Dodging Doomsday

Is oil important to our lives?

…about the significance of oil to modern life.

…to make links between cause and effect.
Thinking, Problem Solving and Decision Making

How did you travel to school today?

List on the whiteboard the various methods of travel pupils use. Ask them to explain what all the vehicles have in common (oil as a fuel source).

What if the oil was no longer available as a fuel source?
In groups, pupils list the possible reasons why they think oil may become unavailable. Groups then do a Consequence Wheel* using the statement, ‘Oil is no longer available as a fuel source’.

Why should we select 'transport' as a theme to study further?

…about using environmentally friendly alternatives to oil.

Suggest that the class focus on transport as it affects all aspects of our lives.

Pupils consider the following brief:
Design a vehicle, which will be environmentally friendly and is powered by an alternative source of energy.

At the end of the project pupils should have:

• A model vehicle which could be manufactured;
• A persuasive argument about why their vehicle design is better for the environment;
• Good reasons why the design is suitable for this country or for a global world context.

How do we begin to solve a problem?

…to use own and others’ ideas to locate sources of information.
Managing information

…to work effectively as a group.
…to build on others’ experience.
Working with Others

Divide the class into four groups. Each group chooses to design a solution to the problem for either a local or global (developing country) context. Each pupil will decide the type of vehicle to design (bus, goods vehicle, MPV, car) and work on the design individually. However, they can share information with the rest of the group and consult each other on design matters.

Research
Investigate the problem and understand all aspects to develop a solution.

Group roles should be assigned with some pupils researching vehicle design in the past, in the present and concept vehicles of the future. Others could look at the needs of people in this country and in developing countries in terms of the requirements of vehicles for transporting goods and people for various purposes.

How do you research problems?

…to consider what forms of transport we may use in the future.

... to ask focused questions and make predictions.
Thinking, Problem Solving, Decision Making

How will our needs change in the future?

Pupils should make a list of what they think their future needs will be in terms of transport. Pupils should now consider how climate may change and how that may affect our choice of fuel sources for powering vehicles. Pupils should make a list of questions and things they need to find out to develop designs before manufacturing.

…to set criteria against which to evaluate their design.

Specification

Each group should make a specification for the new vehicle design with a strong emphasis on environmental considerations and sustainable fuel sources. This specification will act as a success criteria for comparing with the finished model/concept.

…to think of new and innovative designs and take risks when designing.
Being Creative

…to use a range of stimuli to generate ideas.

Design Stimulus

Create a stimulus table, set up with items to help design thinking. The table may contain mechanisms, electronic gadgets, solar cells and motors, electronic components, website lists, drive belts, small gearboxes, angle poise lamps, relevant literature and photos. .

Useful websites:

The Peugeot Design Contest
www.peugeot-concours-design.com/en/

Young Foresight
www.youngforesight.org
Click on ‘About Us’ and select ‘Tool Kit’ .

How can you generate ideas?

…to co-operate in groups and assist each other when designing.
Working with others

 …to experiment with ideas and questions.
Being creative

Each pupil works on an individual design sheet. Circulate the design sheets within each group. Pupils add their ideas to each sheet.

The design sheets are returned to the original owner and the groups discuss the ideas generated.

How do we evaluate the success of our designs?

…to refer back continually to the specification.

Specification

Pupils should constantly be referring back to the agreed group specification to ensure their design meets the requirements stated. Those designs which meet all the specifications can be considered successful.

How can ideas be developed?

… that designing can be carried out in a number of ways, i.e. drawing, modeling, writing, computer modeling etc.

…to try out ideas and strategies.
..to make ideas real by experimenting with different designs actions, outcomes.
Being Creative

Modelling
Give a modeling kit to each group. The kit may contain card, plasticine, colouring pencils, wire and other soft modeling materials. Pupils begin developing their ideas on the design sheets or by modeling models and print them as thumbnails.
Pupils attach these to their design sheets as a photographic storyline of the development of their ideas. This will enable pupils to alter and further develop their models without losing the original design ideas. This helps pupils become more confident about changing their design, take risks and be more creative.

What do we require from a successful design?

…to remain focused when designing.

Periodically, give pupils a card with one of the following questions to help focus their thinking:

• What information do you require to continue with manufacture?
• How do you plan the steps of manufacture?
• What do the designs have to do in order to be successful?

…to make ideas real by experimenting with different methods of design.
Being Creative

…to develop one idea into a viable prototype.

It should be acknowledged that pupils may design by modeling, drawing or a combination of both methods.

Encourage pupils to complete the design sheets as fully as possible. They will consider a number of designs and each pupil should develop one idea into a prototype model? Pupils may use CAD software to model their final designs.

How do we communicate our designs?

…how to present their ideas to others.

Ask the pupils to think about how their design will be presented to the rest of the class.

The final designs will be realised in modeling materials. They will be developed sufficiently for each pupil to explain their design concepts to the group.

Opportunity to assess Communication

How do we evaluate our designs?

…how to evaluate each others designs and appreciate feedback.

…how to give constructive feedback.

Each group member should evaluate the work of his or her team mates using the specification. When evaluating, pupils should make two positive comments and suggest one area for improvement of the design.

Each group selects the best design. They explain to the rest of the class why they chose this design and present the findings of their evaluation.

How can we effectively plan for manufacture?

…how to plan work and avoid problems during manufacture.

…how to decide on effective strategies to help meet deadlines and targets.

If required, pupils could draw up a story board outlining the steps to realise their designs in resistant materials and with fully functioning systems.

Before starting to manufacture their vehicles, pupils should list what information and assistance they need in order to proceed.

Development of Learning outcomes

• Demonstrate practical skills in the safe use of a range of tools, machines and equipment and the use of Computer Aided Manufacturing software ( CAM ) .
• Research and manage information effectively to investigate design issues, using Mathematics and ICT where appropriate.
• Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.
• Communicate effectively in oral, visual (including graphic), written, mathematical and ICT formats showing clear awareness of audience and purpose.

Links with Key Elements

Links with Learning for Life and Work

Education for Sustainable Development.

Economic Awareness

Local and Global Citizenship
Key Concept: Democracy and Active Participation
Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation.