nuffield stem futures
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Cars. Nuffield STEM Futures. Lesson 1 : Cars in our lives: Introductory film 7. Activity 1.1: The history of the motor car. Learning outcomes You will be able to: Record information from video clips. Explain the relationship between car ownership and oil production. - PowerPoint PPT PresentationTRANSCRIPT
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Nuffield STEM Futures
Cars
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Lesson 1:Cars in our lives:
Introductory film 7
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Activity 1.1:The history of the motor car
Learning outcomesYou will be able to:• Record information from video clips.• Explain the relationship between car
ownership and oil production.
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Activity 1.1:The history of the motor car
You are going to watch a series of video clips about the history of cars. Make notes to help you answer questions in a quiz on this topic. You and your partner will compete against other pairs in the quiz. You will be able to use any notes you make during the quiz.
Watch the first video clip without writing anything, just to see the type of information that you need to record.
Agree with your partner the best way to make notes.
Watch each video clip in turn (including the first one). This time make notes to use in your quiz.
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Activity 1.1:The history of the motor car
Peak oil graph animation link: http://www.nuffieldfoundation.org/futures-animations
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A10strong as an oxA: B: 100
For approximately how many years have humans been using oil in large quantities?
C: D:1000 200
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100 years) As strong as
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A15strong as an oxA: B: 30
What is the maximum rate of production of oil on the graph (millions of barrels per day)?
C: D: 80 800
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80 million barrels per day
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A2010strong as an oxA: B: 2025
When is oil production expected to peak?
C: D: 2080 3000
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2010
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A1800sstrong as an oxA: B: 1700s
When was the industrial revolution in the UK?
C: D: 1600s 1900s
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1800s
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Awood as an oxA: B: coal tar
What was the main fuel of the industrial revolution?
C: D: oil coal
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coal
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Ahot waters an oxA: B: steam
What was the coal used to make to drive early engines?
C: D: hot oil coke
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steam
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AEngland as an oxA: B: North Sea
Where was the first modern oil well?
C: D: America Asia
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Asia
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A1918s an oxA: B: 1848
When was the first modern oil well built?
C: D: 1840 1912
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1848
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A1835as an oxA: B: 1899
When were the first cars built?
C: D: 1904 1882
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1882
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A1918 as an oxA: B: 1965
When did Henry Ford start line manufacturing cars?
C: D: 1914 1930
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1914
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A15000000as an oxA: B: 15000
How many model T Fords had been built by 1927?
C: D: 150000 14
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15000000
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A1955s an oxA: B: 1930
By which year was car ownership common?
C: D: 1940 1965
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1965
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plants all dieA: B: cars all stop
Which of the following will happen after oil has peaked?
C: D:technologies develop
people grow vegetables
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technologies develop
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Aoil as an oxA: B: coal
Which of the following might cars use for energy in the future?
C: D: electricity wood
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electricity
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A coal and oil oxA: B: oil and wood
What do hybrid cars use for energy?
C: D:hydrogen and water
petrol and electricity
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petrol and electricity
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Activity 1.2:Film clip 8
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Activity 1.2:Top trumps
Learning outcomesYou will be able to:• Make a choice from someone else’s
perspective.• Explain how some features of modern car
design are helping to bring cars into a closed loop system.
• Use data for a purpose.
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Activity 1.2:Top trumps
Pupil activity Part 1 of 2
a. Deal out all the cards (2 players or more).b. Place your cards face down in a pile.c. First player selects a category from their top card and reads out its
value.d. The next player reads out the value for same category.e. The best value wins and the winner collects the trick.f. The winner chooses the category for the next round.g. If the hand is drawn, the cards are placed in the middle to be
collected by the next winner.h. Use the sustainable car fact files to make some new cards.
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Activity 1.2:Top trumps
Pupil activity Part 2 of 2
i. Play the game again with the new cards.j. Select a character from the list provided.k. Select a car you think your character would choose.l. Now decide which new car your character would choose if:• the cost of petrol increases by 50%• the Government subsidises cars with low emissions
(200g per km).i. think of a strap line to advertise your character’s new car.
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Plenary: Lesson 1Discuss:1.What are the main
benefits and disadvantages of cars?
2.How will cars of the future increase the benefits and reduce the disadvantages of cars?
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Lesson 2: Investigating air
pollution:Introductory
film 9
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Activity 2.1:Soot from cars
Learning outcomesYou will be able to:• Use a standard technique to collect and
compare samples along a transect. • Assume a role in a team. • Evaluate teamwork. • Plan an investigation.• Evaluate the reliability of the investigation.• Draw conclusions from data.
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Activity 2.1:Soot from cars
Pupil activity Part 1 of 7In this activity you will:Carry out an air pollution survey in your school grounds
or local park.Choose a site where there are some trees near a road.Collect soot samples from trees to indicate pollution
levels.Decide whether you think the pollution levels need to be
taken into account when locating a picnic table.
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Activity 2.1:Soot from cars
Pupil activity Part 2 of 7Divide up the tasks between members of your team.
Decide on the different roles needed and what equipment you should take into the field.
Your investigation should involve:1. Measuring the distance from the road, tree height,
tree circumference.2. Identifying and recording tree species and lichens. 3. Taking samples of soot from trees.
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Activity 2.1:Soot from cars
Pupil activity Part 3 of 7Equipment list to choose from
Clipboard Hand lens (optional)Tape measure Tree identification key Trundle wheel Key to lichens (optional)Sticky tape, 1 roll Noise sensor / datalogger Scissors, or sticky tape dispenser
Map of transect area (park, school grounds)
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Activity 2.1:Soot from cars
Pupil activity Part 4 of 7a. Write down your investigation question.b. Use a magnifying glass to inspect the sootiness of your
samples.c. Decide whether each sample is more or less sooty than
the standard sample at site 1, and more or less sooty than the previous sample. Fill this into the evidence table.
d. Together decide a rank order of sootiness for your samples.
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Activity 2.1:Soot from cars
Pupil activity Part 5 of 7e.Agree a standard technique to collect reliable data from your site.
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Activity 2.1:Soot from cars
Pupil activity Part 6 of 7f. How reliable is your data?
To answer this question, think of all the factors that you would need to keep the same to make your investigation completely reliable. Make a table similar to this one.
Factor How did you control it?
How successful were you?
e.g. tree type Tried to use same species of tree
Results were from 3 different species
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Activity 2.1:Soot from cars
Pupil activity Part 7 of 7For discussion: Where should you site a picnic table in the sampling
area?What are the benefits of working together in a team?How did you decide who was going to do which job?What aspects of working as a team did you find difficult?What would you do differently next time in order to work
more effectively?
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Plenary: Lesson 2
Discuss:1.How effective was this investigation at
surveying pollution?2.What would you need to do to improve the
investigation?3.What should be done about the pollution in
your school grounds?
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Lesson 3: Traffic
pollution:Introductory
film 10
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Activity 3.1:Traffic pollution in Mumbai
Learning outcomesYou will be able to:• Show how maths can be used to help solve a STEM
problem on sustainability.• Explain how traffic pollution can damage health.• Suggest strategies to reduce traffic pollution in
Mumbai.• Use a flow chart to plan a mathematical solution (CP).• Collaborate to write a report.
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Activity 3.1:Traffic pollution in Mumbai
Pupil activity Part 1 of 4The ScenarioYou are a group of transport systems experts in Mumbai.
You have been commissioned by the government to produce a report. You have to advise on whether your city should impose a law to force all taxi drivers to go over to Compressed Natural Gas fuel (CNG).
The proposed law would force all taxis to make the conversion over a two-month period or have their licence taken away.
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Activity 3.1:Traffic pollution in Mumbai
Pupil activity Part 2 of 4a. Write a report for the Mumbai government in three
parts:Section 1: A summary of the health risks of air pollutionSection 2: Response to the government’s plan to convert
all the taxis in two monthsSection 3: Recommendations to the government on
some other strategies to reduce car pollution.c. Agree who in your group will be responsible for which
section.d. Present all or part of your report to the class.
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Activity 3.1:Report section 3: Problem-solving chart
Pupil activity Part 3 of 4What do we need to know? Useful information
Conclusion Working out
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Activity 3.1:Report section 3: Problem-solving chart
Pupil activity Part 4 of 4What do we need to know?
How many diesel taxis are there?
How long does it take to do one taxi?
Can more than one taxi be done at the same time?
How many taxis can be done at the same time?
How many garages are there?
Could each garage do 3 cars a day?
Useful information
15 thousand taxis
2 or 3 hours to convert each one
Yes more than one can be done at a time
It depends how many garages there are
There are 16 garages
Yes each one can do 3 cars a day
Conclusion
They cannot get it done in two months; it would take more than a year.
It would not be fair to stop the taxis doing their job. They should be allowed more time to change their engines
Working it out
16 x 3 = 48 cars can be done each day
so 48 x 5 = 480 ÷ 2 = 240 a week
Say about 1000 a month
So it would take 15 months to do 15 000 taxis.
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Plenary: Lesson 3
Discuss:1.What are the main problems with heavy
urban traffic?2.What might would the closed loop solution
be?3.What would be the main obstacles for
implementing these solutions?
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Lessons 4 & 5: Sustainable transport:
Introductory film 11
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Activity 4.1:A sustainable school run
Learning outcomesYou will be able to:• Establish criteria for assessing a presentation. • Evaluate a presentation and give feedback.• Demonstrate the need for a sustainable school
transport plan.• Propose a set of closed loop transport solutions.• Explain how a sustainable school transport plan
will help reduce use of buried sunshine.
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Activity 4.1:A sustainable school run
Task description: A closed loop school runYour challenge:Find out about how pupils get to school.Plan a school bus route to get everyone to school
on time.Conduct research into other sustainable forms of
transport.Plan a 5 minute presentation for a given audience.
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Activity 4.1:Part A Selecting criteria
Pupil activity Part 1 of 2You have been given a set of possible criteria for
evaluating the quality of your final presentation.a. First sort the criteria into two columns:i. Contentii. Communicationb. Rank the criteria in each column according to
which you think are the most important.
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Activity 4.1:Part A Selecting criteria
Pupil activity Part 2 of 2c. Compare your list with another group and
agree your top three criteria for both categories – 6 criteria in all.
d. Design an evaluation sheet that will help you score and comment on the final presentation.
e. Make sure everyone in the groups understands the 6 criteria they will be working towards.
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Activity 4.1:Part B Planning the mini project
Pupil activity Part 1 of 3Use the planning sheet provided to help plan your
project.
In your group, you need to agree:• What needs to be done?• Who needs to do it?• How long it will take?• How will it be judged in the evaluation?
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Activity 4.1:Part B Planning the mini project
Pupil activity Part 2 of 3Plan the content of your research. This might include:1. A survey: How are pupils getting to school at the
moment? Where do pupils live?2. Investigations: What is the shortest route a bus
could take? How long should the journey take?3. Research: By how much would a school bus reduce
pollution? How does using a school bus relate to closed loop theory? What other strategies could the council adopt to reduce traffic pollution?
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Activity 4.1:Part B Planning the mini project
Pupil activity Part 3 of 3Plan your presentation. This might include: 1.Promoting your ideas: How will you convince people to take part in your scheme? 2.Audience: Who is your presentation for? (pupils, the local authority, parents, local business)3.Medium: Will you produce a leaflet, poster, Powerpoint, radio report or newspaper article?4.Criteria: How will you divide up the tasks to make sure you fulfil all the criteria?
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Activity 4.1: Part C Researching and preparing the
presentation
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Activity 4.1: Part D Giving your feedback
Each group will evaluate one other group against the agreed criteria. When evaluating a presentation you should:1.Ask questions about the content. 2.Write a constructive comment on each of the criteria. Use your own evaluation sheet for this. 3.Suggest how the content and the way it was presented could have been improved. Be positive.
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Lesson 4 & 5: PlenaryDiscuss:1. What are the merits of the different criteria that
each group has used? 2. How do the different solutions help reduce the
amount of fossil fuels burnt? 3. How does using less fossil fuel help promote
sustainable living? Use your Learning Nutshell to record your
thoughts about this pod.
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