Team 4 - Kelsea Bergerson, Lydia Maxon, Liz King

Final Summary and Reflection

Project Summary 1:
Assignment – Project Pegasus

1. Listing of all documents in addition to the Vans Construction drawings that are part of Pegasus,
for example, any electronic documents on the school server (website, photos, etc).
2. Assessment of construction status by sub kit, for example, is Sub kit 9- “Stabilator”, not started,
in-progress or completed? For work in progress, identify where work should resume, for
example, “Resume work on Page 10-1, Step 2.”During the assessment, become familiar with the
location of completed subassemblies, materials, and hardware.
3. Is any hardware missing/short (for example there is a question whether additional ribs for the
wings are required)?
4. Recommendation on workspace layout (sketch).
5. Any problem areas that require immediate attention?
Summary:

1. Documents: Vans Construction Drawings, website, pictures, 17-18-RV-12 doc, google classroom,
Go Fund Me
2. Construction status:
a. 6-Done
b. 7-Done
c. 8-Done
d. 9-Done
e. 10-Done
f. 11-Not Started
g. 12-Not started
h. 12A-Not Started
i. 13-Done
j. 14-In progress (14-03)
k. 15-In progress(15-03)
l. 16-Not Started
m. 17-Not Started
n. 18-In Progress(18-03)
o. 19-Doesn’t Exist
p. 20- Done
q. 21-Done
r. 22-Done
s. 23-Done
t. 24-In Progress(24-04)
u. 25-Not Started
v. 25A-Not Started
 w. 26-Done (26-02) (Missing initials)
x. 27-Done
y. 28-In Progress(28-06)
z. 29A- In Progress (Not Documented)
aa. 30- Done
bb. 31-38-Finish Kit(Not Ordered)
cc. 39-Done
3. We have the correct amount of cut and trimmed left nose ribs for the wings. We still need to
count the nose ribs for the right wings.
4. Possible room layout:
a. Having a wing rack would allow us to store the wings each day and let both classes to
work in the same space on different pieces of the plane.
b. Moving the tool boxes out of the corner will make it easier to reach all of the drawers,
also with multiple people having access to it at once.
 5. The workspace and documentation of the project should be better organized. This way we can
have an efficient plan and layout before we start building the plane. Organizing the workspaces
will allow us to more easily find each tool for each part.

Project Summary 2:
Plane Construction:
● Finished toolbox
● We have completed the following sub kits:
○ Sub kit 14 - rear spar, stub spar, and hinge brackets
○ Sub kit 15 - wing ribs
○ Sub kit 16 - stall warning
○ Sub kit 31A - lighting
● We are currently working on sub kit 17 - wing skins

Group Job: Facilitators

We met with Dr. Sims to sort out the details for moving into the auto shop. We received
a key to the auto shop from him and learned that we have one third of the room to work in since
we are sharing the space with robotics and the janitor. We met with the president of robotics
and figured out how to divide the space between us. We also cleaned out old tables and
shelves. Some cleaning still needs to be done, but the area is now organized well-enough that
we can move into the auto shop. We plan to move the week after break during the block day on
Tuesday. We still need to develop a plan for moving the different plane parts and tools, as well
as how to organize them in the auto shop. We hope to get wing stands from one of the mentors
when he is finished with them. We still have time before we will need them because the skins
must be on the wings for them to be placed on the stands.

Project Summary 3:
Plane project summary team 4 (Kelsea, Lydia, Liz)

Finished:
● Riveted the wing skins (Kelsea, Liz, Lydia) 2/20/19
○ We had to match drill a lot of the holes because the rivets would not fit even after
cleco-ing and using the awl. This is something we learned is quite common.
● Deburred the rivets (Lydia, Liz) 4/1/19-present
○ This will help for when we paint the plane. It will prevent uneven coats and make
it look nicer overall.
● Riveted and deburred the doubler (Liz, Lydia) 2/1/19
○ Before attaching the doubler to the wing, we had to smooth the edges and holes
of it to prevent more problems in the future.
● Attached the doubler, hinge ribs, wing walk doubler, hand hold, hinge bracket
assemblies (Kelsea, Liz, Lydia) mid to late March
○ This was happening along with the attachment of the wing skins. The doubler
reinforces the wing, the hinge ribs and bracket assemblies will be used to attach
 pieces the other class is completing, the hand hold will allow us to easily move
the wings.
● Rivet, match drill, and debur wing tip trailing edge (Kelsea, Liz) 4/4/19
○ This is the wing tip edge of the wing and is one of the final steps of the wing.
● Bent wing tip close-out (Kelsea, Liz) 3/28/19
○ We had to bend each tab to a particular degree measurement to allow us to
attach the piece to the rest of the wing. It was very precise and required detailed
work.
● Fluted forward wing tip rib (Kelsea) 4/1/19
○ This is what the wing tip close-out was connected to. It required curving because
the piece of the wing it was attached to did not match its shape.

In progress:
● Working on attaching the wing tip bottom skin and the aft wing tip rib (Kelsea, Liz, Lydia)
4/1/19-4/4/19
○ This includes riveting, deburring, cleco-ing, match drilling, and deburring the rivet
heads. We left off with the aft wing tip rib. We had to remove a rivet that was in
the way of attaching the piece and next we will cleco the rib to the wing tip
bottom skin.
● Attaching the access hatch (Kelsea, Liz, Lydia) 4/2/19
○ We have dimpled the holes but haven’t attached it yet

Photos (see below):

Wing overall, fluting the forward wing tip, bent wing tip close-out, hinge bracket assembly and
hinge rib, wing walk doubler, wing tip bottom skin, aft wing tip rib
Milestones:
● Moving into the Auto shop
○ This took a lot of time, because first we had to communicate with Dr. Sims, the
Robotics Team, and the STEM coordinator to make sure we were allowed to
move. Then we had to compromise with the Robotics team about how much
space we were allowed to use. Then we had to clean the space up. There was
so much dust, grease, and grime on everything that we had to take a couple
days to just clean up the space. We scrubbed the counters, hosed down and
scrubbed the shelving, vaccummed, and swept the entire autoshop. Finally we
were able to move the pieces and tools into the space, but we also had to take a
few days to organize everything before we could continue building.
● Attaching all the wing skins and wing ribs
○ This was when the wings looked like actual wings, so it was a very exciting time.
At this point, the wings were almost finished, and it was awesome to see all of
our work over the year come together.
● Finishing the left wing
○ After we attached the wing skins, we had to attach the curved piece that has the
handle. After this, the wings were finished except for the wiring and the lights, so
it was very fulfilling to see that we had actually built a wing!
● STEM fundraiser
○ The STEM fundraiser was an exciting milestone for the program. It was a great
opportunity to display all the hard work the class has accomplished this year and
advertise the program. It was also important because it raised $6,200 for the
Pegasus project.
● STEM presentation night
○ The STEM presentation night has an important night because we got to promote
the plane and display all the work we’ve accomplished this school year. It
required lots of planning since we had to find a way to transport the plane from
the auto shop to the gym. Originally we planned on attaching the wheels so we
could roll the fuselage down to the gym, but we were unable to finish this section
in time because certain pieces had to be primed and there were complications
from past classes. Because of this, we decided to set in on top of a roller flatbed
and have people hold on to it for extra support as others pushed the cart to the
gym. The wings were transported in the wing rack and tables from the
makerspace were used to support them in the gym.

Group Member Contributions:

All of the members contributed equally to our individual group task and the overall plane
project. We all helped attach the wing ribs and skins and finalize the left wing. Liz and Lydia
began the process of attaching the wheel by priming specific metal pieces. Kelsea helped work
on the installation of the landing light on the left wing. For moving into the auto shop, we all
helped clean and organize a plan on how to move in. Kelsea and Liz worked on the wing tip and
bent each tab to a specific degree to ensure it would fit into the wing. Lydia continued to attach
the wing skins while they did this. Each group member contributed immensely to the plane and
we all worked on a variety of different areas of the wing and rest of the plane. Liz wrote a letter
for the Gnoss Field newsletter that Kelsea helped to edit
(https://docs.google.com/document/d/1OSwHErTfHqyHnICVfn9MUSL7oWF6sKwZ5Cw19Qma
m-E/edit ). We all went in to help with set up for the STEM plane fundraiser at Novato
Horsemen’s, as well as the transport of the plane to and from the gym during the Project
Presentation Night.

Reflection:

Liz:
Working on this plane was a once in a lifetime opportunity that I am going to be forever
grateful for. The mentors (who have all had experience piloting aircrafts or building their own
plane) were such wonderful people to get to know, and they were always eager and willing to
answer any questions or lend a helping hand. The other students that I worked with this year
were all equally grateful for the opportunity and I am glad that I was able to get to know and
work with each one.
One of the most difficult parts of working on this plane is the attention to detail you must
have. The building kit comes with detailed instructions, but even so there are many times when
the diagram is not clear and it is difficult to decipher what the plans are telling you. This is when
the mentors are extremely helpful because they have experienced it before. Even so, there
were times when we had to undo some of our work because we realized too late that we had
put something on backwards, riveted the wrong hole, or even used the wrong type of rivet. It is
crucial that we recognize and correct these mistakes because any misstep could be devastating
when the plane is finished. There were many times that we put a rivet in too early or with the
shop head on the wrong side, which meant we got very good at removing them.
This attention to detail meant we often had to communicate with everyone. The mentors
and with the other groups in our period, because there are so many different pieces of the plane
being worked on at once.
My group and I were also responsible for moving the class and the plane into the Auto
shop. At the beginning of the year we began in the MakerSpace, but the mentors knew that the
plane would not fit in there for long. We were responsible for communicating with the principal,
the Robotics team (who also wanted to use the Auto shop, and the STEM coordinator to make
sure we could transfer our work into the new space.We had to clean the Auto shop as well
before we could move in, which took a lot of elbow grease, and then had to figure out the
configuration of the pieces and tools in the space. Finally, all of our work paid off, and we were
able to move the plane into the much larger space.
I wish that we could have started work on the plane sooner, because the amount of time
we have during the school year limits our progress. Instead of spending so much time on the
STEM Engineering project, finding mentors and reaching out to them, it would be helpful if we
could begin work on the OP-51s sooner because it would ultimately mean more time for work on
the RV-12.
In preparation for next year, we have been diligently leaving notes in the plans for next
year’s class. This year, we had some difficulty understanding what steps last year’s class had
completed and what still needed to be done, so we hope that by leaving more notes, we will be
able to create more ease for them next year. The fundraising that our class has done will also
play a huge role in setting the tone for next year, letting them know that it is possible and
helping to get the ball rolling. I look forward to seeing what they will accomplish next year.
My class finished the wings a little over a month ago, and since then we have moved
onto the landing gear. One other student and I are currently working towards attaching the
wheels, a few other are putting in the lights on the wings, and others are working to prepare the
space and plane for next year's class. As the year winds to an end, I am realizing that I am
going to miss coming to work on the plane every morning, but I am excited to continue to follow
the Pegasus Project's progress.

Lydia:
This has been an incredible and once in a lifetime experience. I’ve greatly enjoyed
working alongside the mentors and learning about the field of aeronautics. My favorite part of
the project was building the wings. My group and I worked on the left wing and constructing it
was fun because once the ribs were attached, you could see immediate progress. Working on
the wing required attaching the wing ribs, running wiring for the light, installing the stall warning,
attaching the wing skins, and installing the actual light.
This project has been a great learning opportunity. I was introduced to all sorts of new
tools, building techniques, and plane materials such as different rivets, deburring, fluting, rivet
guns, and clecos. I also learned the importance of precision and paying attention to detail.
Building the plane comes with lots of responsibility and one mistake could have disastrous
consequences. For these reasons, you need to read the plans carefully and make sure you fully
understand what to do before you begin the next step. At times, this was challenging because
the plans are complex and confusing. It can be difficult to determine the orientation of a
diagram, which direction to rivet, or what exactly needs to be riveted. Because of this, I learned
how to be patient and pay attention to detail.
Communication and collaboration are key skills that I used many times throughout the
year. When working in a team, you need to clearly communicate your ideas and who is working
on what section. Not one person could really do a job alone, so it was vital they we were all able
to efficiently work together. In our group, we had people riveting the wing skins, people
collecting the ends of the rivets, and others attaching and detaching clecos. Building the plane
was a collaborative effort and really taught me how to positively work in team and support
others.
My group and I were responsible for moving into the auto shop and in the end were
successful in doing so. We coordinated with Dr. Sims, STEM Marin, and Robotics to figure out
what space we could occupy and when we could make the move. We ended up moving after
Spring break once the lifts were removed and the wings completed. Before the plane could
actually be moved into the space, we had to clean the shelves, floors, and countertops. Then
the plane was moved in about two days. This turned out to be a challenge and an obstacle. The
plane was moved quickly and with little communication, so the space became disorganized and
people were unsure of what needed to be done next. This caused about a one to two week lag
in which we had to organize the work area and figure out what sections needed to be done next.
This issue could have been fixed with better communication and an actual layout for the room
before moving everything to the auto shop. I would also recommend creating long term goals for
the project each year so that once one thing is finished people know what to start working on
next.
One part of the project that I loved was getting to know the mentors. I enjoyed talking to
them about their lives and telling them about my plans for the future. They were all
knowledgeable and eager to provide help when I had a question, making the whole experience
supportive and positive.
Overall, I am very grateful for the opportunity to work on project pegasus. It is incredible
to know that I have been working an actual airplane. I have learned many important skills and
have grown so much as a person. I am now fascinated in airplanes and hope to continue this
interested in after the project, possibly with flight lessons. I will miss working on the plane each
morning, but I am excited to track its progress in the future and see the final product.

Kelsea:
For this project has been a really fun experience. Through it I learned many new skills. I
learned things about teamwork, collaboration, and communication, as well as many things about
riveting, deburring, and using all sorts of different tools. I feel that the skills i learned in this class
were unique to this class and I'm lucky to have gotten this opportunity.
We used collaboration throughout this class. We continuously had to collaborate to
figure out what we were doing and how to do it. We always were communicating with each other
in this project. We talked while we were reading the plans to try to figure out what was
happening and make sure we did everything correctly. We also had to often turn to the mentors
for further explanation into the pieces. Many of them had knowledge to help us better build the
plane.
We also had to use creative skills in this project. We used creative skills to try to picture
pieces of the plane before they were built. We also had to use creative skills in one of our
nonbuilding projects for the plane- organizing the room. We had to come up with creative
layouts that would support pieces we were working on as well as be an organized system.
For the plane we had many outside projects we also had to work on. First, we helped to
organize the old classroom so that we could have both wings out and being worked on. Next,
we worked to get us moved into the auto shop. This involved many meetings with Dr. Sims and
the robotics team to figure out when we could move in and where we would be allowed to put
our stuff. This was a hard task because there were so many different people working to set up
the auto shop and no good communication system. We ended up being successful though and
moving into the auto shop in the middle of August. The next thing I had to do was present to the
school board to give them more information on our plane. The goal of this was to help them see
the good in this project so it would continue long into the future. Finally, we helped olivia to set
up the fundraiser. While she did almost all of the work we were there to help where she needed
it. The biggest thing we helped with was setting up the day of. It was a great experience to have
and the idea of the fundraiser will continue for the rest of our lives.

How did your group apply collaboration, critical thinking, communication, and creative
skills in accomplishing different tasks?
Working on the plane was a great way to apply the many skills learned from the STEM
program. When working on the construction of the left wing, we had to use communication and
critical thinking. We had to clearly communicate who was working on what part so that there
weren’t too many people working on the same section or someone not working at all. Critical
thinking was necessary when reading the plans and analyzing the different steps and diagrams.
Sometimes, it was unclear which direction to rivet so we had to think logically in order to figure
out which direction would make the most sense.
These skills were also used when moving into the auto shop. We had to communicate
with Dr. Sims, the mentors, the janitor, STEM Marin, and Robotics in order to figure the ideal
time to move and what space we can occupy. Without effective communication and
collaboration, we wouldn’t have been able to move into the auto shop. This move also required
creativity when figuring out the best way to layout the room and how to organize it in a logical
way.
After the move into the shop auto shop, we had to use more collaboration and
communication with second period. We had finished both wings and organizing the new space,
so we had to discuss what sections needed to be done next and what groups would do what.
STEM presentation night also required all of the above skills. We had to think creatively
and critically in order to find an effective and safe way to transport the plane to the gym. Along
with this, we had to communicate our plans with other groups and collaborate during the move
to ensure that the plane was not damaged and moved on time.

Photos