Flight Adventure Deck

An Interactive Journey into How We Fly

Flight Adventure Deck Teacher Version – Video

Flight Adventure Deck Student Version – Video

Flight Adventure Deck Parent Version – Video

The Flight Adventure Deck (FAD) program is an ongoing partnership with the Escambia and Santa Rosa County School Districts. Delivering the program annually to more than 5000 students are two resident teachers on special assignment from Santa Rosa and Escambia Counties. Built at a cost of $2 million in private funding, this 9,000 square-foot wing features 39 interactive devices, 11 educational kiosks, an interactive wind tunnel and four computer-based flight simulators used to teach middle students how science, technology, engineering and mathematical principles are applied. Hands-on interactive exhibits of which many are aviation themed are utilized to deliver fundamentals of science & physics in a ‘unique immersive’ educational environment. In addition each youth receives one on one time with an Aviator/Officer stationed at NASP volunteering their time by giving ‘Role Model’ talks and f-35 flight instruction in our SIMS to each 6th, 7th, and 8th grader in attendance!

Flight Adventure Deck is the first step in the implementation of the National Flight Academy – a much bigger vision for providing math and science education to students through the study of aviation for middle and high school youth.

Tours of the FAD are offered seven days a week at 2 p.m., 3 p.m. and 4 p.m. Specially trained volunteers will introduce Museum guests to the hands-on science, mathematics and technology program that comprises the FAD. The FAD area is closed when classes are in session. Please check with the Information Desk to be sure a volunteer is available for the tour.dance!

Click here to visit our Flight Adventure Deck Facebook page!

[expand title=”View Our Interactive Devices”]

Lighter Than Air

LTA – (Lighter Than Air Device)

Learning Objective: To understand the principle of buoyancy.

Method: This device consists of a balloon that when filled with hot air rises on a fixed cable, beginning in a deflated state, then filling and rising to a height of 20 feet. The operator can demonstrate with different hot air volumes to achieve positive, neutral or negative buoyancy. Hot air weighs less than the same volume of cold air (it is less dense), which means that hot air will rise up or float when there is cold air around it, just like a bubble of air in a pot of water. This lesson is tied in with the Montgolfier brothers very first unmanned flight in an LTA craft.


Falling Bodies Device

Learning Objective: To understand the principle behind Galileo’s Law of Falling Bodies (Gravity).

Method: The device consists of a pair of vertical acrylic tubes with a plunger-operated release mechanism at the top which serves to release a pair of tennis balls simultaneously into the tubes. One ball has been filled with BBs, making it noticeably heavier than the other. When placed into their recesses at the top of the tubes and released, both balls reach the bottom of the tubes simultaneously.

Coin And Feather Device

Coin & Feather Device

Learning Objective: The device demonstrates the principle that, in the absence of air resistance, all objects at a given location fall with the same constant acceleration.

Method: When the tube is evacuated, the “coin and feather†fall at the same rate. When air is introduced into the tube, the “feather†falls at a slower rate.


Galileo’s Pendulums

Learning Objective: To understand the principle behind Galileo’s Law of Falling Bodies (Gravity).

Method: The device consists of a pair of pendulums: one having a bob of cork; the other a bob of lead.When pulled back and released simultaneously, the operator will observe that the initial period (or swing) of both bobs is equal, despite their obvious difference in mass.


Space Scale

Learning Objective: To understand the relationship between weight and mass. (Gravity)

Method: The device consists of a scale and console with touchpads for ten locations in the solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, and Moon. When standing on the scale, the operator can select any of these locations and observe how his or her weight changes according to the gravitational pull created by the different masses of the celestial bodies.


Frictionless Air Track

Learning Objective: To understand the principles contained in Newton’s Laws of Motion: Inertia, Acceleration and Action-Reaction.

Method: The device consists of a 1.5 meter aluminum beam connected to an air source. Air is blown through small holes at regular intervals the length and width of the beam, creating an air cushion along its surface. Two aluminum “cars” float freely on the air cushion when activated, allowing the operator to accelerate them in a variety of ways in a virtually frictionless environment. One car is equipped with a balloon-nozzle attachment which allows it to be self-propelled. Removable masses can be fitted to the cars to alter their masses for class group experiments.


Measuring Air Pressure Device

Learning Objective: To understand the relationship between air pressure and altitude in Earth’s atmosphere.

Method: The device consists of a large acrylic cylinder mounted on a cabinet with a rubber diaphragm in its base. A hand-operated wheel connected to a cam pushes up or pulls down on the diaphragm, increasing or decreasing pressure within the cylinder. A calibrated manometer tube provides a visual display of the atmospheric pressures at key geographic elevations on Earth.


Pressure Versus Altitude Device

Learning Objective: To understand the relationship between air pressure and altitude in Earth’s atmosphere.

Method: The device consists of a series of weighted bars, each representing the weight of a 1″ square column of atmosphere at a given altitude. Operators can compare the atmospheric weights or pressures between sea level and intervals up to 50,000 feet above sea level (MSL).


Magdeburg Hemispheres

Learning Objective: To understand that air is matter which has mass and occupies space.

Method: The device mimics an experiment conducted by Otto von Guericke in Magdeburg,Germany in the 17th century. Two machined aluminum hemispheres are mounted to the top of a cabinet, one fixed and the other mounted on a vertical sliding track which allows it to be moved up and down to form a sphere. With the valve on the upper hemisphere closed and the two hemispheres placed together, a button-actuated vacuum pump removes the air from within the sphere and prevents separation of the two hemispheres.


Descartes Divers

Learning Objective: To understand Archimedes’ principle of buoyancy and gas volume vs. pressure (Boyles Law).

Method: The device consists of a water-filled cylinder topped by a lever-operated diaphragm. Two glass Cartesian “divers” or air-filled buoys are suspended in the cylinder. Operation of the lever either increases or decreases pressure on the water column, directly compressing or expanding the volume of air within each diver and causing the diver to ascend or descend.

Helium Balloons

Helium Balloons

Learning Objective: To understand the principle of buoyancy.

Method: The device consists of a tethered, helium-filled weather balloon beneath which is suspended a small basket. The operator can experiment with different payloads to achieve positive, neutral or negative buoyancy.


Weight of Gases Device

Learning Objective: To understand the variations in density and weight of the volume of given gases that are components of air.

Method: The device consists of a series of weighted bars each representing the weight of 100 cubic feet of a given gas: Oxygen, Carbon Dioxide, Nitrogen, Argon, Hydrogen and Helium.


Bernoulli Blower

Learning Objective: To observe an application of Bernoulli’s Principle.

Method: The device consists of a cabinet-enclosed blower and a swiveling air exhaust plenum and ball. When actuated, exhaust air holds the ball in suspension 2-3 feet above the plenum. Operator can rotate plenum to 45° from the vertical and observe that ball remains suspended within the air column.

Newtons Cradle

Newton’s Cradle

Learning Objective: This device gives a demonstration of conservation of momentum and energy using a series of swinging spheres.


Captive Mentor Wind Tunnel

Learning Objective: To illustrate how the movement of aircraft control surfaces (elevator, aileron and rudder) affects the control and stability of an aircraft in the axes of pitch, roll and yaw.

Method: The device consists of a large wind tunnel containing a 1/16 scale T-34C “Turbomentor” remote-controlled model. Operator sits at a control console equipped with stick, throttle and rudder pedals and flies model in the wind tunnel. Limited control authority and area restrict movement to approximately 3 feet up and down and 3 feet left and right.


Interactive Flight Simulator

Learning Objectives:

  • To understand how control movements affect aircraft performance: airspeed, altitude, heading, rate of descent and rate of climb.
  • To understand the basic variables essential to piloting an aircraft: attitude, airspeed and power.
  • To appreciate the level of situational awareness and eye-to-hand coordination required to pilot an aircraft.

Method: The flight simulator is a highly interactive, highly realistic depiction of the flight environment. The hardware is configured to resemble a hybrid F-18/F-16 jet aircraft cockpit with a full set of controls and basic instruments. Out-the-window view from the cockpit is a wide-angle projection 10 feet wide by 8 feet high. The flight simulator may be configured to provide a concise, “canned” flight program which takes operator through a specific, limited profile (e.g. final approach to a selected runway), or it can be configured to provide an open flight program of unlimited duration and mission profiles.


Wright Cyclone R-1820 Radial Engine

Learning Objective: To illustrate the mechanical operation of the piston, crankshaft and supercharger of the Cyclone engine.

Method: An operating cutaway of the Cyclone engine shows the mechanical movements of one of the nine pistons and its connecting rod to the engine crankshaft and reduction gearing to the propeller driveshaft. The centrifugal impeller for the supercharger is also displayed.


Westinghouse J-34 Turbojet Engine

Learning Objective: To illustrate the mechanical operation of the compression and power turbine sections of a turbojet engine.

Method: An operating cutaway of the J-34 engine shows the mechanical rotation of the driveshaft and the compression and power turbine sections it connects.

Fiberoptic Display of the J-34

Learning Objective: To understand how a gas turbine engine operates: the four stages of power production and how the engine converts fuel and air into thrust.

Method: The fiberoptics in the display above the J-34 cutaway are keyed to buttons on a visitor-operated console which correspond to different sections of the engine and steps in the power-production cycle.


Propeller Display

Learning Objective: To observe how a propeller is designed like a “wing with a twist.”

Method: The device consists of a series of cross-sections of a Hartzell propeller blade from a T-34 aircraft. Visitors can observe the sections and compare their shapes with others taken from the same blade.



[expand title=”Staff”]

Jonathan RungeJonathan R. Runge
Flight Adventure Deck Coordinator

Jonathan is a graduate of the University of Georgia with bachelor’s in Advertising and a minor in Art. In 2007 he received his Master of Science in ‘Human Development & Leadership’ from Murray State University in Murray, KY. His professional work history prior to moving to the Pensacola area was spent as an Executive with the Boy Scouts of America. In the BSA his duties included management of camp properties and implementing youth and adult training & educational programs. His career with the Scouts stretched over a 14-year period, spent in Tallahassee, FL and Greenville, SC. In 2014 Jonathan joined the National Flight Academy Staff as the Lead Facilitator for the Academy. Portions of this time were also spent working with University of West Florida, in student and adult curriculum development for NFA. In 2016 he began his current position as Director with the Flight Adventure Deck. Jonathan is married to his lovely wife Kate and he has two amazing children, Miles & Amelia. Jonathan enjoys time spent with family, boating, fishing and camping.
dianna haydenDianna Hayden
Teacher on Special Assignment

Dianna has more than a decade of experience as a teacher, and she currently serves the Santa Rosa County School District as the Teacher on Special Assignment at Flight Adventure Deck. She is a graduate of the University of South Alabama where she majored in meteorology and minored in mathematics. Dianna earned a Master of Science in Curriculum and Instruction from the University of West Florida and she most recently completed her Specialist in Educational Technology from the University of Florida.
Jeddy Ruiz
Jeddy Ruiz
Teacher on Special Assignment

Jeddy “Bronco” Ruiz is the Teacher on Special Assignment at the Flight Adventure Deck from the Escambia County School District. He is looking forward to opportunities in serving your schools, students and teachers prior to, during, and after your experience. Jeddy will use his experiences from the United States Marine Corps as an OV-10 Bronco and EA-6B Prowler Aviator, to enhance your time at FAD. During his career, Jeddy served as a flight instructor with Training Squadron TEN, the Special Operations Training Group (SOTG), 2 deployments/tours as the Aviation Operations Officer with the 24th Marine Expeditionary Unit (Special Operations Capable) and flew 76 combat missions over Bosnia and Kosovo supporting our NATO allies. He received his bachelor’s from the United States Naval Academy in Annapolis, Maryland, and earned his Masters of Science in Aeronautics with specializations in Educational Technology, Aerospace Management, and Aviation Safety from Embry Riddle Aeronautical University. To assist those considering a STEM/aviation career, Bronco serves as a Joint Operations Center (JOC) Facilitator with the National Flight Academy.
matt vickersMatt Vickers
Media Specialist

Matt graduated from the University of West Florida in 2007, majoring in Telecommunications. Per the Department of Education, Matt serves as operator of the Interactive Technology Center (ITC) and produces much of the media work and creative services for the office.