Support Resources - Amazon S3... 4 Concert Carbon Footprints 1. Investigate what is meant by the...

Support Resources

TechniquestStuart Street

CardiffCF10 5BW

Tel: 029 20 475 475www.techniquest.org

www.techniquest.org

Back Stage Challenge

2

Copyright

Teachers may reproduce the following materials without infringing copyright, so long as copies are made for use in their own schools. Techniquest’s permission must be obtained before reproducing these materials for any other purpose.

Summary

In this workshop, pupils organise a series of concerts in castles across Wales, choosing the performing artists and calculating their costs. To do this, they will need to draw information from the graphs and tables provided. In groups, pupils will organise eight concerts to be held simultaneously. They may therefore need to negotiate their choice of artists with other groups. Pupils are given a series of

Acknowledgements

Special thanks to the Welsh Government and European Social Fund for their support. Thanks to the pupils and teachers of Barry Comprehensive School, Cardiff High School and Fitzalan High School for their support and ideas.

requirements to meet and will need to use the data provided to carry out calculations with money.

About this book

Pupil activities can be found on pages 3-8.Answers to the activities can be found on pages 9-11.Curriculum links for the workshop and these activities can be found on pages 12-14.

www.techniquest.org


3

Favourite MusicThere are many different types of music. Think about the different music you hear and where you hear it. You may hear music in the street, on the radio, in television adverts, in concerts, in restaurants and in films.

In this activity, you will explore the different types of music and investigate which types of music are the most popular among the people you know. You will then compare your results with the music charts to see if your friends’ tastes in music reflect those of the rest of the population.

1. Carry out research to compile a list of the different genres (types) of music.

2. Which of these types of music have you heard?

3. Which of these types of music have you never heard?

4. Carry out a survey into people’s favourite type of music.

What questions do you need to ask in your survey? Ask at least 12 people (friends and family) as part of your survey. 5. Draw a graph of your results using

the grid. 6. What conclusions can you draw

from your graph? 7. Find out the top ten singles chart

for this week. What types of music are featured in the top ten?

8. What type of music is featured most often?

9. Is this type of music the most popular among the people you surveyed? Explain your answer.

www.techniquest.org


4

Concert Carbon Footprints1. Investigate what is meant by the term “carbon footprint”.

2. One of the concerts was held at Cardiff Castle. Study the graph below. It shows how much carbon was produced from this concert.

Reading the values from the graph, fill in the table.

3. How much carbon was produced in total from the concert?

100

200

300

Mark

etin

g

Elec

tron

ics

Soun

d &

Lig

htin

g

Set

Mer

chand

ise

Cate

ring

Mus

ic A

cts’

Tra

vel

Staff

Tra

vel

Tonn

es o

f Ca

rbon

Part of concert Tonnes of carbon

Merchandise

Catering

Music Acts’ Travel

Staff Travel

Marketing

Electronics

Sound & Lighting

Set

www.techniquest.org


5

4. Here are the figures for the carbon produced from the catering. Draw this information in a graph.

5. 18,000 people attended the concert. Imagine everyone bought one burger and one bag of chips.

How much is each person’s carbon footprint for food?

Catering kg of carbon

Burgers

Chips

Beer

Bottled water

81,000

45,000

108,000

54,000

www.techniquest.org


6

6. This pie chart shows how the 18,000 fans travelled to and from the concert. Using this information, calculate how many fans used each type of transport.

7. List two types of transport that could be covered by the term “other” in the pie chart.

8. Investigate what is meant by the term “off-setting”.

9. Suggest one way the carbon footprint of the concert could be off-set.

CarTrainBusOther

Transport Number of fans

Car

Train

Bus

Other

60%

25%

10%

5%

www.techniquest.org


7

Concert CareersAt every concert and major public event there

will be catering stalls. When you go to buy your food how often do you think about all the different jobs and careers involved in getting it to the event?

Here are some of the careers linked with the foods that may be served at a concert.

ProducerInvests time and money

to produce the food product

Food EngineerDesigns and maintains

equipment used in production

Production Manager

Oversees the making of the food product

Team LeaderOversees processing

operatives

Processing Operative

Ensures the food product is prepared and

ready for use

New Product Development

Creates new products for consumers

Quality AssessorEnsures good food hygiene and safety

procedures are maintained

Sales and Marketing

Promotes and advertises the food product

Food Packaging Researcher

Delivers products to appeal to consumers

LogisticsEnsures fresh products

are where they are needed

Distribution Manager

Oversees the delivery of the finished product

Catering ManagerOversees the sale of the

product to the public

Catering StaffPrepares and sells the product to the public

www.techniquest.org


8

1. Develop a career chain starting with production of the food product and finishing at the point of sale.

2. Imagine you purchase a burger and an orange juice at the concert. There are three main parts to this meal: the burger, the bun and the orange juice. Select one of these and develop a career chain for this product. You may wish to include more careers in your chain than those listed on the previous page.

3. Choose another area of the festival such as merchandise, technical support, promotion or musicians and develop a career chain for that area of the event.

Research career profiles can be found at:http://www.rcuk.ac.uk/researchcareers/percase/Pages/home.aspx

RCUK Careers in Research hosts an online suite of stories providing an insight about life as a researcher and the different career paths researchers take. The stories feature researchers from all seven Research Councils and cover a broad range of disciplines. New case studies will be added to the site regularly.

www.techniquest.org


9

Page 3: Favourite Music

1. Sources for music genres include Amazon, iTunes and Spotify.

2 and 3. Depends on pupils’ own experiences.

4. Sample questions include: • What music do you most frequently listen

to?• What is your favourite music?• What music do you enjoy listening to?

5. Depends on the results obtained.

6. The graph should show the most popular music among those surveyed.

7. Music genres may include: pop, rock, heavy metal, RnB and Indie.

8. Depends on the pupils’ research.

9. The most popular music in the charts may or may not be the same as that identified by the pupils in their survey. They should make some comment about why the result is the same or different. This could be related to some characteristic of the people surveyed.

Page 4: Concert Carbon Footprint

1. “Carbon footprint” is the amount of carbon produced by an individual or company in one year.

2. Figures given are approximate.

3. 8 + 10 + 50 + 35 + 125 + 290 + 0 + 2 = 520 tonnes of carbon

Part of concert Tonnes of carbon

Merchandise

Catering

Music Acts’ Travel

Staff Travel

Marketing

Electronics

Sound & Lighting

Set

125

290

0

2

8

10

50

35

www.techniquest.org


10

4. 6.

Catering

Burger Chips Beer Bottled water

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

1,00

0 kg

of c

arbo

n

5. Burgers = 81,00081,000/18,000 = 4.5 kg per burger

Chips = 45,00045,000/18,000 = 2.5 kg per bag of chips

4.5 + 2.5 = 7 kg of carbon per person

7. Cycling, walking

8. “Off-setting” is investing back into the environment to counteract the carbon created.

9. One way of off-setting the carbon produced by the concert is to plant trees. A mature sycamore (Acer pseudoplatanus), with a diameter of 52 cm and a stem height of 12 m can consume one tonne of carbon in a year.

Transport Number of fans

Car

Train

Bus

Other

(60%) 10,800

(25%) 4,500

(10%) 1,800

(5%) 900

www.techniquest.org


11

Page 7: Concert Careers

1.

Bun

ProducerFood Engineer

Production ManagerTeam Leader

Processing OperativeNew Product Development

Quality AssessorSales and Marketing

Food Packaging ResearcherLogistics

Distribution ManagerCatering Manager

Catering Staff

2. Burger

FarmerAnimal Welfare Officer

Meat InspectorFood Engineer






Catering Staff

GrowerAgricultural Engineer

BuyerFood Engineer






Catering Staff

Orange juice

GrowerBuyer

Food EngineerProduction Manager

Team LeaderProcessing Operative

New Product DevelopmentQuality Assessor

Sales and MarketingFood Packaging Researcher

LogisticsDistribution ManagerCatering Manager

Catering Staff

3.Depends on which area pupils choose.

www.techniquest.org


Links with the Skills Framework

Developing Thinking

Plan Asking questions. Activating prior skills, knowledge and understanding. Gathering information. Determining the process/method and strategy. Determining success criteria.Develop Generating and developing ideas. Valuing errors and unexpected outcomes. Entrepreneurial thinking. Thinking about cause and effect and making inferences. Thinking logically and seeking patterns. Considering evidence, information and ideas. Forming opinions and making decisions. Monitoring progress.Reflect Reviewing outcomes and success criteria. Reviewing the process/method. Evaluate own learning and thinking. Linking and lateral thinking.

Developing Communication

Oracy Developing information and ideas. Presenting information and ideas.Reading Locating, selecting and using information. Using reading strategies. Responding to what has been read.Writing Organising ideas and information. Writing accurately.Wider Communication Skills Communicating ideas and emotions. Communicating information.

Developing ICT

ICT Skills Framework Finding and developing information and ideas. Creating and presenting information and ideas.

Developing Number

Use Mathematical Information Using numbers. Measuring. Gathering information.Calculate Using the number system. Using a variety of methods.Interpret and Present Findings Talking about and explaining work. Comparing data. Recording and interpreting data and presenting findings.

Key Main focus Incidental focus No intended focus

12

www.techniquest.org


Mathematics: Key Stage 3

SkillsSolve mathematical problemsPupils should be given opportunities to:• Select, organise and use mathematics, resources,

measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems.

• Identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information.

• Develop and use their own mathematical strategies and ideas and consider those of others.

• Select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks.

• Use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems.

• Use a range of mental, written and calculator computational strategies.

Communicate MathematicallyPupils should be given opportunities to:• Use a wide range of mathematical language,

notation, symbols and conventions to explain and communicate their work to others.

• Visualise, describe and represent shapes, movements and transformations, using related mathematical language.

• Read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT.

• Present work clearly, using diagrams, labelled graphs and symbols.

• Explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing.

Reason MathematicallyPupil should be given opportunities to:• Extend mental methods of computation to

consolidate a range of non-calculator methods. • Justify how they arrived at a conclusion to a

problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude.

• Understand general algebraic statements; make and test generalisations; recognise particular examples of a general statement.

• Interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation.

• Explain, follow and compare lines of mathematical argument; make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid; appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias.

• Evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of results; recognise that inferences drawn from data analysis may suggest the need for further investigation.

RangeNumberPupils should be given opportunities to:1. Understand number and number notation• Extend their knowledge of the number system,

including decimals, ratios, fractions, percentages and the relationships between them.

2. Calculate in a variety of ways• Use a calculator efficiently to plan a complex

calculation.• Calculate with whole numbers, negative numbers,

decimals, fractions, percentages and ratios, understanding the effects of the operations.

13

Curriculum Links

www.techniquest.org


Mathematics: Key Stage 3 (cont.)

RangeMeasures and MoneyPupils should be given opportunities to:1. Understand and use measures• Extend their understanding of the nature of

measurement, including the difference between discrete and continuous measures.

• Develop their understanding of the relationships between units, converting from one metric to another.

• Use and interpret scale on graphs, maps and drawings.

• Find perimeters, areas and volumes of common shapes.

2. Understand and use money• Understand and use the conventional way of

recording money.• Calculate with money and solve problems relating to

budgeting, saving and spending, and currency exchange rates.

• Interpret a calculator display in relation to money

Shape, Position and MovementPupils should be given opportunities to:1. Understand and use the properties of shapes• Explore properties of shapes through drawing and

practical work.

Handling DataPupils should be given opportunities to:1. Collect, represent, analyse and interpret data• Interpret information given in a wide range of

graphs, diagrams and statistics, especially real-life data.

14

Curriculum Links

Support Resources - Amazon S3... 4 Concert Carbon Footprints 1. Investigate what is meant by the...

Documents

Transcript of Support Resources - Amazon S3... 4 Concert Carbon Footprints 1. Investigate what is meant by the...