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Unmanned aircraft systems (UAS) have been used to support a wide range of industries.  Code of Federal Regulations Title 14 Part 107 provides the rules that govern most commercial UAS missions.   Section 107.51 of the regulations limits the maximum UAS altitude to 400 feet above the ground or structure and a minimum clearance of 500 feet below clouds.  The required cloud clearance is often easy to comply with as most cloud coverage is thousands of feet above the ground and well above the 400-foot ceiling.  However, many missions require the UAS to fly nearly low-altitude clouds or early morning fog.  In these situations, the pilot must know the altitude of the clouds to maintain the necessary clearance.  Accurately estimating cloud height visually is very difficult to do.  However, the Federal Aviation Administration (FAA) has partnered with Leidos Flight Services to develop an SMS text service through the 1800wxbrief.com service to receive real-time Meteorological Aerodrome Report (METARs) weather reports in plain text.  This paper shows how this new tool can be used to determine cloud height and incorporate it into a classroom activity to support Part 107 compliance. 

Abstract Biomimicry is the practice of imitating naturally occurring bio‐designs through engineering and invention. For instance,Blue Morphobutterfly wing colors are a result of the reflection and refraction of nanostructures embedded in the wing and have inspired practical applications in nanofabrication and photonics. Interdisciplinary science educational materials have been developed that demonstrate the cross‐disciplinary aspects and biomimetic properties used in designing nano‐based devices. The unique optical properties of theBlue Morphowing provides an excellent source of demonstrating how aspects of chemistry, biology, physics, and nanotechnology relate. Specifically, these educational tools demonstrate concepts including natural selection, chemical and physical properties, structure at the nanoscale, optical, and electromagnetic design. In addition, the engaging activities are correlated to how nanotechnology drives invention and provides students a mechanism to be introduced to the possibilities nanotechnology provides. A comprehensive combination of lab, cleanroom, and classroom activities are suggested to promote remote learning.