Science and Technology

Students may use the sites to learn:

Built environment

• Systems that provide services to communities greatly influence the types of environment that we build.

• People influence the quality of life into the future through the products, systems and environments that they design, construct and use.

• When designing environments, it is important to consider the aesthetic and functional impacts of the development.

Products and services

• People influence the quality of life in the future through the products and systems they create and use.

• When designing products and services, it is important to consider the environmental, safety and functional impacts of the development.

Earth and its surroundings

• Some resources, e.g. fuels, are renewable and others are not.

Science

Students may use the sites to:

• identify where resources are found, and describe ways in which they are used by humans

• give examples of resources from living things and resources extracted from the air, Earth and oceans

• identify fossil fuels and describe some of their uses

• identify renewable and non-renewable sources of energy

• identify, using examples, common, simple devices and explain why they are used

• identify a variety of energy transformations in everyday devices involving electrical, sound, light or heat energy.

Technology

Students may use the sites to:

• describe factors influencing design in the areas of study of Built Environments, Products and Information and Communication

• generate and communicate creative design ideas and solutions

• select, analyse, present and apply research and experimentation from a variety of sources

• identify and explain ethical, social, environmental and sustainability considerations related to design projects.

Investigating transport sustainability issues in schools can include student transport to and from school, transporting students to sport or for excursions.

Student transport is responsible for just over 20% of a school’s total greenhouse gas emissions. Through investigating methods of transport, students can measure and describe the environmental impact of this transport. Investigation can lead to developing student travel plans with lower environmental impacts, walking bus programs or increases in cycling.

Transport survey

Calculate your carbon impact from your use of transport by completing a Transport energy audit.

Students can investigate the travel distance and method of transport from home to school. Copy the attached X-Cell chart and fill in data for the class. Develop a report (including graphs) describing student transport and the greenhouse gas emissions. By mapping school and home location, students can identify transport patterns and develop alternative transport methods. Students should investigate emissions from different forms of transport.

Further information can be obtained by investigating ‘Travel Smart’ or ‘Walking School bus’ programs.

Your local Council can assist with maps and photographs of the local area and detailed information on planning processes.

A YouTube video has been included in this resource. It is intended that the teacher will display the YouTube video on an Interactive whiteboard.

You may like to obtain a copy of the video 'Who killed the electric car?'.