In recent years, there has been increased interest in the use of small uncrewed aircraft systems (UAS) for atmospheric science. These platforms and the sensors they carry have advanced to provide accurate, high-resolution measurements of atmospheric phenomena of interest across a wide range of environmental regimes, and in environments that are otherwise challenging, monotonous, expensive, or dangerous to sample. Through this course, participants will become more familiar with UAS and will be able to consider how to use them in their own work.
Introduction to Uncrewed Aircraft Systems (UAS) for Atmospheric Science
Introduction to Uncrewed Aircraft Systems (UAS) for Atmospheric Science
Introduction
Course Overview
Who is this for?
- College students interested in how to use UAS for atmospheric research
- Anyone who has interest in making a track 1, 2, or 3 NSF FIRP proposal and external agencies interested in working with the Mobile Uncrewed Systems for Atmospheric Science (MUSAS) at CU, Boulder
- Researchers interested in using UAS methodology for their studies
Objectives
Through this course, participants will:
- Understand the UAS that CU (MUSAS and IRISS specifically) have available along with their capabilities, limitations, and requirements for use.
- Describe what types of data that can be collected with UASs and how that data could be used.
- Explain how UAS could be used in different research projects.
Format
This is a video-based asynchronous course. In the lessons, participants will watch videos, read the accompanying text and graphics, and take a short assessment to test learning.
Lesson Overview
The first four lessons will take between 15-25 minutes each and the case study review should take between 30-45 minutes for a total of approximately 2 hours.
Lesson one- Introduction to UAS research at CU Boulder
Lesson two- Overview of MUSAS platforms and equipment
Lesson three- Rules of the Sky (FAA rules and regulations)
Lesson four- Fun with FARE and FIRP (MUSAS position in NSF)
Lesson five- Case studies
Selected acronyms used in this course
A quick reference guide to key terms and organizations featured in this course.
Instructors & Partners
Thank you to all who contributed!
Lesson One: Introduction to UAS research at CU Boulder
(Insert Video title)
This video was filmed in 2017 at the beginning of the Integrated Remote and In-Situ Sensing (IRISS) project at CU, Boulder. Begin by watching this to consider a few of the ways drones were used in the early days of the project.
IRISS has conducted multiple research projects since the project began. Explore a few of the recent projects here.
Assessment
Why use drones?
What does IRISS stand for?
What are some of the recent areas of research IRISS has been involved in?
History of Drones at the University of Colorado, Boulder
This timeline traces the evolution of drone research at CU Boulder from its early beginnings in 1994 through major milestones like the founding of RECUV in the 2000s and cutting-edge projects such as RAAVEN and ICECHIP in 2025.
(Insert Video Title)
In this video, Brian Argrow describes how drones have evolved into valuable tools for atmospheric research through his work at the University of Colorado, Boulder. He describes four eras that include significant milestones in drone research. While watching the video, note the events and projects of each era.
Assessment
Define the major features of each of these eras:
1995-2003 Early Years
2003-2007 Coalescence: Research and Engineering Center for Unmanned Vehicles (RECUV)
2007-2015 Building Partnerships, Maturing Technologies, and Leading Airspace Integration
2015-Present: IRISS, MUSAS, and Expanding Partnerships
Lesson Two: Overview of MUSAS platforms and equipment
UAS Platforms
This chart compares four UAS platforms, RAAVEN, Super-RAAVEN, Helix, and CopterSonde 3—highlighting their platform type, wind tolerance, flight endurance, and configuration weight. Fixed-wing systems (RAAVEN and Super-RAAVEN) offer higher wind tolerance and significantly longer flight times, while multirotor systems (Helix and CopterSonde 3) provide shorter flights but greater operational flexibility. The comparison helps students understand how different UAS designs support varied mission requirements.
MUSAS Platforms and Equipment
Melissa Wagner describes the UAS platforms used by MUSAS and the supporting equipment that enables teams to conduct research in the field. While watching this video, note the uses of each platform and what type of research each is best suited for.
Assessment
(Insert text)
Lesson Three: Rules of the Sky
Understanding Airspace for UAS Pilots
The FAA rules and regulations that govern how and where UAS operators can fly are described in this video by Brian Argrow. MUSAS and IRISS have been working with the FAA for decades to define the rules and exceptions for their UAS research. While watching this video, familiarize yourself with UAS guidance and the COAs MUSAS holds.
Insert Video title
Insert Video description
Assessment
What does it mean to operate as a class G UAS?
What is a COA?
Why might you need a COA?
Which section of the FAA rules governs UAS flight?
