INL-M06-01

EXPERIENTIAL
May The Forces Be With You

Mission – Cadets will learn about the basic fundamentals

of forces and how to identify forces in action. They will build
this knowledge by learning about the four forces of flight – TIMINGS
thrust, drag, lift and weight. Cadets will deepen their
understanding by exploring aerofoils and control surfaces, and
the impact these aircraft features have on flight. 75 mins
What are we doing?
Cadets will be introduced to the concept of forces such as a push, pull and INDOOR
twist, and learn about balanced and unbalanced forces. Cadets will then
conduct an open-ended inquiry into forces using catapults.

Why are we doing it?

Foundational knowledge of forces is pre-requisite knowledge for later
Instructor Level
exploration of specific forces relating to flight. This experiential will also
provide a gauge for current understanding of forces to inform future Suitable for secondary
experientials. Instructor support, see
Mission – Command.
What are the steps?
1. Play ropeless tug-of-war
2. Explain the concept forces through an Instructor-led discussion.
3. Build a catapult

By the end of this experiential cadets will have been introduced to

push, pull and twist forces, and the difference between balanced and
unbalanced forces.

Preparation Overview:
ROOM SETUP
• Ensure access to, computer, chairs, desks, projector and whiteboard.
Have the following items ready:
Project
• Overview slides
• ‘Forces’ presentation Group work
Print
• ‘How to Build a Catapult’ worksheet (1 per pair)
Utensils
• Wooden popsicle sticks (7 per pair)
• Rubber bands (5 per pair)
• Wooden spoon or milk bottle lid (1 per pair)
• Glue
• Small items to catapult (e.g. pen lid, paper, rubber)
INL-M06-01: Pg 1
 MAY THE FORCES BE WITH YOU

Personal Development
INL-M01.WEEK 1 and Leadership
Cadets will be exposed to the PDL qualities listed below while engaging in this experiential.
Supporting the cohort in making connections between what they are doing and the
development of these qualities is encouraged. If the Instructor identifies connections with
further qualities throughout the experiential, highlight these to further support cadets in their
development.

Personal Development Leadership

• Competence • Conflict Resolution

• Confidence • Team Work
• Decision Making

This experiential needs to consider the following PEAR requirements:

People
• AAFC qualified Adult
Instructor to deliver
OR
• Suitable for secondary
Instructor support.
Environment
• Primarily a static experiential to take place in a classroom
setting with access to computers, chairs, desks, projector and
whiteboard.
• Remove and identify trip hazards.

Actions Resources
• Direct supervision is • Overview Slides
required. • ‘Forces’ presentation
• Review Preparation • ‘How to Build a Catapult’ worksheet
Guide (see top of next
page). • Wooden popsicle sticks
• Rubber bands
• Wooden spoon or milk bottle lid
• Glue
• Small items to catapult (eg pen lid, paper, rubber)

Note: For further information please refer to the Staff Guide. INL-M06-01: Pg 2
 INSTRUCTIONS

Preparation Guide:
1
• Some cadets may have completed some learning of forces in school.
In this instance, consider pairing experienced and inexperienced
cadets, or adjusting experiential timings. Approx.
• Ensure access to traditional classroom setting with computers, chairs, Timings
desks, projector and whiteboard.

Have the following items ready:

Project
• Overview Slides
• ‘Forces’ presentation Step 1
Print 10 mins
• ‘How to Build a Catapult’ worksheet (1 per pair)
Utensils
• Wooden popsicle sticks (7 per pair)
• Rubber bands (5 per pair)
• Wooden spoons or milk bottle lids (1 per pair)
• Glue
• Small items to catapult (e.g. pen lid, paper, rubber)

2 Warm Up: Ropeless Tug of War

The aim of the game is for each team to try and get their entire team
across the line that they are facing.
a. Outline behavioural expectations of cadets during this task (be
sensible, do not be rough).
b. Mark a line on the floor (tape will work).
c. Ask the cadets to form a single evenly spaced line along the tape
marked on the floor, arranged shoulder to shoulder from shortest to
tallest. Step 2
d. Count off the cadets, alternating one and two (one, two, one, two 10 mins
etc.).
e. Ask the cadets numbered ‘two’ to turn and face the opposite direction
(spin 180) and remain shoulder to shoulder with the “ones”, while still
standing on the line.
f. Ask the cadets to link their arms.
g. On ‘go’ each team tries, while maintaining line formation, to pull their
whole team across to the side of the marked line they are facing.
h. The team that successfully pulls a majority of the other people across
the line wins.
INL-M06-01: Pg 3
 INSTRUCTIONS

Mission Brief
3
a. Introduce cadets to the mission statement (first page).
b. Ask cadets: ‘what do you know about forces?’. Consider recording
answers on the board.
c. Using the cadets' answers, lead the discussion towards the idea that
forces are important as forces are relied upon to perform tasks such Step 3
as lifting objects, driving cars, and even walking. 10 mins
d. Ask cadets why it is important to learn about forces in the AAFC.
Reiterate that they will be learning about forces to understand how
planes fly.

What Are Forces?

4
This section encourages cadets to draw on their existing science
knowledge and apply it to forces. The concepts covered are foundational;
however, they are required pre-learning for more complex concepts
explored in future experientials. The Instructor should use cadet
responses to questions to guide the pace at which they progress through
the experiential.
a. Explain to the cadets that in this experiential they will learn
foundational knowledge about forces.
b. Ask cadets what they already know about forces.

Link to PDL – Confidence and competence

Q: How would you rate your current knowledge of forces?
(poor, satisfactory, good, excellent)
Step 4
c. Ask cadets whether they experienced pushing or pulling in the 15 mins
warmup activity, and how they could tell.
d. Project the ‘Forces’ presentation. Refer to notes in the presentation for
speaker notes and probing questions. Explain that the goal of the
presentation is to investigate what forces are, what they do, and
different places they can be observed.
e. Pose the questions as indicated in the speaker notes, and additionally
where appropriate, to facilitate discussion. As much as possible, ask
probing questions and encourage cadets to arrive at an answer on
their own, before confirming their responses or explaining key points
where there is confusion.
f. Cadets should accurately identify the forces on the ‘Guess the forces’
slide and confirm the answers as a group.

INL-M06-01: Pg 4
 INSTRUCTIONS

Build Your Own Catapult

5
a. Explain that cadets will be building catapults to observe how forces
change an object's motion. Their task is to predict how far different
objects will travel when catapulted, test their guess then make
observations about how the weight and shape of different materials
impacted on their flight.
b. Instruct cadets to consider:
i. How far the object travels.
ii. How quickly it falls.
iii. How the shape and weight of the object impacted its flight.
c. Place cadets into pairs.
d. Hand out materials and the ‘How to Build a Catapult’ worksheet to
cadets. Cadets may also choose to design their own catapult if the
resources allow.
e. Whilst cadets are catapulting materials, help them brainstorm what
forces they are seeing and the differences in outcomes with the
materials (if applicable). Step 5
i. Get the cadets to describe what they are seeing. 30 mins
ii. Ask cadets what they observed about how the shape of an
object influenced its flight.
iii. Ask cadets what other differences they observed between
how two objects catapulted.
iv. Ask cadets if the objects moved as they expected them to
and why.
f. For cadets who have completed this tasks, an option extension can
be given. Instruct cadets to hit a given target with a chosen material.
g. Allow adequate time for clean-up. Note popsicle sticks and other
materials can be re-used in later experientials.

Link to PDL – Confidence and competence

Q: How would you rate your current ability to identify forces?
(poor, satisfactory, good, excellent)

Experiential
COMPLETE

INL-M06-01: Pg 5
 DEBRIEF

This experiential will have allowed cadets to

identify what a force is, and recognise balanced
and unbalanced forces.
TIMINGS
10 mins

Review, Recall and Remember • What did you learn about forces in completing this activity?

• How confident do you feel explaining forces in terms of

push, pull and twist?
Affect and Effect
• How is developing your understanding of forces going to
(Emotions or Causes)
help you not only in this mission, but in other parts of your
AAFC journey?

Summation • What did you observe about the way the shape and weight
(New Learning) of objects influenced how they catapulted?

Alternate approaches to delivery:

A For small SQNS

This experiential works effectively for small SQNs, as cadets will be able to complete
the catapult building in pairs.

B For very large SQNS

During group discussion, Instructors may consider calling on people at random to
keep up engagement from the entire cohort.

During the catapult task, cadets should be allocated into larger groups if there are
limited materials available.

Other accommodations
C
Some cadets may have completed some learning of forces in school. In this instance,
consider pairing experienced and inexperienced cadets, or adjusting experiential
timings.
INL-M06-01: Pg 6