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Grade Term 4
Unit 3 - Coggle Diagram
Grade Term 4
Unit 3
Grade 8 Term 4
Unit 3
(Technology, & Geography)
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Sub- Learning Objectives
Geography
- Links between trade and transport – with examples to illustrate
- Different modes of transport and their uses: sea, air, road, rail, and pipeline
Case study of a selected South African harbour
- Links with other transport systems – such as road, rail, pipeline - Advantages and disadvantages of road and rail transport - Requirements for future transport networks
- Specialised ships – such as container ships, tankers, passenger liners, bulk carriers for specialised cargo
- Main exports and imports
- Reasons for location
Outcomes:
GEO 2.2 GEO 2.3 GEO 14.1-14.3
GEO 12.1-12.5
TechnologyGenerate electricity for the nation – advantages and disadvantages of:
- Thermal power stations (steam turbines – sources of heat: coal, gas, nuclear, sun).
- Hydroelectric power stations (including pumped storage schemes).
- Wind-driven turbines.
- Alternating current; step-up and step-down transformers; distributing electric power across the country: the national grid.
Outcomes:
TECH 51.1; TECH 52; TECH 68
Foreword ideas:
Transport of the future.
We've all seen the futuristic scenes in the science fiction movies. Flying cars, self automated trains and GPS lead delivery drones and flying apparatus.
But how far away are we from actually realising those dreams? Are they the best ways forward? Could we even provide power enough for all these modes of transport?
In this unit we will be peaking into the telescope trying to catch a glimpse of what we think the future of transport might look like.
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In-class activity 1
Topic: Modern Power Supplies
Act-1A & 1B
PK: Basic electricity knowledge from prior grades.
NK: Thermal power stations, hydroelectric power stations and alternating current.
CA 1: Learner research on Thermal power stations, hydroelectric power stations and alternating current.
CA 2: Learner creates a webpage from their research.
**In-class activity 1A: Research Task (Gallery Walk)
1s research Thermal energy
2s research Hydroectric energy
3s research Wind energy
4s research Nuclear energy
5s research Tidal energy
6s research Solar energy
7s to separately research how power is distributed nationally (Power Grid)
In-Class Activity 1B: Research Report
Students will present their findings in the form of an informational brochure.
1s-7s to create seperate brochures/Z-fold (Using CANVA)
(These will be printed and available to use for the rest of the activities.)
Switched on Task 1 : Students will watch the YouTube clip of the MagLev car chase.
https://www.youtube.com/watch?v=v0N-Md2-RaI
The following guiding questions must be pondered:
- What technology is evident in the scene.
- How do you think power is being supplied to the car?
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In-class activity 2
Topic: Modes of Transport
PK: Types of energy available for different modes of transport.
NK: All modes of Transport analysed (Efficiency and application)
CA: In-class activity 2A and 2B. Class discussion5min: (Discuss briefly the questions below)
Intro:
- Which mode of transport is best?
- Which mode of transport is fastet?
- Which mode of transport is most efficient?
In-class Activity 2A: Transportation(Gallery-Walk and discussion)
Individual/Class Work
Students will have a few moments to research some facts about the different modes of transport. (20Minutes)
- ROAD/CAR
- RAIL
- AIR
- WATER/SHIP
Students will then go on a gallery walk filling in the various facts about different modes of transport. (Sheets will be split into advantages and disadvantages.)
In-class Activity 2B: Let's get there fast.
Students will use a map of SA (Cape Town to Durban)
Students will be calculating which mode of transport is best to transport cargo. What to do with the students:
- Divide the class into groups of four to six students each.
- Give each group a worksheet and scrap paper.
- Direct students to follow the worksheet instructions.
- After giving students time to complete the worksheet and assignment, have one person from each group rotate to another group and discuss his/her group's findings. Do this until each group has discussed its findings with all group representatives. During this process, have all students give input.
- Have students share and compile their findings into the classroom board chart/PPT
Worksheet Link:
https://www.teachengineering.org/content/cub_/activities/cub_airplanes/cub_airplanes_lesson08_activity1_worksheet.pdfFollow the brief design in the resource below: Teach Engineering.
https://www.teachengineering.org/activities/view/cub_airplanes_lesson08_activity1
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In-class activity 3
Topic: Transport of the future for our community
PK: Efficiency and sustainability of our current modes of transport.
NK: Modes of transport of the future.
CA: In-class activity and 3A, 3B and 3CIn-Class Activity 3A: Research Task
Students will divide into Teams and compile their research on a single shared PPT(Working document) contained in their Geography TEAMS channel. (Educator will set up the PPT documents)Students will research their topics using the list of Web sites provided them, supplemented by any resources they find on their own. Remind students to provide a list of references for the facts they use in their presentations, including the Web sites they use, the name of the person or organization sponsoring the Web site, and (if available) the last time the Web site content was Updated. (All contained in their PPT)Research Resources to start the research process:
Team 1: hydrogen fuel
https://www.youtube.com/watch?v=iPheEg-K2qc Team 1-Focus Questions:
- What type of emissions do hydrogen fuel cells create? (Water vapor is the only emission.)
- What are the dangers of using hydrogen as a fuel? (Hydrogen is an extremely volatile element.)
- What would be the challenge for the United States if it were to convert to hydrogen-fueled vehicles? (Developing an infrastructure for hydrogen fuel.)
Team 2: ethanol fuel
https://www.youtube.com/watch?v=7Eh9YLTWcLo Team 2-Focus Questions:
- Why do critics claim it takes more energy to make ethanol than the amount of energy you get out of it? (A: While ethanol is a cleaner fuel to burn than gasoline, critics claim that fossil fuels are used not only to produce the fertilizer and pesticides used in cultivating the corn, but also to ferment the corn sugar needed to make the ethanol.)
- What is cellulosic biomass, and why is it important in the quest to use ethanol as an alternative fuel? (A: Cellulosic biomass is the woody structure that supports plants. It is important because it could someday be harvested and manufactured without any burning of fossil fuel.)
- How are bacteria involved in the production of ethanol? (A: One species of bacteria tears the cellulose apart to release the sugar; another turns the sugar into ethanol.)
Team 3: vehicle engineering
https://www.youtube.com/watch?v=m3FELmu1Cgk Team 3-Focus Questions:
- How much of the energy stored in gasoline is lost through friction? (A: Almost half the energy of an engine's combustion chamber is lost to friction as pistons rub against the walls of the cylinder.)
- Does a car have to be heavy in order to be safe? Explain. (A: No. Carbon-fiber composite cars can be lightweight while still being strong.)
- Why would it be difficult for large automakers to produce cars with carbon-fiber bodies? (A:Carbon fiber is expensive, and molding it into car parts is labor intensive.)
Team 4: hybrid and electric cars
https://www.youtube.com/watch?v=ah8fXnQDz38
https://www.youtube.com/watch?v=uoBuOQn9XAQTeam 4-Focus Questions:
- How does a hybrid car work? (A: A hybrid relies on both gasoline and electricity. When the car idles, it uses electricity. At speeds where it is most efficient, the car switches to gasoline. The batteries are being charged while the car is using gasoline)
- How can solar energy help fuel hybrid cars? (A: Energy from the sun can be collected by solar cells and stored in batteries.)
- Name one drawback of all-electric vehicles. (A: All-electric vehicles require a lot of batteries to go long distances on a single charge.)
All information to be complied on an Infographic (2 Posters Maximum) Ready for the Board meeting - Activity 3B
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In-Class Activity 3B: Board meeting for an investment company.
PK: Efficiency and sustainability of our current modes of transport.
NK: Modes of transport of the future.
CA: In-class activity and 3A, 3B and 3C
After student teams are finished preparing their presentation, hold a mock company board meeting. In this meeting, they will convince the board (educators/s) which transportation plan is best for the community. Have students debate the pros and cons of each plan. Encourage them to consider both short-term and long-term solutions, how each plan might be financed, and whether a combination of one or more of the new technologies or alternative fuels might make the most sense for the city.
The activity will be concluded by voting on which plan (or combination of plans) to adopt based on the evidence presented in the four team proposals.
In-Class activity 3C: Alternative Energy Propulsion Transportation. PK: Efficiency and sustainability of our current modes of transport.
NK: Modes of transport of the future.
CA: In-class activity and 3A, 3B and 3CIntro: After students have voted on and decided which mode of transport is viable and best to use, they will now desing a 3D model of their perceived Model. (GroupWork) Chosen mode of transport:Section A: Transportation Design.
- Designing in Paint 3D, students will formulate an authentic design spec.
Section B: Informational brochure in CANVA.
Students will provide an overview of their vehicle:
- Propultion system
- Design features
- Specs (Speed/Effieciency/Capacity)
- Sustainability
- Full overview of vehicles functioning
Section C: Second Board Meeting
Students will present their Brochure and Vehicle to the class "Boardroom".
Students will vote on the best design and most applicable mode of Transport.
In-Class Activity 4: Flip Grid ReflectionPK: Modes of transport of the future.
NK: Reflection on the application of new transport systems in our community.
CA: In-Class Activity 4. Flip Grid ResponseFlipgrid reflection:
Students will record a Flip Grid response (3Min) using the questions below as guidelines.
- Which energy sources are the most influential to our society?
- Why would you choose to use alternative energy?
- How far do you think SA is from being able to accommodate the vehicles of the future?
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