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Volunteering at Scouts is changing to help us reach more young people

Volunteering is changing to help us reach more young people

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Airfield construction

Before you can master the skies, you need to know what’s happening on the ground.

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You’ll need

  • A4 paper
  • Pens or pencils
  • Sticky tape
  • Scissors
  • Sticky notes
  • Clean items of recycling

What's in a name?

  • Airfields are areas of land where aircraft take off and land. The word ‘airfield’ only covers the land itself – it doesn’t include any buildings or installations.
  • Aerodromes are areas of land (or water) where aircraft take off and land, as well as the buildings and installations that are there.
  • Airports are aerodromes that may handle scheduled air traffic. Airports often have customs and other travel facilities.

Features of an airfield

  • Runway – The area of the airfield used for take-off and landing. Not every runway has a tarmac surface – grass is often used for gliders and light aircraft.
  • Perimeter track – The roadway around the outside of most military (and some civil) airfields. This is sometimes used as an aircraft taxiway.
  • Control tower – The air traffic control centre of an airfield. They’re marked by a yellow board on the outside showing a black ‘C’.
  • Signal square – A square marked on the ground, usually near the control tower, containing details of operations and facilities at that airfield.
  • Hangar – A large ‘shed’ that aircraft are kept in.
  • Taxiways – Grass or tarmac routes between operational areas.
  • Apron – Outside parking for aircraft when they’re not in use.
  • Cable dropping area – The area where a gliding, paragliding, or parascending launching cable will fall to earth after being jettisoned (dropped) by the glider at (or near) the top of its climb. It can be a wide area, it’s not necessarily just over the runway strip.
  • Tow rope – A length of nylon rope that a light aircraft or winch uses to tow a glider into the air. The glider’s pilot will either decide to land with the tow rope attached or will jettison (drop) it during a ‘dummy’ approach prior to landing. In either case, the rope can be dangerous as it’s not easily visible and has a heavy metal ring at the free end.

A bit of history and context

When airfields were first built, people thought it was best to have a triangular pattern of runways to reduce the need for landings to be made in a crosswind. As aircraft developed and landing speeds increased, the length of the runway became more important than the wind direction. Modern airfields confine operations to one or two runways, which are 50 metres wide and 1,500 metres long. Where large, heavy aircraft operate, main runways can be as wide as 75 metres, and as long as 3,500 metres.

The approach and overrun areas must be kept free of obstructions in case aircraft go beyond the runway when departing or landing. The runway threshold (the beginning of the runway the aircraft can use for landing) is marked by a broad white line across its full width. White chevrons before to the threshold indicate a sterile area (an area pilots shouldn’t use to touch down). A broken white line’s used to indicate the runway centreline. Two numbers painted at each end show the magnetic direction of the runway to the nearest 10 degrees.

Airfield controllers work from a glass control cabin at the top of the control tower, where they have a clear view of the airfield. Approach controllers work from another part of the tower – they use radio and radar equipment. In some cases, ground controllers work from a caravan that’s to the left of the runway being used. The caravan is painted in red and white checks, and it has the elevation of the airfield above sea level in black figures on its side. A white letter ‘T’ that indicates the landing direction being used is displayed close by.

Accessing an airfield

Before entering any airfield, you must get permission from the appropriate controlling body – it doesn’t matter whether it’s a private, civil, or military airfield. The only exceptions to this are the spectators’ enclosures at civil airports, or open days at military airfields.

When you’re walking to a point on the airfield, you should follow access roads and signs if they’re clearly marked. If they’re not, ask the airfield controller for full directions to your intended destination, as well as information about methods and direction of aircraft launching or taking off. If the airfield controller isn’t available, stick close to the perimeter wherever possible. Do not cross the airfield directly.

Be aware of:

  • Aircraft approaching, landing, or taking off – they may do this from any direction.
  • Glider launching cables and equipment.
  • Glider tugs trailing towing ropes.
  • Parachutists or paragliders.

 

Before you begin

  • All the information you need about airfields can be found on this page. You’ll need to read it through and make sure you understand airfields before you lead this activity.
  • Ask everyone to bring (clean!) recycling with them so you have enough. A variety of shapes, sizes, and materials is best – but make sure there are no sharp edges.
  • This activity works best across two sessions, so everyone has plenty of time to design and make their airfield before then redesigning and labelling it. You’ll need somewhere safe to store the airfields between sessions, though.
  • This activity’s been designed to meet several requirements from the Air Activities Staged Activity Badge.

Depending on whether people are working towards stage three, four, or six, you’ll need to do different things with the airfield. It’s also perfect if different people are working on different stages – everyone can build at the same time, then work with others at their stage.

  • You’ll need to decide how to present the information about the features and layout of an airfield. It’s up to you to choose what works best for your group. We recommend splitting the information into chunks so it’s easier to learn.

For example, you could create different bases around the space, so people can learn a bit at a time, give people information to take home to learn at their own pace, use pictures and videos, or read the information out loud.

 Build an airfield

  1. The person leading the activity should explain how everyone will learn the information about airfields. Everyone should get stuck in to become experts.
  2. The person leading the activity should put all of the recycling in the middle of the meeting space.
  3. Everyone should split into groups of three or four people. The person leading the activity should give each group some paper and pens or pencils.

Everyone in each group should be working towards the same stage of the badge.

  1. Everyone should design an airfield. They should think about the layout as well as key features including runways, a perimeter track, a control tower, a hangar, taxiways, cable drop areas, windsocks, ground markings, and light signals.
  2. Once they’ve finished their design, each group should chat it through with an adult. The adult should be a ‘fresh set of eyes’ to spot if anything’s missing or if anything needs to move.
  3. Someone from each group should get some recycling items.

It might be useful to ask groups to plan which items they’ll collect first. You may need to remind everyone to share fairly – if groups are ready to build at different times, they’ll need to leave some recycling for the last group!

  1. Everyone should get stuck in to building their models. They should get more recycling as and when they need it.

Find the features

  1. Each group should get some sticky notes and a pen or pencil.
  2. Each group should write a label for each feature of their runway. They shouldn’t stick them on their model yet.

Remember, the airfields should include runways, a perimeter track, a control tower, a hangar, taxiways, cable drop areas, windsocks, ground markings, and light signals.

  1. Each group should swap models and labels.
  2. Everyone should try to label the other group’s model. Is it easy to tell what each feature is?
  3. Everyone should give the models back to their owners and check the labels against the design. Did people get the labels in the right place?
  4. Everyone should move any incorrect labels until they’re all in the right place.
  1. Each group should come up with the rules of access for their airfield, starting with obtaining permission from the appropriate controlling body. They should note down their rules.
  2. Each group should join another group.
  3. The groups should take it in turns to use their model to show how to gain access to the airfield.
  1. Each group should come up with a circuit pattern for the runway on their model airfield.
  2. Each group should use sticky notes (or paper) to cut out arrows and attach them to the runway to show the circuit patterns.
  3. Each group should share their circuit pattern with an adult.

Things to consider

  • Aircraft use runways to take off and land. They use taxiways to move between runways and parking areas.
  • The runway heading is the direction of the runway. Runway headings are expressed in degrees, to the nearest degrees without the final zero. Runways have numbers marked on them that are visible to approaching aircraft. For example, an east-west runway would be called ‘runway 27’ and would have the number ‘27’ marked on the eastern threshold. A west-east runway would be called ‘runway 09’ and would have the number ‘09’ marked on the western threshold. 
  • Runway headings can change as magnetic variation changes over the course of many years.
  1. Each group should chat about their model’s potential runway and airfield markings, as well as its light and pyrotechnic signals.
  2. Each group should use sticky notes (or paper) and pens or pencils to create the markings, lights, and signals and attach them to the model to show where they’d go.
  3. Each group should share their newly labelled model with an adult.

Things to consider

Runway markings

  • Runway markings are shown with white markings.
  • Each runway is marked by two white painted numerals that show the runway heading or runway number.
  • The runway centre is shown with a broken white line. Where there’s not enough contrast between the runway and the surrounding area (and on runways more than 45 metres wide), each side of the runway is marked with a solid white line. These are called side-stripe markings.
  • The runway threshold helps identify the beginning of the runway that’s available for landing. It’s marked by white stripes painted lengthways up the runway. When the landing threshold has to be moved up the runway (because of an obstruction in the final stages of the approach) four chevrons and a bar are added. These are displacement markings.

Taxiway markings

  • Taxiway markings are shown with yellow markings.
  • Taxiways have a centre line, a broken yellow line in the centre.
  • Just like on a runway, where there’s not enough contrast between the taxiway and the surrounding area, the edges of the taxiway are marked with dashed yellow lines called edge markings.
  • At a junction of a taxiway with a runway, there’s a holding position line, which shows taxiing aircraft where to stop and wait until it’s safe to move onto the runway. The holding position is shown by two yellow lines, one solid and one broken, painted horizontally across the taxiway. Next to the holding position is a sign displaying the runway number in white on a red background.  

Light and pyrotechnic signals

At night, the airfield markings are illuminated by lights. Approach lighting helps the pilot to judge the aircraft’s height from the runway and to align with the runway for landing. They’re different colours depending on what they’re showing:  

  • Runway centrelines are white
  • Threshold markings are green
  • Sterile area and obstructions markings are red
  • Taxiway centreline markings are green
  • Taxiway edge markings are blue (and they’re only positioned on dangerous corners)
  • Runway guard lights are orange, they warn pilots of an approaching runway
  • A stop bar is red, aircraft cannot cross it

Reflection

This activity was all about being a team player. How did people work together to design their airfield? It may have been tricky to use lots of different ideas, while remembering everything that had to be included. Did different people have different roles? For example, maybe some people were great at reminding everyone what to include, while others were creative with the recycling. Did any teams have to overcome problems with teamwork?

This activity was all about communicating. Are models a good way to communicate? What sort of information did people’s models help them share? Did people find it easy to have their voice heard in their group? Did they also listen to others? Why is it important that everyone has a chance to share their ideas?

Safety

All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.

Scissors

Supervise young people appropriately when they’re using scissors. Store all sharp objects securely, out of the reach of young people.

Glue and solvents

Always supervise young people appropriately when they’re using glue and solvent products. Make sure there’s plenty of ventilation. Be aware of any medical conditions that could be affected by glue or solvent use and make adjustments as needed.

Rubbish and recycling

All items should be clean and suitable for this activity.

Sharp objects

Teach young people how to use sharp objects safely. Supervise them appropriately throughout. Store all sharp objects securely, out of the reach of young people.

  • Make sure the way you share the information is accessible for everyone. Some people may prefer using lots of pictures, others will learn best reading, listening to audio, or watching videos. You could even get people up and moving if it helps them understand the information.
  • You could also give people information to take home, but remember that some people will be less able to get stuck in at home, for example, if they’re in temporary accommodation, caring for others they live with, or need support with learning.

All Scout activities should be inclusive and accessible.

People could use their models to help others learn. They could show them to people working towards an earlier stage of their Air Activities Staged Activity Badge.