitted as high-resolution images of the original artwork in .jpg or .png format (minimum of 2,400 pixels on the longest edge).\u00a0<\/li>\nAny included videos must be uploaded to YouTube with a \u201cwatch URL\u201d link to be shared in your project presentation or in the brief description.\u00a0<\/li>\n<\/ol>\nJudging & Criteria<\/strong>\u00a0<\/h2>\nEntries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\nRecognition<\/strong>\u00a0<\/h2>\nAll participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
Entries will be evaluated based on impact, practicality, originality, and how well the idea is communicated. Contest officials will then select the top submissions to a finalist panel. Those judges will make award selections based on the above-mentioned criteria to determine which projects will be recognized.\u00a0<\/p>\n
All participants will receive a code that allows them to earn an \u201cendorsement stamp\u201d in the NASA Aeronautics Flight Log, which is available at https:\/\/www3.nasa.gov\/flightlog\/<\/a>. In addition, select projects will be chosen to be highlighted and showcased through NASA social media, on our website, and in other locations as appropriate. Certificates and other recognition for select projects will also be made available. The selected project creators will be contacted individually using the email provided during registration and winners will be publicly announced on the Dream with Us Design Challenge webpage no later than March 1st<\/sup>, 2026. Thank you for participating in the 2025 Dream with Us Design Challenge!\u00a0<\/p>\nChallenge Topic Descriptions<\/strong>\u00a0<\/h2>\nTypes of Agricultural Components\u202f<\/strong>\u00a0<\/h3>\nAgriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
Agriculture<\/em>\u202fis the practice of farming to cultivate soil for crops and land to grow food and support livestock.\u202fhttps:\/\/science.nasa.gov\/earth\/explore\/agriculture\/<\/a>\u202f\u202f\u00a0<\/p>\n\nProduction\u202f\u00a0\n\nGrowing crops and raising livestock to produce products for human consumption\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/topics\/human-dimensions\/agriculture-production<\/a>\u202f\u202f<\/li>\n<\/ul>\n<\/li>\nEfficiency\u202f\u00a0\n\nTo maximize agricultural output with fixed or limited amount of resources\u00a0<\/li>\nhttps:\/\/earth.gsfc.nasa.gov\/acd\/campaigns\/farmflux<\/a>\u202f\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nResilience\u202f\u00a0\n\nThe ability to adapt and recover from stress caused by weather, climate, or other natural occurrences.\u202f\u00a0<\/li>\nhttps:\/\/www.earthdata.nasa.gov\/learn\/data-in-action\/using-nasa-data-improve-climate-resilience-agriculture<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nSustainability\u00a0\u00a0\n\nThe ability to produce products long-term with minimal impact to the environment and conservation of natural resources.\u00a0<\/li>\nhttps:\/\/www.nasaacres.org\/<\/a>\u202f\u00a0<\/li>\n<\/ul>\n<\/li>\nMonitoring\u00a0\n\nThe use of technology to track the health and growth of agricultural areas to maintain production or address areas of concern\u00a0<\/li>\nhttps:\/\/landsat.gsfc.nasa.gov\/<\/a>\u202f<\/li>\n<\/ul>\n<\/li>\nEtc. (others that directly affect the entrant)\u00a0<\/li>\n<\/ul>\nTypes of Drones or Unmanned Aerial Vehicles (UAVs)<\/h3>\nA drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
A drone<\/em> is an uncrewed\/unmanned aerial vehicle (UAV) used to perform jobs with a drone pilot using a remote control, semi-autonomously or autonomously. Small drones can be used for observation, mapping, or package delivery, while larger air taxis will have the capability to transport people. Uncrewed\/unmanned aircraft systems<\/em> (UAS) is the term that emphasizes drones as a system and not just the vehicle. For more information about uncrewed\/unmanned aircraft systems, head to https:\/\/ntrs.nasa.gov\/api\/citations\/20170011510\/downloads\/20170011510.pdf<\/a>.\u00a0<\/p>\n\nMulticopters\u00a0\n\nSmall UAV that uses multiple propellers to fly. Using Newton\u2019s 3rd<\/sup> law: the propellers action pushes air downward causing an upward force (lift) reaction against gravity causing the quadcopter to move up. The number of propellers names the copter: 4 propellers = Quadcopter, 6 propellers = Hexacopter, and so on.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-science-behind-quadcopters-reader-student-guide_0.pdf?emrc=8caa02<\/a>\u00a0<\/li>\n<\/ul>\n<\/li>\nRotorcraft\u00a0\n\nAircraft that uses one or more rotary wing to generate lift.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2021\/09\/uas-appendix.pdf?emrc=60b6fb<\/a><\/li>\n<\/ul>\n<\/li>\nSm\/Med\/Lg Fixed Wing\u00a0\n\nFamiliar 3-segment design with longer endurance than Vertical Take-Off and Landing (VTOL) UAVs.<\/li>\nhttps:\/\/technology.nasa.gov\/patent\/LAR-TOPS-293<\/a><\/li>\n<\/ul>\n<\/li>\nAir taxi\u00a0\n\nLarger VTOL aircraft that can carry people relatively short distances<\/li>\nhttps:\/\/www.nasa.gov\/centers-and-facilities\/armstrong\/nasa-studies-human-pilots-to-advance-autonomous-air-taxis\/<\/a><\/li>\n<\/ul>\n<\/li>\nVertical Take-Off and Landing (VTOL)\u00a0\n\nAutonomous vehicles used to carry people that rely on vertical take-off and landing capabilities.<\/li>\nhttps:\/\/www.nasa.gov\/wp-content\/uploads\/2020\/05\/aam-air-taxi-design-challenge-educator-guide_0.pdf?emrc=c0b9bf\u00a0<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nResources<\/h2>\n\nAdvanced Air Mobility<\/a><\/li>\nAirspace Operations and Safety Program<\/a><\/li>\nSystem-Wide Safety Project<\/a><\/li>\nSmart Skies<\/a><\/li>\nNASA Spinoff<\/a><\/li>\nHow to Register Your Drone<\/a><\/li>\nRemote Identification of Drones (\u201cdigital license plate\u201d)<\/a><\/li>\nTrust Certificate (any drones)<\/a><\/li>\nNASA STEM Careers in Aeronautics<\/a><\/li>\nThe Quiet Crew<\/a><\/li>\nActivities\u00a0\n\nPackage Delivery Drone Simulation\u00a0<\/a><\/li>\nAttack of the Drones<\/a><\/li>\nAir Taxi Design Challenge<\/a><\/li>\nDetermining the Center of Gravity<\/a><\/li>\nThe Science Behind Quadcopters<\/a><\/li>\nFlight Control Math 1 Graphing\u00a0<\/a><\/li>\nFlight Control Math 2 Using the Distance Formula\u00a0<\/a><\/li>\nFlight Control Math 3 Using Distance Formula & Speed Formulas\u00a0<\/a><\/li>\nFlight Control Math 4 Using the Pythagorean Theorem<\/a><\/li>\nFlight Control Math 5 Finding the Equation of a Line and the Point of Intersection for Two Lines<\/a><\/li>\nDrone Safety Poster Activity<\/a><\/li>\nSensor Solutions\u00a0<\/a><\/li>\nPropelling the Payload with Electric Propulsion<\/a><\/li>\nBuild an Anemometer<\/a><\/li>\n<\/ul>\n<\/li>\nVideos\n\nDream with Us video<\/a><\/li>\nWhat is AAM?<\/a><\/li>\nNASA Flight \u2013 What is AAM?<\/a><\/li>\nAdvanced Air Mobility (AAM) Playbook Video Series<\/a><\/li>\nNASA STEM Stars: Project Manager, Roberto Navarro (en espa\u00f1ol)<\/a><\/li>\nNASA STEM Stars: Unmanned Aircraft Systems, Michael J. Logan<\/a><\/li>\nHow UAS Impacts the Future<\/a><\/li>\nNASA STEM Stars: Chief Pilot and Model Lab Operations Engineer, Robert \u201cRed\u201d Jensen<\/a><\/li>\nNASA STEM Stars: Principal Investigator of UAM Airspace Theory, David Zahn<\/a><\/li>\nNASA UTM: A Giant Leap for Air Transportation<\/a><\/li>\nMaking Skies Safe for Unmanned Aircraft<\/a><\/li>\n<\/ul>\n<\/li>\nLiteracy\u00a0\n\nRed Jensen: UAS Technician<\/a><\/li>\nMaria Caballero: Consulting Engineer<\/a><\/li>\nWhat is Unmanned Aircraft Systems Traffic Management?<\/a><\/li>\nAAM Bookmark<\/a><\/li>\nNASA Tests Tools to Assess Drone Safety Over Cities<\/a><\/li>\n<\/ul>\n<\/li>\nFor Educators\u00a0\n\nAdvanced Air Mobility (AAM) STEM Toolkit<\/a><\/li>\nDisasters Toolkit<\/a><\/li>\nNASA\u2019s Eyes on Extreme Weather<\/a><\/li>\nUnmanned Aircraft Systems<\/a><\/li>\nAAM STEM Learning Module<\/a><\/li>\n
![\"Artist](\"https:\/\/www.nasa.gov\/wp-content\/uploads\/2025\/09\/dwu-middle-school-agriculture2.png\")
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