SCI 3 the Big Debate

8/8/2019 SCI 3 the Big Debate

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S c i en c e .K S 3 C y c l e C ur r i c u l um P a ck .V er s i on1 .A pr i l 2 0 0 9

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KS3 Cycle Curriculum PackProject three – The Big Debate

Page 3.1

Summary

This curriculum resource is designed to use cycling and aspectsrelating to it in order to understand how science works. Thematerials use cycling and associated resources to explorescientific knowledge, theories and models to provide a deeperunderstanding of the scientific process.

The health of the nation

There is growing concern that we as a nation are becoming less healthy.Much of this concern centres on changing lifestyles resulting in lack offitness, often characterised by increasing levels of obesity. While at an

individual level this can result in medical problems and changes in self-esteem, as a nation it is reducing lifespan, increasing dependency on thehealth and social services and resulting in loss of capacity for work. Thishas a significant effect on the future economic state of the country.

Children of school age are particularly sensitive to issues around personalimage. They are increasingly exposed to a culture of celebrity with itsportrayal of specific lifestyles coupled with personal image. They aregrowing up in circumstances where lifestyle choices are subjected tosignificant pressure through advertising and media to conform. The BigDebate focuses on identifying trends in health, activity and transport,

which provides a background against which children can make their ownlifestyle choices.

In this project students will look at travel, health and exercise at a personal,local and national level. The activities will develop skills of analysis andevaluation by considering data and will also look at collecting differentforms of data – precise data from a scientific investigation, and surveydata where it is necessary to consider aspects of reliability and accuracy.

The Big Debatesummary

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Teaching delivery map

Areas within the Key Stage 3 (KS3) programme of study

Unit no. Key concepts Project summary

1.1b Scientific thinking Critically analysing and evaluating evidencefrom observations and experiments.

Unit no. Key processes Project summary

2.1a Practical skills Use a range of scientific methods andtechniques to develop and test ideas.

2.1c Practical skills Plan and carry out investigative activities.2.2a Evidence Obtain, record and analyse data from a wide

range of sources, and use findings to provideevidence for scientific explanations.

2.2b Evidence Evaluate scientific evidence andworking methods.

The Big Debateteaching delivery map

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Teaching delivery map

Areas within government initiatives/programmes

Initiative/programme How the project links to this initiative/programme

Key Stage 3 (KS3) science Section 1 – How science works.Section 2 – Organisms, behaviour and health.

Every Child Matters (ECM) • Physically healthy• Healthy lifestyles• Enjoy and achieve

Healthy Schools (HS) • Personal, Social and Health Education (PSHE)• Healthy eating

• Physical activitySocial and Emotional Aspects • Self-awarenessof Learning (SEAL) • Social skills

Sustainable Schools (SS) • Food and drink• Travel and traffic• Inclusion and participation

The Big Debateteaching delivery map

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Teaching notes and

lesson plans

The health of the nationThe project consists of three activities:

Activity 1The national pictureAnalysing statistics to pick out an overall picture or message. The messageis then translated into a form that is accessible to members of the public –a video broadcast.

Activity 2The local pictureLearning about sample size when conducting a survey and then planninga survey of young people to provide representative information aboutschool travel.

Activity 3Investigating the benefits of exerciseInvestigating the exercise benefits of different methods of travel to school,based on heart rate data.

Each of these activities is designed to cover several hours of work, andto involve work outside classroom settings. Students will need access to

digital cameras, spreadsheets and data loggers to successfully completeall three activities.

The Big Debatelesson plans

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Teaching notes and

lesson plans

The national pictureActivityTables of data are provided from national statistics on obesity rates inchildren, activity levels in children and on methods of transport. Studentsanalyse the data tables, or others provided for this activity, to identify keymessages. They then plan a video sequence to communicate these keymessages to others and create a video using Photo Story or similar software.The completed videos could be uploaded to a website for downloading tomp3 players.

The messages behind the provided data are:

• Rates for obesity and being overweight in children are high and increasing

• Levels of activity in children fall as they get older

• Rates of use of ‘passive’ forms of transport are increasing while ratesfor ‘active’ forms of transport are decreasing

Additional workUse regional data sets to compare with the national picture. Decide if theissue of children’s health is greater in a large city such as London.

Equipment required• Digital cameras

• Access to computers running Photo Story or similar software

Health and safetyCheck policies on photographing children and ensure parental consent hasbeen obtained where appropriate.

Resources:

Handout 1 The national pictureWorksheet 1 The national picture

The Big Debateactivity 1 – structure

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Teaching notes and

lesson plans

The national picture – additional informationProducing a Photo Story

Photo Story software for Windows XP computers is available as a freedownload from Microsoft:

www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx

Support resources available from:

www.papajohn.org

www.microsoft.com/windowsxp/using/digitalphotography/learnmore/ballew_photostory3.mspx

If you are using a computer running Windows Vista, a similar softwaretool to Photo Story exists within the Windows Photo Gallery – click the‘make a movie’ button. No download is needed, but the above supportsites provide guidance that is relevant to both software tools.

School Travel Plan websites:

www.schooltravelplans.org/

www.saferoutestoschools.org.uk/index.php?f=travel_plans.htm

www.rbkc.gov.uk/sttravelplans/general/default.asp

School Travel Advisers’ toolkit:

www.teachernet.gov.uk/wholeschool/sd/managers/travel/STAtoolkit


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The Big

Debate...Handouts and worksheets for photocopyingActivity 1




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Activity 1

Handout 1

Page 1 of 3

These statistics have been collected nationally by different government

departments. They are based on large samples of people to increase thereliability of the findings.

Table 1 shows actual and predicted numbers of children who are eitheroverweight or obese:

Number of children obese and overweight 2003–2010

Boys 11-15

2003 2010

Total number 1,676,800 1,554,300

Obese 335,777 479,519

Overweight 242,822 221,859

Girls 11-15

2003 2010

Total number 1,591,900 1,489,000

Obese 351,682 396,325

Overweight 260,856 241,566

Source: Forecasting Obesity to 2010. National Centre for Social Research and Departmentof Epidemiology and Public Health at the Royal Free and University College MedicalSchool, Copyright 2006: The Information Centre, Lifestyles Statistics

The national picture





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Activity 1

Handout 1

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Table 2 shows how children’s levels of physical activity change as they

get older:

Children’s physical activity in 2002 – percentage of each age group

Boys

Age 11 12 13 14 15

60 mins per day 77 71 69 62 69

30-59 mins per day 9 11 17 14 14

Less than 30 mins per day 14 18 15 24 17

Girls

Age 11 12 13 14 15

60 mins per day 64 52 50 44 50

30-59 mins per day 16 22 23 21 15

Less than 30 mins per day 20 26 27 35 35

Source: Health Survey for England 2002, The Department of Health,Copyright: The Information Centre, Lifestyles Statistics





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KS3 Cycle Curriculum Pack

Project three – The Big Debate

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Activity 1

Handout 1

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Table 3 shows the changing pattern of transport in the country over

a ten-year period:

Average distance travelled by different methods of transport

Distances in miles

1995 2005

Walk 200 197

Bicycle 43 36

Hire bus 106 122London bus 43 67

Car 2,082 2,061

London Underground 60 67

Taxi 46 60

Source: Transport Statistics Bulletin, National Travel Survey: 2005, Department for

Transport, Copyright: The Information Centre, Lifestyles Statistics






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Activity 1

Worksheet 1

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What message do these figures suggest?

Your task is to work as a group and to study the tables of data. Identify whatfor you are the most important messages. You can do further calculations ifyou wish by finding averages or percentages. You could also use the figuresto draw graphs.

Make a video to inform the public of these messages.

When you have agreed on the messages you need to collect images thatcommunicate the message. Use the internet to find images and save graphsand charts as image files, or make your own images using a digital camera.

Use presentation software such as Photo Story or iPhoto to create a videosequence – add captions and music to enhance the message. If possible,make your video available as a podcast for download to a music player ormobile phone.





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Teaching notes and

lesson plans

The local pictureActivityStudents plan and carry out a survey to find out how people travel to schooland the reasons for their choice. Groups will need to make decisions onthe aims of their survey, the types of questions they will ask, whether thesurvey requires an interviewer, how to structure questions as open orclosed, how to analyse the data, how to make the survey quantitativeand how to choose a representative sample. Once the survey has beenadministered and the results analysed groups will need to find an effectiveway to communicate their findings.

To help understand issues to do with sample size and reliability, an exerciseis included that involves estimating numbers of objects using a mark andrecapture technique. This involves taking a sample of objects, marking themand then mixing the marked objects with all of the unmarked objects. Bycounting the numbers of marked objects from a second sample, the totalnumber of objects can be estimated. Estimates become more accurate thelarger the sample size, which raises the question of what is the optimumsample size to use in a survey. Beans, pasta shapes and small buildingbricks are suitable objects for this activity – about 300-500 should beused, preferably in an opaque bag or plastic container.

Additional workThe data gathered and the analysis performed in this activitycan contribute to the development of the School Travel Plan.A guide to setting up travel plan groups can be obtained from:tfl.gov.uk/assets/downloads/corporate/local-travel-plan-groups.pdf


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Teaching notes and

lesson plans

The local picture (continued)Equipment required

• 300-500 small objects in an opaque bag or plastic container anda marker pen for each group

• Access to a computer for designing and printing questionnaires,and for analysis of results

Health and safetyWarn groups not to place beans or raw pasta in their mouths.

Resources:

Worksheet 1 The local picture


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Activity 2

Worksheet 1

Page 1 of 3

You are going to conduct a survey of students to find out thedifferent methods people use to travel to school, and theirreasons for making their choice of transport. One aim of yoursurvey should be to find out how many students make theirchoice because it is a healthy option. You should also find outhow many students would consider riding a bicycle to school,and what changes are needed to help encourage more peopleto ride to school.

You need to plan what questions to ask and how to carry out your survey.One type of survey involves an interviewer asking a small number of

questions to individuals face to face. This produces quite long and variedanswers which are not easy to analyse, but give a lot of information. Anothertype of survey could be done online or using a form. The questions oftenhave tick boxes for the answers, which makes analysis easier. A computercan be used to count up different responses. This type of questionnairesurvey needs a trial run to make sure the correct range of answers hasbeen provided.

How to make the survey reliable

You need to ask enough people in your survey to be sure that you have

sufficient evidence for your conclusions. In this activity you are goingto investigate one method of estimating the best size of sample to getrepresentative results.

You need a population of objects. Your task is to decide how many objectsare in the whole population. You do this by taking a sample, marking theobjects and then mixing them back with the whole population. Countinghow many marked objects are found in a second sample allows you towork out the size of the whole population, but how big a sample is neededto get a reliable estimate of the size of the whole population?

The local picture





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Activity 2

Worksheet 1

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What to do

1. Count out ten objects from the population and mark them.

2. Mix the ten objects back into the population. (First sample)

3. Take a second sample of ten objects from the population and counthow many of these ten are marked – these are the ones that havebeen recaptured.

4. Work out an estimate of the size of the whole population usingthis formula:

Population size =(size of first sample x size of second sample) ÷ number recaptured.

5. Repeat this process with different sample sizes, such as 20, 30, 40, 50.

6. Decide which size sample is needed to get an accurate estimate of thepopulation size. This task is easier if you can compare results fromdifferent groups of people who are doing this investigation.

7. From this activity you should be able to decide how many peopleshould be included in your survey to be representative of the numberof students in your school. This technique is called mark and recapture.It is used by biologists to estimate the size of animal populations.

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Activity 2

Worksheet 1

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Results table

Number in Number in Number Estimate offirst sample second sample recaptured population size

The survey

You should now know:

• What your survey aims to find out

• What type of survey you are planning

• How many people you need to ask to get reliable results

Carry out your survey and analyse your results. Present your findings in away that communicates the main points and includes supporting evidence.

The local picture



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Teaching notes and

lesson plans

Investigating the benefits of exerciseActivityStudents record their heart rate during different journeys along a commonroute. The simplest method is to compare a journey on foot with the same journey on a bicycle, as this can be completed without needing access toa road. If a suitable road journey is available, the two ‘active’ forms oftransport can be compared with the same journey in a private car or bypublic transport.

To record changing heart rate, use a remote data logger with a chesttransducer sensor. Other sensor types could be used but may give lessreliable results or cannot be used safely while riding a bicycle. The datacollected can be compared by overlaying the data sets onto a singlegraph, or constructing separate graphs with the same scales.

The outcome of this investigation will probably show that only a bicycleprovides sufficient intensity of exercise to have a positive impact on heartand lung fitness. In conjunction with Activity 1: ‘The national picture’, thisactivity shows that one effective way of reversing the increasing trendtowards obesity would be to encourage greater use of cycling as a meansof transport to and from school. Other benefits may include a reductionin congestion around schools, improvement to air quality, improved safety

for pedestrians and better road awareness in students.

Additional workContinued monitoring of heart rate for the same journey should showimproved fitness over a period of weeks. Other variables that could bemonitored include tidal volume and peak flow using a spirometer sensor.


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Teaching notes and

lesson plans

Investigating the benefits of exercise (continued)Equipment required

• Heart rate sensor (chest transducer type) and remote data logger

• Access to computer for downloading and comparing data

Health and safetyA risk assessment needs to be carried out for this activity. Check localregulations on outdoor and off-site educational activities. Be aware of pre-existing medical conditions in students before they undertake strenuous

activities. Avoid competitiveness between students who may wish to obtainexcessively high heart rate measurements. Be aware of traffic hazards.

Resources:

Worksheet 1 Investigating the benefits of exercise


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Activity 3

Worksheet 1

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How you travel to school has an effect on your health andon the health of the community. Extra traffic contributes tocongestion, but travel by car or bus is easy and usually quicker.Walking is seen as healthy, and is a good way of getting exercise.Riding a bicycle to school is quicker than walking but can addto congestion in a minor way as pedestrians and drivers needto make space for cyclists. But is riding a bike to school morehealthy for the cyclist than walking?

Background information

One aspect of fitness that is very important is the ability of lungs to absorboxygen and get rid of carbon dioxide. The heart and circulation also needto be able to transport and deliver these gases at different levels of exertion.To keep the heart and lungs fit, one recommendation is that individualsshould do at least 15 minutes of physical activity three times a week. Thisactivity should make their heart beat at 70 per cent of its maximum rate.This does not necessarily improve balance, strength or skill, but doesimprove stamina.

It is possible to measure maximum heart rate by monitoring the pulse whenexercising at maximum exertion. An easier way is to estimate maximum

heart rate by subtracting age in years from 220. For a 15 year old this givesa maximum heart rate of 205 (220 minus 15).

Exercise at 70 per cent of maximum heart rate for a 15 year old wouldgive a pulse rate of (205 x 70) ÷ 100 = 143.5.

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Activity 3

Worksheet 1

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What to do

How much exertion is needed to get a 15 year old’s pulse to reach 144for 15 minutes? Could you use the journey to school as a way of gettingthis exercise?

Use a data logger to monitor the heart rate of a student travelling toschool, or on a journey of similar length. You will repeat the measurementsfor different methods of transport such as by car, on foot and by bicyclefor the same journey.

Produce a series of graphs that show the change in heart rate for the same

journey using different methods of travel. Format the graphs so that eachone uses the same scales for each axis.

The following graphs show the heart rate of an adult male (70 per cent maxheart rate = 130) on a journey of about 1km. The journey ‘profile’ was:

200m downhill 8% gradient

600m uphill 6% gradient

200m uphill 2% gradient

Travel by car


Time in minutes

100

120

80

60

40

20

20 4 6 8 10

0

140

P u l s e

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Activity 3

Worksheet 1

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Travel by walking

Travel by bicycle


Time in minutes

100

120

80

60

4020

20 4 6 8 100

140

P u l s e

r a t e

Time in minutes

100

120

80

60

40

20

20 4 6 8 10

0

140

P u l s e

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Activity 3

Worksheet 1

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Analysis of graphs

From the graphs you have drawn calculate the time taken for each journey.Describe the heart rate during each journey. From your analysis decidewhether the journey to school is a good opportunity for improving lungand heart fitness.

In the example graphs above none of the journeys were long enough tomake an impact on heart and lung fitness. The longest time was the walk,which took just over eight minutes.

Travel by car appears to reduce the heart rate slightly, and the heart rate

never exceeds 80 beats per minute (bpm). This is unlikely to make anyimprovement to fitness. The walk raised the heart rate slightly. It was morevariable and reached about 95bpm on the steepest upward gradients.This higher heart rate was not maintained for long and so there wouldbe little training effect resulting in improved fitness. The bicycle journeycaused the heart rate to increase to 140bpm. It was greater than 130bpm(the target heart rate for this person) for about one minute, and so partsof this cycle journey produced enough exertion, but not for long enough.From this evidence the person would need to continue cycling up a sixper cent gradient for 15 minutes to reach their exercise threshold, or theyneed to pedal faster.

Conclusion

Use your data to make recommendations about how students could usetheir journey to school as a way of increasing their fitness.


SCI 3 the Big Debate

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