Plastic fantastic
EPISODE 4
9TH MARCH 2010
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Briefly summarise the BtN story.
What are the 3 Rs of waste reduction?
Illustrate the plastic recycling process explained in the BtN story.
What sorts of products are made from recycled plastic?
What material is added to the plastic?
What is the recycled plastic like once it becomes hot?
What are the benefits of recycled plastic products?
What incentives are there in some states to recycle plastic?
Make a list of the environmental benefits of recycling. Share your list with
another student.
10. What recycled products can you find at home or school? Were there any
surprising finds?
Learning Area
Design and technology
Key learning
Students will design, make
and appraise an object
made from recycled
materials.
Recycled design
What does recycling mean?
Ask students to come up with their own definition of recycling. Collate students’
ideas to come up with a class definition of recycling.
Students will design and create a product made from recycled materials. The
product can be functional or aesthetic (an artwork). Students can work
individually, in pairs or small groups to create their object.
Investigate
Students think about products that could be made using recycled materials. A web
search of products made from recycled materials may help inspire students. The
following web link has a number of images of products made from recycled
materials
http://images.google.com.au/images?q=products+made+from+recycled+materials
&hl=en&um=1&ie=UTF-8&ei=C02US_y1KoTkAWphKyCDQ&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCAQs
AQwAA
There are also retail outlets that sell products made from recycled materials, for
example Oxfam and Waste Not Want Not.
Plan
Decide on an object to make and sketch it. What recycled materials are needed?
Students need to ensure that they have access to the materials, equipment and
skills required to construct their object. Does the design need to be adapted?
© ABC
.
Create
Students collect the materials (recycled and non-recycled) and equipment needed
to construct their product and make it.
Provide an opportunity for students to display their objects. Each student/group
can give a brief description of their object.
Evaluate
Record any problems you had in the construction of their project.
What steps did you take to overcome the problems?
What worked well with the design?
What would you do differently next time?
Further investigation
The shopping challenge. The next time you go to the supermarket see how many
household items you can find that are recycled. Are there any surprises on the
shelves?
 Related Research Links
ABC Behind the News – Recycling
http://abc.net.au/btn/story/s2321538.htm
Clean up Australia – Plastic recycling fact sheet
http://www.cleanup.org.au/PDF/au/cua_plastic_recycling_fact_sheet.pdf
KESAB – Plastics information sheet
http://www.kesab.asn.au/uploads/File/Fact%20Sheets%20-%20Plastics.htm
Planet Ark – 25 things you can re-use at home
http://www.recyclingnearyou.com.au/education/25-things-to-re-use.cfm
EPA – Recycle city game
http://www.epa.gov/recyclecity/gameint.htm
© ABC
Wind farms
Focus Questions
1.
2.
3.
4.
5.
6.
7.
Illustrate an aspect of the BtN story.
How do most power plants generate electricity?
How do wind farms work?
What are the disadvantages of wind farms?
What is a renewable resource?
What are the advantages of wind farms?
Why are some people opposed to wind farms? Explain whether you think it is
a sound argument.
8. Would you be happy to have a wind farm close to your house? Explain your
answer.
9. Should more effort be made to harness energy from alternative sources?
Why or why not?
10. What do you understand more clearly since watching the BtN story?
EPISODE 21
11TH AUGUST 2009
Learning Area
Science
Key learning
Students will explore the
significance of wind power
as an energy source.
Is wind power essential to our future?
Begin with a class discussion about different energy sources. Create three
headings; fossil fuels, renewable and nuclear. Ask students to brainstorm what
they know about each including the impact on the environment.
Ask students to write what they think the meaning of each of the following
word/phrase is:






Fossil fuels
Climate change
Renewable energy source
Wind farm
Generator
Turbine
Swap definitions with a partner and ask them to add to or change the definition.
Check these against the dictionary definition or another source. Ask students to
write a summary of the BtN story using all the key words.
Students find out how a wind turbine works at the following interactive
http://www.windpower.org/en/kids/intro/build.htm Create a short information
report explaining how wind turbines work and include details of factors that affect
their performance.
Working in groups of 3-4, ask students to revisit the BtN story (watch the story
online or use the transcript from the BtN website). What issues were raised in the
story? Who is affected? How could the effects be reduced or minimised? There
© ABC
.
are some relevant web links at the end of this activity to support students with
their research. The groups’ findings can be published in one of the following ways:




Oral presentation
Short video
Desktop publish
Mind map
Reflection
Has your thinking about alternative energy sources changed? Explain your answer.
Further investigation
Develop an argument either for or against one of the following statements:
Wind power is essential to our future.
Wind farms are aesthetically attractive.
More effort should be made to harness renewable energy sources.
 Related Research Links
ABC Stateline – Bungendore’s winds of change
http://www.abc.net.au/stateline/act/content/2006/s2630531.htm
ABC Science – Smart wind turbines to change shape
http://www.abc.net.au/science/articles/2009/05/27/2582065.htm
New South Wales Department of Planning – Capital Wind Farm
http://majorprojects.planning.nsw.gov.au/files/24989/B1%20CWF%20Project%20
Community%20Brochure%20March%202005.pdf
Wind power – Assemble a wind turbine
http://www.windpower.org/en/kids/intro/build.htm
Kidcyber – Wind energy
http://www.kidcyber.com.au/topics/windenerg.htm
Energy Australia – Wind – Energy kids
http://www.energykids.energyaustralia.com.au/renewable_energy/wind
© ABC
Recycling
Focus Questions
1]
2]
3]
4]
5]
6]
7]
8]
9]
10]
What is happening to the refund on cans and bottles in South Australia?
Where do most bottles and cans end up?
How are steel and aluminium cans separated at the recycling centre?
What do environmental groups think should be done?
How have business groups responded to the plan?
What is your opinion of the plan?
What else could be done to encourage people to recycle?
How does waste impact on our environment?
Apart from recycling, what other ways can waste be reduced?
How has your thinking changed since watching the BtN story?
The three R’s in your school
Clarify what students understand by the following key words:

Reduce

Reuse

Recycle

Waste reduction
How does reducing, reusing and recycling impact on the environment? Students
will be investigating ways to reduce waste in their school. Hold a class discussion
about how waste is produced in the community and what happens to it. Now ask
students to think about what happens at a school level. Ask students to generate
some questions about what happens to waste at their school. Some possible
questions include:
Why is it important for schools to support waste reduction?
EPISODE 20
5TH AUGUST 2008
Learning Area
Society and Environment
Key learning
Students will develop a
deeper understanding of
what waste reduction is
and changes that can be
made at a school level.
Key words
Reduce
Reuse
Recycle
Waste reduction
Environmental impact
Students can investigate waste
reduction in other schools or
workplaces to get ideas.
How is recycling encouraged in the playground, classrooms and school administration?
Is waste reduction encouraged/supported in the school? How does this happen?
What materials are reused?
What else could the school do to support the three R’s?
The student generated questions will form the basis for their research into waste
reduction in their school. Students will need to interview school staff members –
Principal, Deputy Principal, teachers, cleaners etc, to determine what happens to
the waste in their school. Students can then determine what they think needs to
be done to reduce waste and develop a proposal or action plan to go to SRC,
school leadership or the Governing/School Council.
© ABC
There are some weblinks at
the end of this activity sheet
to support students’ research.
Further investigations
Research the environmental, social and financial costs and benefits of recycling.
Interview an elderly person to discover how shopping (packaging) has changed over
time.
Students create a guide for kids about the three R’s (reduce, reuse, recycle) with
information about how they can make a difference.
 Related Research Links
ABC 730 Report – Recycling
http://www.abc.net.au/7.30/content/2008/s2287158.htm
Planet Ark website - Recycling tips
http://www.recyclingnearyou.com.au/education/25-things-to-re-use.cfm
Recycle now - Why recycling matters
http://www.recyclenow.com/why_recycling_matters/why_recycling.html
Wipe out waste website
http://www.wow.sa.gov.au/
KESAB – Fact sheets about aluminium cans
http://www.kesab.asn.au/uploads/File/Fact%20Sheets%20%20Aluminium%20and%20Aluminium%20Cans.htm
KESAB – Waste reduction tips
http://www.kesab.asn.au/uploads/File/Fact%20Sheets%20%20Waste%20Tips.htm
© ABC
Hybrid cars
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What was the main point of the story?
Why are alternatives to fuel powered cars being investigated?
What is a disadvantage of an electric motor?
What is a hybrid car?
In your own words, describe how a hybrid engine works.
What are the benefits of hybrid cars?
What agreement has the Government made with Toyota in Japan?
List the disadvantages of hybrid cars?
What are some other car technologies on the horizon?
10. What do you think the Government should be doing to support petrol
alternatives?
EPISODE 16
17H JUNE 2008
Learning Area
Society and environment
English
Key learning
What will be the car of the future?
Students will create a brochure advertising the car of the future. The brochure will
need to include what the issues are with petrol/diesel powered cars, what the best
alternative energy source is for powering cars and why.
Students begin with a partner discussion about what they know about alternative
energy sources for cars. Ask them report back to the class with what they know.
They can then generate key questions to research in order to determine what
alternative fuel source is best to power the car of the future. Some possible
questions include:
Students will identify
alternative energy sources
for future cars and create
an advertising brochure.
Key words
Fossil fuel
Hybrid
Emissions
Energy source
Internal combustion
What are the issues with continuing fossil fuel use?
Hydrogen
What types of alternative energy sources are being developed for future cars?
Solar
What are the advantages and disadvantages of each?
When students have a clear understanding of what the alternatives are and the
advantages and disadvantages of each, they can make a decision about what the
car of the future could be. They can then create their brochure. The following
website explains how to create a brochure using Microsoft Publisher.
http://www.teachersintouch.net/lesson/plans/primary/exhibiting-art.asp
Further investigations
Research the amount of emissions a hybrid car produces compared with a petrol
vehicle.
Create a labelled diagram that shows how a hybrid engine works.
© ABC
There are some web links at
the end of this activity sheet
that may help students with
their research.
Use the online puzzle maker to create a word search or crossword about energy.
http://www.awesomeclipartforkids.com/crossword/crosswordpuzzlemaker.html
 Related Research Links
ABC News – Car makers will be forced to follow hybrid lead
http://www.abc.net.au/news/stories/2008/06/10/2269918.htm
ABC News – Prime Minister announces $35 million boost for Victorian Toyota
factory
http://www.abc.net.au/news/stories/2008/06/10/2270666.htm
ABC News – Holden urged to follow Toyota hybrid lead
http://www.abc.net.au/news/stories/2008/06/10/2270108.htm
Howstuffworks website – How hybrid cars work
http://www.howstuffworks.com/hybrid-car.htm
A student’s guide to alternative energy sources for cars
http://www.energyquest.ca.gov/transportation/index.html
Hybrid cars pros and cons
http://www.physorg.com/news10031.html
Choice magazine – hybrid cars
http://www.choice.com.au/viewArticle.aspx?id=104663&catId=100462&tid=1000
08&p=2&title=Hybrid+cars
© ABC
Solar cars
Focus Questions
EPISODE 30
1.
2.
3.
4.
5.
6.
7.
8.
9.
In which decade was the World Solar Challenge first held?
Where does the race start and finish?
What is the distance of the race?
Why are alternative energy sources for cars being explored?
Petrol is a renewable resource. True or false?
Describe how a solar panel works.
What are the benefits of a solar car?
What are some of the disadvantages?
How are solar car technologies being used in other aspects of car
engineering?
10. What do you think the future of solar cars is? Explain your answer.
Cars of the future
Students will investigate alternative energy sources used to power cars. The BtN
story looked at solar power being used to run a car but other sources of energy are
also being explored as potential cars of the future.
Ask students to discuss and make some predictions about the following:

How could cars be improved? Why?

Why are scientists and engineers researching ways to make cars better?

Will attitudes about the use of fossil fuels (petrol and natural gas) change
over the next 50 years? Why?

Why might we see changes to the way cars are powered?
Divide the class into five teams. Each team will explore in depth one of the
alternative fuel sources to power cars in the future.

Solar

Hybrid

Biofuel (ethanol)

Hydrogen

Electric
Each group will need to investigate

The environmental impact of the energy source

The advantages and disadvantages

Challenges
© ABC
25TH OCTOBER 2011
Learning Area
Science
Key learning
Students will investigate the
advantages and
disadvantages of using
alternative energies to
power the car of the future.
Each team presents their research finding to the rest of the class. Students then
think about which energy source seems most likely to be commonly used in the
future. Why?
Students will need to provide a list of references they used in their presentations,
including the web sites they referenced.
Further investigations
Some of the design features of the solar cars have be used by mainstream car
manufacturers to improve performance and fuel efficiency. These include low friction
tyres, aerodynamics and improved battery technology. Create a poster that illustrates
and explains these technologies.
How does a solar car work? Draw a diagram that includes the following information:
Solar energy becomes electricity
Power storage
Motor controller
The motor
What are some design features that could increase a car’s fuel efficiency? How could
aspects of the engine, body and other components of the care be modified to
minimise that amount of fuel the car requires?
 Related Research Links
World Solar Challenge – Official website
http://www.worldsolarchallenge.org/
Virtual World Solar Challenge
http://wsc.pv.unsw.edu.au/
Energy Quest – A student’s guide to alternative fuel vehicles
http://www.energyquest.ca.gov/transportation/index.html
Green Zone Drive - Technologies
http://www.greenzonedrive.com.au/Adelaide2011/Technologies.html
© ABC