Transport Series: Book 2

Ready-Ed Publications

Book 2

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Transport r o e t s Bo r e p ok u S

Activities for 8-10 © ReadyEd Pub l i cat i oyrs ns

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Written by Fiona Rayns. Illustrated by Melinda Brezmen. © Ready-Ed Publications - 2003.

Published by Ready-Ed Publications (2003) P.O. Box 276 Greenwood W.A. 6024 COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 551 9

Teachers’ Notes

Introduction This book is the second in a series of two written on the “transport” theme. The book is intended to complement the teaching of the topic in the middle primary classroom. Activities have been designed to be highly motivating for students, promoting learning across several subject areas. The book does not attempt to present everything there is to know on transport – it is more a resource tool, packed full of interesting activities to enhance a transport-based teaching programme.

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Student Outcomes

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Each activity stands alone and many of the sheets are suitable for early finishers who wish to complete further research. Some of the more scientific activities may require the teacher to complete the activity as a whole class lesson.

The activities have been arranged according to the method of transport being studied. For ease of use, the relevant subject area has been listed in the Contents on page 3.

Related student outcome statements, based on the National Curriculum Framework, have been shown for each page on pages 6 and 7. Teachers can link these outcomes to the relevant outcomes used in their state or territory.

© ReadyEdPubl i cat i ons Notes for some activity pages are provided on pages 4 and 5. Suitable and relevant Internet •f obeen rr evi e wp ur p se sstudents onl y•in references have also supplied to enable teachers to o safely direct involved Teachers’ Notes

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Useful Web Sites

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online learning. Many of the web references are provided purely for the teacher to study background information about the particular subject area.

There are plenty of interesting web sites listed on the Teaching Points pages that refer specifically to the topic for the activity page. The two web sites below provide a wealth of information on a range of aspects concerning the theme of transport. www.learningon the move.co.uk/virtex Combined resources from five transport museums.

Contains some excellent interactive exhibits, timeline and glossary. www.howstuffworks.com Fantastic site with information about everything technological.

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Contents Teaching Points Learning Outcomes

4 6

Activity

Subject Area

Car T ransport Transport

Check Out Your Car Colour Detective (1) Colour Detective (2) Fluffy Dice Number Plates Odometers (1) Odometers (2) Odometers (3) Production Lines (1) Production Lines (2) Tin Lizzie – The People’s Car

English Research Research Maths (Number) English Maths (Number) Maths (Number) Maths (Number) Science Science Science

8 9 10 11 12 13 14 15 16 17 18

English Science Society & Environment Society & Environment Science Research

19 20 21 22 23 24

Science Science Design Design Design Design Design Design Design

25 26 27 28 29 30 31 32 33 34

Page

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Transport Modes Creature Feature (1) Creature Feature (2) Human Transportation (1) Human Transportation (2) The Wheelchair Wheelchair Access

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Theme

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Internal Combustion Engine (2) Disassembly Day Save Me ... Please! (1) Save Me ... Please! (2) Flying Broomsticks Protecting Humpty Time Travel Marvellous Machines Who Wants to be a Millionaire?

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General Activities Sleigh for Sale It’s a Tough Life!

Science Friction (1) Science Friction (2) Transport Timeline What Am I? What Do You Know?

Where Am I From?

Answers Ready-Ed Publications

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© ReadyEdPubl i cat i ons •f orr evi ew pur pos esonl y• Design Activities Internal Combustion Engine (1) Science

English English Science Science Society & Environment English English Society & Environment

35 36 37 38 39 40 41 42

43 Page 3

Teachers’ Notes

Teaching Points for Individual Activity Sheets

Check Out Your Car (Page 8) Homework exercise. Could involve a possible visit to a car testing station. Stress the importance of safety checks, not only to cars’ passengers but also other road users.

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Number Plates (Page 12) Watch out for “naughty” messages.

Odometers (1, 2 and 3) (Pages 13-15) Check out: www.howstuffworks.com/odometer.htm

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Colour Detective (1 and 2) (Pages 9-10) These investigations can be teacher directed or not depending on the students’ ability.

Research can also be completed as a whole class, small group or individual exercise.

Teachers should check students’ progress on completion of the planning stage. Results could be displayed in a number of ways, e.g. poster, project form or oral presentations.

Production Lines (1 and 2) (Pages 16-17) Requirements: glue and scissors. Have a look at www.toyota.co.jp/Virtual_Factory/as/ as.html Other virtual tours are also available on the Web.

© ReadyEdPubl i cat i ons Tin Lizzie - The People’s Car (Page 18) Check out: • classics.nu/speedsters4.html siter contains some excellent images of f orr evi ewThis pu pos es onl y• restored Model-T cars.

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Human Transportation (1 and 2) (Pages 21-22) The voyage by the First Fleet has been described as the greatest migratory voyage attempted by man. The ships travelled the further than any other migratory voyage, carried the most people and the outcome of the journey was successful. Survival rate on the early trips was relatively good compared with later convict transportation. Students may like to expand this topic to make comparisons with future space travel – what would the vehicles look like? What provisions would be needed and who would be sent? Check out: www.gsat.edu.au/~markw/firstfleet/FirstFleetHomePage.htm Contains plenty of background information links.

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The Wheelchair (Page 23) Check out: www.infoworld.com/articles/op/xml/99/11/22/991122opmetcalfe.xml for background information.

Internal Combustion Engine (1 and 2) (Pages 25-26) Requirements: baking soda, vinegar, disposable latex gloves, plastic cups and elastic bands.

Empty film canisters can often be picked up free from film developers. You may wish to initially do both experiments as demonstrations rather than a whole class exercise. Stick to the amount of ingredients recommended for the best results. In the case of the rocket, adding extra just makes the whole lot turn into a fizzing mess before you get the lid clipped on.

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Teachers’ Notes

Teaching Points for Individual Activity Sheets (Cont.)

Disassembly Day (Page 27) The idea of the day is to give students the opportunity to pull things apart to see how they work and how “bits” fit together. It is a great activity which students love and often want to repeat. Requires a bit of planning to get the necessary equipment, which can be collected over time but the effort is worth it. Many people seem to accumulate small broken electrical items, e.g. irons, toasters, phones and Walkmans, etc. which are ideal for taking to bits.

While these are not specifically related to the theme of transport, many parts, motors and engines found in small equipment can be compared to those of cars and bikes, etc.

Electrical repair shops may also have items to dispose of that cannot be repaired. Students can bring screwdrivers and wire cutters from home.

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Additional adult assistance is desirable with this activity.

Flying Broomsticks (Page 30) Check out: www.i2k.com/~svderark/lexicon/brooms.html

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For safety, plugs should be removed from the items. TV and computer screens should not be collected as they can explode. Collected items could be made into a collage or sculpture. Students should not reassemble items after use, although some items, such as computer fans and diodes, can be used with batteries.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Protecting Humpty (Page 31) Rules need to be agreed on by the class before planning starts, for example, whether the eggs should be raw, whether parachutes will be allowed or not.

Check out: members.aol.com/ScienzFair/eggdrop.htm This site has extra ideas that could be included. Prizes could be awarded for the most original design.

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Time Travel (Page 32) www.whatrain.com/timemach.htm is a multi choice quiz to test students’ knowledge of history. www.pbs.org/wgbh/nova/einstein/hotsciencetwin is a time travel game explaining ideas on relativity.

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Marvellous Machines (Page 34) Make a list of students’ ideas about what machines are and what they are used for. Do they consider items such as scissors and nail clippers to be machines? By specifying that their final machines need to be made using easily available materials, it may be possible to build working models. Check out: www.pbs.org/wgbh/nova/easter This site is an interactive game to help explain how the giant statues of Easter Island were moved by their builders without the use of modern technology.

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Teachers’ Notes

Learning Outcomes The activities in this book cover a variety of learning areas. Related learning outcomes are as follows and can be matched to your relevant State’s Curriculum.

Activity

Related Outcome

Check Out Your Car (Page 8)

Students understand the need to investigate and use standards to draw a conclusion.

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Colour Detective (1 and 2) (Pages 9, 10)

Students investigate, by experimentation and thought, the use of colours for cars.

Fluffy Dice (Page 11)

Students use multiplication to enable a message to be decoded.

Odometers (1) (Page 13)

Students experiment and play with language by looking at new ways words can be represented.

Students explore whole numbers and how they can be represented in digits and words.

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Number Plates (Page 12)

Odometers (2) (Page 14)

Students calculate using simple subtraction to determine the distance travelled in a car.

Production Lines (1 and 2) (Pages 16, 17)

Students draw diagrams to represent the basic steps in the production of a car (as a design process).

Tin Lizzie - The People’s Car (Page 18)

Students compare the functions and attributes of cars built almost 100 years apart.

Students examine theP features and adaptations of as camel that © Rea d y E d u b l i c a t i o n allow it to survive in the harsh outback of Australia.

Human Transportation Students gain knowledge of o events relating ton thel arrival of the • f o r r e v i e w p u r p s e s o y • (1 and 2) (Pages 21, 22) First Fleet and the British colonisation of Australia.

Creature Feature (1 and 2) (Pages 19, 20)

Wheelchair Access (Page 24)

Students examine the built features around their school and decide if they are appropriate for wheelchair access.

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Students discuss the latest wheelchair technology (iBOT) and evaluate its usefulness.

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The Wheelchair (Page 23)

Internal Combustion Engine Students understand, through experimentation, the basic (1 and 2) (Pages 25, 26) principles behind car engines.

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Disassembly Day (Page 27)

Save Me ... Please! (1, 2) (Pages 28, 29) Flying Broomsticks (Page 30)

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Students gain an insight through hands-on exploration into how everyday products are constructed.

Students give their views on how to improve the interior design of passenger cars.

Students use inventiveness to design broomsticks, evaluating their characteristics in the process.

Protecting Humpty (Page 31)

Students use the egg to investigate how to design a protective capsule and to determine the best design.

Time Travel (Page 32)

Students combine their imagination with design skills to produce a prototype machine.

Marvellous Machines (Page 33)

Students identify the six basic machines that scientists refer to, and provide examples of their uses.

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Teachers’ Notes

Activity

Related Outcome

Who Wants to Students design their own crash helmet to be functional, be a Millionaire? (Page 34) comfortable and attractive.

Sleigh For Sale (Page 35)

Students prepare written advertisements for two items.

It’s a Tough Life (Page 36)

Students write a diary entry from the point of view of a crash test dummy.

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Students evaluate different types of materials for their frictional capabilities, considering possibilities and drawing conclusions.

Transport Timeline (Page 39)

Students demonstrate the development of transport through time, and are challenged to discuss future transport methods.

What Am I? (Page 40)

Students explore novel ways of spelling words and finding words within words to spell.

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Science Friction (1 and 2) (Page 37, 38)

What Do You Know?

(Page 41)

Students understand the concept of different and common views being held on the same issue.

Where Am I From?

(Page 42)

Students understand how basic resources, such as food, are used, combined and transported to meet the needs of the community.

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Check Out Your Car

English

Each year thousands of cars are checked to ensure that they are roadworthy and safe to drive. If they do not pass the test, the owner will have to fix the problem/s.

At the testing station or garage the cars are studied very carefully. They are even driven over pits so that they can be looked at from underneath. The car’s brakes can be tested using special rollers to see that they are working properly.

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Use the check sheet below to discover the “health” of your family car. The car diagrams can also be used to show damage to the windscreen, bodywork and broken lights. (You may need to ask for help with some of the points.)

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Number plate: ___________________

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Model: ______________ Age of vehicle: ________

= Problem = OK

Seat belts - not frayed. Belts and buckles in good condition.

Windscreen - clean, not damaged by cracks.

© ReadyEdPubl i cat i ons Horn - • works. f orr evi ew pur posesonl y• Bodywork - not rusty or badly damaged.

Tyres - good tread, not worn and smooth.

Airbags - present.

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No oil leaks on the ground under the vehicle.

Headlights and indicator lights - working correctly.

Tool kit - present.

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Child safety locks - present.

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Spare tyre - present and ready to be used.

Left Side

Right Side

Conclusion: I would pass / fail this car because ________________________ _________________________________________________________________ _________________________________________________________________ Signed: _________________________________ Dated: __________________ Page 8

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Colour Detective (1)

Research

The human eye can detect thousands of different colours. Your mission is to choose a topic from the list below, carry out the research and report your findings back to your colleagues.

To help in your search for knowledge, possible suggestions and hints have been provided but the final choice about how you research the topic is entirely up to you.

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Don’t forget to keep a record of any books and web sites you have used in your research.

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2. Design and conduct an experiment to discover which colours are easily seen and which are not. What are the safest colours to wear if you are a pedestrian or cyclist? Who designs road workers’ clothes?

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1. Which colour cars are the safest to drive? Survey people to discover what colour cars they were driving if they were involved in an accident crash.

Insurance fir ms or road traffic authorities may also keep data.

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3. Design and conduct an experiment to discover the best contrasting colours.

What colours are used on various road signs and signals?

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4. Discover how people with visual disabilities deal with transport?

How do blind people cross busy roads? How do “colour blind” drivers manage with traffic lights?

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Survey people to find out their reasons t r s s r u e p for choosing certain colours. Does the person’s age make a difference to their choice? Which colour is the least popular?

Which topic have you chosen? ___________________________________________________________________ Start the research process on the next page.

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Research

Colour Detective (2)

Use this space to start planning your project. When you have finished answering the initial questions, your teacher will tick the corner box.

What do you want to find out? ______________________________________ __________________________________________________________________

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Will you work alone or in a group? ___________________________________ What equipment will you need? _____________________________________

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__________________________________________________________________

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__________________________________________________________________ (E.g. computer, coloured paints, survey forms, people to survey.)

What will you do? Write down exactly what you plan to do, step by step. Your teacher may give you some extra information to help you with this stage. __________________________________________________________________ __________________________________________________________________

© ReadyEdPubl i cat i ons __________________________________________________________________ •f orr evi ew pur posesonl y• __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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__________________________________________________________________ Which sources will you use to get your information from?

List the specific details here: (E.g. web sites, reference books, encyclopedias, CD-Roms, etc.)

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How will you present your results? (E.g. booklet, class talk.) ___________________________________________________ When will you present your results? ___________________ Planning seen by teacher.

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Mathematics

Fluffy Dice Just as people like to decorate their houses, some people like to decorate the inside of their cars with things like fluffy dice.

What other objects do people use to decorate their car? ___________________________________________________ ___________________________________________________

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Multiply the faces of the dice together to discover the answer to the joke below.

Find the answers in the code below and then write them in the correct space:

a

c

d

e

f

g

h

i

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l

2 A

3 M

4 U

5 F

6 blank

8 E

9 Q

10 Z

12 O

14 H

20 21 W C

22 B

24 N

25 I

26 V

27 L

28 Y

30 D

32 X

33 K

a

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15 !

16 R

18 T

34 S

35 P

36 G

b e ec f s g ©R adcyEddPubl i at i on •f orr evi ew pur posesonl y• ______

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______

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What happened to the wooden car with the wooden engine and the wooden wheels?

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o c . che e r o t Complete the following. r s super What type of shape best describes a dice? ________________________________ _____

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_____

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______

_____

______

It has_________ sides. It has__________edges. It has _________ vertices.

If the opposite sides of a dice always add to 7, then colour the mistake below. a)

b)

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c)

d)

e)

f)

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Number Plates

English

Each car, truck and motorbike has its own set of number plates that can be used for identification. Why do you think identification is important? _____________________________________________________________________ When you buy a new vehicle or you register one in a different state, you will be given a new set of plates by the Roads & Traffic Authority (RTA). Plates are usually made of aluminium and are covered with a reflective layer which makes them clearly visible in the dark. The characters are embossed (pressed) into the metal.

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Different states and countries use different coding systems. Codes may be made up of letters or a mixture of numbers and letters. The colours used on plates can vary too.

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Draw and colour a number plate of a vehicle registered in your region.

“ Vanity plates” are special types of plates that use numbers and letters to spell out short messages (similar to text messages on mobile phones).

© ReadyEdPubl i cat i ons E.g I LUVU = I love you.

•f orr evi ew pur posesonl y• See if you can work out the following messages - some are easier than others!

IMOKRU

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XQQSME

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PRRFCT

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IML8

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2QICK

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IMB4U

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I4GOT

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W84ME

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1DA

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Mathematics

Odometers (1)

speedometer

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How to Read Odometers

ten thousands

This odometer reads: Two hundred and thirty-four thousand, five hundred and sixty-seven and three tenths kilometres. hundred

ones hundreds

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Odometers are used to measure the total distance a vehicle has travelled. They usually look like the one in this picture.

Mechanical odometers (common in cars) are basically a set of little wheels numbered 0 - 9 connected to a series of gears with a HUGE gear ratio. This means the car’s wheels need to turn hundreds of times before the numbers that you see on the dashboard trip start to change. As each number reaches 10, it odometer odometer makes the number to its left increase by 1.

Sometimes when people want to sell their cars they wind back the numbers. The car looks like it hasn’t been driven as far, which means its motor and parts are still in good working order. This is an illegal act and computerized odometers make it more difficult to for this to occur.

Discover more about odometers at: www.howstuffworks.com/odometer.htm tenths - this part turns the most and is usually a different colour.

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tens

Complete the odometer readings. Some have been started for you.

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2. Three hundred and twenty one kilometres:

0 0

0 0

0

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1. Seventeen kilometres:

0

3. One thousand one hundred and eleven kilometres and one tenth:

5.

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1.

135.0 km- ______________________________________________________

2.

246.8 km- ______________________________________________________

3.

3390.2 km- ______________________________________________________

4.

62631.4 km- ______________________________________________________

1

4. Twenty three thousand, two hundred and three tenths kilometres:

5. 111111.1 km- ______________________________________________________ _____________________________________________________________________ Ready-Ed Publications

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Odometers (2)

Mathematics

Odometers measure the total distance a vehicle has travelled. Some vehicles also have trip odometers which can be used to measure the distance of an individual journey.

Even if you don’t have a trip odometer, it is easy to calculate how far your vehicle has gone by subtracting the odometer reading at the start of your trip (initial reading) from the reading you have when you arrive at your destination (final reading).

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Fill in the boxes to show how far the vehicles have gone.

1) Final reading

Initial reading

000268 000152

Distance

Final reading Initial reading

km

Distance

trip odometer

(pressing the button will reset it to 0)

602596 602353

km

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Initial reading

511236

Distance

km

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5) Final reading

Initial reading Distance

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Initial reading Distance 9) Final reading Initial reading Distance

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Initial reading

023576

Distance 6)

022458

Final reading Initial reading

km

253164

Distance

km

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2)

4 5 6 km

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Final reading: Initial reading: Distance:

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e.g.

3 7 6 2 1 4 km

043864 043349

km

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520357 8) Final reading e 262531 c h r er o 250437 510269 Initial reading t s s r u e p km Distance km 953462

10) Final reading

902563

Initial reading km

Distance

231525 120526 km

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Mathematics

Odometers (3)

Four families decided to go skiing at Jindabyne during the winter holidays. Use their odometer readings and the map and chart below to discover where each family has driven from.

Family A

Family B

Family C

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Family D

Final

235694

Final

691668

Final

469410

Final

812738

Initial

234567

Initial

691208

Initial

468024

Initial

812141

From:

___________________

From:

From:

____________________

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Distance: _________ Distance: _________ Distance: _________ Distance: _________

From:

___________________

_____________________

Jindabyne to: Adelaide Brisbane Canberra Coffs Harbour Melbourne Newcastle Wollongong

1127 km 1386 km 176 km 979 km 460 km 597 km 402 km

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Brisbane

Coffs Harbour Newcastle Sydney Wollongong

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JINDABYNE

Melbourne

Extra!

Show the greatest reading that the odometer below can display. Write the number of kilometres in words: ___________________________________________________ ___________________________________________________ Draw what you think will happen after this number has been reached.

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Science

Production Lines (1)

Today many goods are manufactured using a production line. On a production line each worker has one particular job to do and they do it over and over again. The correct parts for the job are delivered exactly where they are needed.

E.g. If you wanted to have a barbecue which would be the most efficient method?

One person in charge of cooking the sausages, one making the salad, another pouring the drinks and another setting the table? OR each person cooking their own sausages, then making their own salad, pouring their drink and then setting their place?

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Draw how you think a production line could work at an outdoor barbecue.

Henry Ford found that by using a production line he could get a Model-T Ford finished in just 93 minutes instead of the 14 hours it normally took to build a car.

This meant his cars were cheaper to produce and so were cheaper to buy.

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Cars today are made on production lines in large factories. Advances in technology mean the cars can be finished even faster and one can roll off the production line every 54 seconds! Many of the tasks are now done by robots. Robots can work around the clock, are quick and accurate, and can cope with dirty, dull and dangerous work.

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Sequence the stages below to create an assembly line plan. Number the boxes to order the stages according to how you think the order of a car assembly line would operate.

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Seats, interior trim, stereo and other interior fittings are added to complete the car.

Robots weld the body panels together to form the car’s body.

Inspection of hinges and possible rough spots. Minor problems fixed.

The metal arrives at the factory in big rolls. Body parts (panels) are pressed out of sheet metal (a bit like using a cookie cutter to make biscuits!).

Major parts such as steering, suspension, axles and wheels and the engine are added to the painted body.

Body painted. First the whole car is dipped in undercoat and then oven dried.

It is then sprayed by a robot and oven dried again.

Final inspection of completed car over rollers to test brakes and engine. Body is checked for water proofing.

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Production Lines (2)

Science

Using the stages from page 16, illustrate what happens on the car assembly line below. You can check the stages of a car assembly line using the web site shown at the bottom of this page. Check with your teacher to make sure you have the stages in the correct order. Draw your dream car in the final panel.

2.

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Take a virtual tour of a car factory at this web site: www.toyota.co.jp/Virtual-Factory/as/as.html Ready-Ed Publications

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Science

Tin Lizzie - The People’s Car When American Henry Ford started selling his Model-T (or Tin Lizzie) in 1908 the world was a different place. There were no freeways, no drive-through takeaway shops and certainly no traffic jams. The Tin Lizzie wasn’t the first car ever made but it was the first car that the average person could afford. Before then, only very wealthy people could buy vehicles.

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The Tin Lizzie was also the first car to be mass produced. Although the car wasn’t fancy, it was generally reliable and cheap to fix if it broke down. Its sale to many ordinary people marked the end of the horse and cart era and the beginning of the “Age of the Car”.

Here is a list of features found on an early Ford car. Complete the table by comparing them with those of a modern car.

T Ford 1908

Engine started by using a hand crank.

Foot pedals used to change gears.

Accelerated using a lever on the side of the steering wheel.

Very high off the ground because of its tyres; a running board was needed to help climb into it.

No temperature control for passengers.

No sound system.

No indicators.

No side windows.

Optional windscreen.

Windscreen wipers operated by hand.

No safety features apart from brakes.

Very limited colour range.

Fuel tank under passenger seat.

Top speed of 45 miles per hour (~70 km /hr).

Modern Car

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Did you know? From 1914-1925 the Model-T Ford came in only one colour: black.

Black paint dried quickly and so was well-suited to early production-line technology.

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Creature Feature (1)

English

Crack the code and then complete the missing words.

A 12 22 P 42 52 L 72 82 92

3 Y 23 33 B 53 63 73 J 93

4 14 N 34 44 M 64 74 84 94

5 S 25 35 V 55 65 75 85 R

6 16 26 C 46 56 66 I 86 96

7 D 27 37 47 Q 67 77 87 97

8 18 Z 38 48 58 68 78 H 98

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E 19 29 U 49 F 69 W 89 99

10 O 30 40 50 60 G 80 90 X

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1 11 T 31 41 51 61 71 81 K

Camels were first introduced into Australia in the 1840s. Being used to hot, dry conditions meant they were suited for life in the O __ __ __ __ __ __ __. They were 20 39 21 43 2 36 91 mainly used to carry goods to outlying farms and communities. Camels were also used as transportation in the construction of an overland __ __ __ __ __ __ __ __ __ 21 9 62 9 70 95 2 32 88 that ran from Darwin to __ __ __ __ __ __ __ __. Early explorers such as

© ReadyEdPubl i cat i ons __ __ __ __ __ and __ __ __ __ __ used them to travel to places where horses and f o r r ev i ew pur posesonl y• donkeys• could not easily travel.

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43

39

95

91

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79

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By the mid 1920s, road and rail services improved in central Australia and many of the camels were set free. Today there are approximately 400 000 __ __ __ __ __ 59 9 95 2 62 (wild) camels, mainly in Western Australia. Camels can sometimes be a problem for farmers because they collapse fences by __ __ __ __ __ __ __ on them. They 62 9 2 24 76 24 70 compete with farm animals for food and water and may also carry nasty __ __ __ __ __ __ __ __ that can be passed onto the stock. Some camels are 17 76 15 9 2 15 9 15 culled (shot) and sold for live export or eaten.

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o c . che Most of Australia’s camels are __ __ __ __ __ __ __ __ __r __ __ and have one e oTheir humps only start to r hump. Baby camels are born “__ __u __ __ e __ __ __t __”. s s r p grow when they eat __ __ __ __ __ food. The hump is not a bag of water but is 15

20

62

17

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39

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made mostly of __ __ __. When food and water are scarce, the camel’s body will 59 2 21 use the stored fat in the hump to survive. The size and __ __ __ __ __ of the hump 15 88 2 32 9 shows how healthy the camel is.

Camels get most of their water from the __ __ __ __ __ __ they eat. If they do 32 62 2 24 21 15 decide to drink they can take in up to 100 litres in __ __ __ minutes (don’t try this 21 9 2 4 at home!)

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Science

Creature Feature (2) Use the information to label the important parts of the camel. Fill in the missing words as you go.

Colour the camel a light brown - slightly darker on the hump and shoulder.

Extra eyelid that acts like a windscreen wiper if dust gets onto the eye.

Long n______ for reaching tall trees.

Thick bushy eyebrows that provide shade to eyes.

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Long e__________ to p________ the eyes from dust and sun.

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Split upper lip for pulling leaves of the prickliest p_______.

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N_____________ that can be made smaller to prevent dust entering the nose.

source.

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Thick c________ helps keep heat in when its cold and reflects heat in the summer.

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Hard k_______ pads that help kneeling.

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Hump - an emergency food and w________

Long l______ for travelling more than 70 km a day.

Wide two-toed padded f________ that prevents sinking in the s________ and protects against the hot ground.

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Society and Environment

Human Transportation (1)

In 1787, nine year old John Hudson was sent on a dangerous journey with a group of desperate criminals far across the sea, to a place where he had never been before. He did not know if he would ever make it home alive.

Hudson was a convict on the First Fleet. He had been convicted of stealing and was sentenced to be transported to Australia for seven years.

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The First Fleet was made up of eleven ships. Two of the ships were naval vessels and six carried convicts. The remaining three ships were storeships, carrying enough food to last the settlers for two years until their crops were able to be harvested.

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About 1350 other people travelled with Hudson. Of these, 770 were also convicts and the rest were officers, marines, ships’ crew, administrators and their wives and children.

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Life was difficult for everyone on board. None of the ships was specifically designed to carry so many people for such a long time. Convicts were chained in below the decks, in cramped smelly dungeons they shared with rats and cockroaches. Discipline was brutal and swift. It was very difficult to wash and the salty air made clothes feel damp and scratchy. There were no toilets and seasickness and diarrhoea were common.

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At each stop of the journey, the ship was given a well-needed clean. It was also repaired and re-stocked with food. Fresh fruit and vegetables were important to help prevent scurvy, a disease caused by the lack of Vitamin C in the diet. People who developed scurvy found that their teeth dropped out, their gums bled, their hair started to curl and their skin became covered in small bluish marks. They also felt incredibly weak.

Convicts became bored and miserable on the long trip. The air was stale, the food short and fighting often broke out. Despite the poor conditions, food shortages and limited medical knowledge, only 48 lives were lost on this voyage.

After eight months the fleet of ships reached its destination, all the ships arriving within three days of each other.

Use the story to answer the questions on the next page.

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Society and Environment

Human Transportation (2) Questions Use the story on page 21 to help you answer these questions.

1. How do most people travel from England to Australia today? ______________ 2. List 5 things that would be different about making the trip today compared with 1787.

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1. _________________________________________________________________ 2. _________________________________________________________________

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3. _________________________________________________________________ 4. _________________________________________________________________ 5. _________________________________________________________________ If you could interview John what 8 questions would you ask him about his life?

1. _________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• __________________________________________________________________ __________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

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o c . _____________________________________________ che e r o t r s super 6. ____________________________________ 5. ____________________________________________

_____________________________________ 7. ____________________________________ _____________________________________ 8. ____________________________________ _____________________________________ Page 22

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Science

The Wheelchair

The design of most vehicles has changed with time. The wheelchair, however, hasn’t really altered significantly during the last 200 years.

However, recently an inventor called Dean Kamen decided to change this and created a wheelchair for the 21st century – one that could go where no wheelchair had ever gone before! He called it the iBOT.

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Most wheelchairs have two large back wheels and two smaller front ones. The iBOT has four wheels of the same size that can rotate up and over one another.

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The wheels make it possible for the chairs to climb up and down stairs. The chair can also be raised so that the person can speak eye to eye with others and reach objects high up on shelves without asking for help.

The iBOT is driven with a joystick which controls a computer and an electric motor.

Sensors and gyroscopes help balance the vehicle, which also has 4 wheel-drive for travelling over rough ground and up grassy slopes. Drivers must be specially trained to use these special wheelchairs Complete the questions below.

2. i)

__________________________________________

ii)

__________________________________________

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iii)

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© ReadyEdPubl i cat i ons List three things that the iBOT can do that older •f ocannot. rr evi ew pur posesonl y• wheelchairs

1. Who invented the iBOT? _____________________

The iBOT

. te o c ____________________________________________________________________ . c e her r ____________________________________________________________________ o t s s r u e p ____________________________________________________________________

3. What are the main changes to the design of the wheelchair that lets the iBOT do these things?

4. Why do you think people will have to be trained to use these new chairs? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Ready-Ed Publications

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Wheelchair Access

Research

Today, most public places have built-in features such as ramps, lifts and special toilets, to help people in wheelchairs. Take a tour around your school and make a list of the things that have been built to help the students and teachers in wheelchairs. Also record areas which would be difficult to use in a standard wheelchair.

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(If you are in a wheelchair or someone in your classroom is, you will be able to provide or get expert advice.)

Teac he r

Features that assist wheelchair travel Areas that would be difficult to get to

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In the classroom ...

In the toilets ...

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In the school entrance ...

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In the playground ...

Other areas ...

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Science

Internal Combustion Engine (1) One of the first working internal combustion engines was built by a German engineer called Nikolaus Otto in 1876.

The engines that are found in cars today might be a little bit bigger and a little bit more powerful than Herr Otto’s but basically they still work in the same way.

The following experiments will help you to understand about what happens under the bonnet.

Teac he r What to do:

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Experiment 1 You will need: 1 teaspoon of baking soda (sodium bicarbonate) 1 tablespoon vinegar (acetic acid) Disposable latex glove Clear plastic cup Elastic band

Step 4

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Being careful to keep the powder trapped in the finger, slip the glove over the top of the cup.You may want to use an elastic band to hold it there.

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Go outside. © ReadyEdPubl i cat i ons Step 2 Place the baking soda into the end of one of the glove’s fingers. o rthe r e vi einto wthepcup. ur posesonl y• Step 3 •f Pour vinegar Step 1

Observe what happens. . t e o Results: c . che e Draw what happened. r o t r s super Step 5

Lift the glove so that the powder slides into the liquid.

Step 6

Before

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Science

Internal Combustion Engine (2) Experiment 2 You will need:1 teaspoon of baking soda.

2 teaspoons of vinegar.

A film canister with a tightly fitting lid.

What to do:

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Go outside.

Fill the inside of the lid with baking soda.

Pour the vinegar into the canister.

Put the lid on the canister and snap it shut.

Quickly put the canister on the ground (lid side down) and stand well back.

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1 2 3 4 5

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Step Step Step Step Step

Results:

What did you see? _____________________________________________________ ____________________________________________________________________ ____________________________________________________________________

© ReadyEdPubl i cat i ons ____________________________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________________________

What did you hear? ____________________________________________________

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The chemicals (baking soda + vinegar) reacted and produced a lot of gas. In this case the gas was carbon dioxide (CO 2), the same gas that you find in fizzy drinks.

In the first experiment you trapped the gas in the glove. In the second experiment, the small canister wasn’t able to hold it all, so the lid was forced off and the container shot up into the air.

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A similar reaction happens inside the cylinders of a car’s engine. A spark from the car’s spark plug helps the petrol and air react. The fuel explodes making lots of gas. This gas builds up, pushing against a piston and making it move. The moving piston is joined to a rod and when the rod turns it makes the crankshaft go round.

Finally the crankshaft turns the wheels of the car.

o c . che e r o t r s s r u e p Fill in the missing words. The pictures will give you a clue. =

petrol + a____ + s________ Page 26

big bang and lots of g____

pushes p_______, moves r___

moves c______________

turns w_______ Ready-Ed Publications

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Science

Disassembly Day

Taking something carefully apart can help you understand how it works.

However, before you start you need to answer these important questions.

1. Why should you ALWAYS ask permission before disassembling something? ____________________________________________________________________ ____________________________________________________________________

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2. Why should you NEVER reuse items that you have disassembled? ____________________________________________________________________

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3. Why should you NEVER take to bits anything with a screen in it, such as a TV or a computer monitor? ________________________________________________ ____________________________________________________________________ ____________________________________________________________________

4. What are you going to disassemble today? ______________________________

____________________________________________________________________

© ReadyEdPubl i cat i ons ____________________________________________________________________ •f orr evi ew pur posesonl y•

5. What do you think you will find inside?

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6. What tools will you be using for the job?

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7. What did you find inside? Draw and label (if possible) what you found.

REMEMBER: ALWAYS check that you have permission before disassembling items.

NEVER try and take to pieces anything with a screen on it such as a TV. NEVER try to reuse any electrical items you have disassembled.

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Design

Save Me ... Please! (1) It’s holiday time again and your family is driving north for the sun. The journey is going to be long, hot and uncomfortable. You’re already wishing you hadn’t drunk that extra large glass of juice before you left home, and there are no “comfort stops” on the freeway.

Your big sister is grumpy because she didn’t want to leave her best friend and she didn’t want to go on holiday anyway, and you’re half a millimetre over her side of the seat (she measured it!). Your little brother always gets car sick and is not looking too good even though the trip has only just started.

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Ahhhhhh, now she’s singing along with it!

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The dog is right behind you breathing hot doggy breath in your ear – you really must ask your mum to get some of that dog toothpaste you saw advertised on TV. Plus you’re pretty sure he rolled in something nasty before jumping into the back. Your father is complaining about the ever-increasing price of petrol and your mother has just turned on the radio and is listening to the worst music ever in the history of sound.

Your Task How would you redesign the car to make this trip more enjoyable, so that the whole family could arrive at their destination full of smiles and happy thoughts?

© ReadyEdPubl i cat i ons f or r e vi ewinp ur pgot os esono ntrip? l yWhat • Would you• include a car fridge/freezer case you hungry the

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about in-car entertainment? Some cars already come with DVDs, VCRs and computer games built into the back of the front seat head rests. What games would you play and what music would you listen to? How would you cope with the problem of annoying siblings (brothers and sisters)?

This is a plan of your car. Draw and label the features you will add to the design.

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Front View

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Design

Save Me ... Please! (2) List the additions you have made to the front to help make your journey more interesting. What is the purpose of each? ________________________________________________________________ ________________________________________________________________

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________________________________________________________________ ________________________________________________________________

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Rear View

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Here is a plan of the car looking backwards. Draw and label the features you will add to this part of the design.

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. te o List the additions you have made to the back to help make your journey more c . interesting. What isc the purpose of each? e h r er o ________________________________________________________________ st super ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Design

Flying Broomsticks

One of the earliest pictures of someone riding a broomstick was drawn in 1440, in France. Since then many people have wondered what it would be like to travel this way.

Imagine you could pick a flying broomstick up right now and zoom out of your classroom.

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Where would you like to fly to? Describe how the trip would feel. _____________________________________________________ _____________________________________________________

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_____________________________________________________

Broomstick Design Just as other forms of transport have changed with the times, so has the humble broomstick.

Use your imagination to complete the pictures. Provide extra information about each design and label any relevant parts.

Early model broomstick (1440 A.D)

Movement: relatively slow.

Can move up, down and forwards. No reverse.

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Special features: can be used to clean with when not in use.

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© ReadyEdPubl i cat i ons Construction: twigs, unvarnished• handle, rope f o rr evi ew pur posesonl y• binding.

. te Construction: _________ o c . ____________________ che e r o Movement: __________ t r s s r u e p ____________________ Present day model (2003 A.D.)

Special features: ______ ____________________ ____________________ ____________________ What do you call a witch’s motorcycle? A broooooooooooom stick!

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Design

Protecting Humpty Your mission: To design and build a protective capsule for Humpty so that he can survive a great fall without suffering serious damage and making a mess!

Your teacher will let you know where and when the “great fall” will occur as well as any rules regarding materials that can or cannot be used.

Like all great inventors you will need to carry out some research.

You might like to think about the following:

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My Cunning Design Equipment: one egg, one zip-lock plastic bag to put the capsule in and ...

(List the other things you will use.)

______________________________________

In the box, draw your design as a cross section and label the various parts.

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How are cars built to protect the passengers during a collision?

How do crash helmets work?

How is your own body designed to protect itself from damage?

This web site: members.aol.com/ScienzFair/eggdrop.htm has some useful ideas.

© ReadyEdPubl i cat i ons I think this design will work because: •f orr evi ew pur posesonl y• ______________________________________ Results:

Success

Failure

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(If you can’t easily see what happened, carefully remove the covering to check.)

Modifications needed to improve design: ___________________________________

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Class Challenge Using a new egg and your modified design you are now ready for the class challenge to discover who can drop their egg from the greatest height without it breaking.

The winning egg belonged to ______________ and survived a fall from a height of ________________________ .

Discussion: * Did certain types of capsule work better than others? * Would it make a difference to the results if the eggs were dropped onto a harder or a softer surface? * Would it have made a difference if the eggs had been hard boiled?

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Design

Time Travel Have you ever wondered about what it would be like to be able to move forwards or backwards in time?

A number of movies, TV programs and books have been written about time travel. Can you think of some?

E.g. Dr Who,______________________________________

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Sometimes the stories involve going back into the past and changing (often accidently) an event that has happened. Scientists are undecided about whether time travel is really possible. Many believe that going into the future will not be a problem but they aren’t so sure about going back into the past!

Your teacher has a list of great web sites that you can look at if you want to know more about the physics behind time travel and the strange things that might happen if it works.

If you could build a time-machine what would it look like?

Draw your machine and use labels to help explain your design.

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o c . c e he r What time would you choose to travel to? Explain why. o t r s super ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Page 32

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Marvellous Machines

Design

A machine is a tool that is used to make work easier for us.

Machines use a force (a push or a pull) to move a load.

Scientists like to talk about six simple machines.

Provide an example of how each one is often used.

1. The inclined plane (e.g. ramp): Used

to create a sloping pathway.

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2. The wedge (e.g. axe): ______________________________________________ 3. The screw: ________________________________________________________ 4. The lever: _________________________________________________________

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5. The wheel and axle: ________________________________________________ 6. The pulley: ________________________________________________________

Many of the machines we use are called complex machines. They are made up of two or more simple machines working together. Can you think of some complex machines you use everyday?

_____________________________________________________________________

Here is a picture of a very complex machine..

What do you think the machine is designed to do?

© ReadyEdPubl i cat i ons Explain how you think this machine works: •f orr evi ew pur posesonl y• ___________________________________ ___________________________________

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Now create your own complex machine. Draw it and explain what it is designed to do and how it works. _____________________________

o c . che e _____________________________ r o t r s super _____________________________ _____________________________

_____________________________ _____________________________ _____________________________ _____________________________ For more bizarre machines check out these sites:

www.rube-goldberg.com/html/gallery.htm and www.btinternet.com/%7Ea.ghinn/heath.htm Ready-Ed Publications

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Design

Who Wants To Be a Millionaire?

The design of crash helmets has changed over time.

Even now, people are making money improving on designs to make helmets more effective and more comfortable. Your head is cleverly designed to protect the brain inside it from everyday wear and tear. An inventor called Kenneth Phillips has built a special bike helmet to mimic (copy) the body’s natural design and it is proving very effective. hard layer (skull)

r o e t s Bo r e p ok u S liquid layer (liquid around your brain)

One example is the Reevu helmet (www.reevu.com) which allows cyclists to see what’s happening behind them – a bit like having a rear view mirror in a car. They use a type of periscope built inside the helmet. The tube also helps cool the rider’s head.

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a soft moveable outer layer (scalp)

Australian scientists have also designed a special crash helmet, as shown in the example.

It is designed to be worn for extra protection in the car. It looks like a padded headband and is lighter, cooler and less bulky than a normal helmet.

© ReadyEdPubl i cat i ons Now it’s your chance to gain fame and fortune by designing your own crash helmet.• Complete blueprint below provide ae detailed illustration. f orthe r e vi ew pand ur pos so nl y•

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Specifications and Materials: ___________________ ___________________________________________ ___________________________________________

Draw your helmet from the top, the front, and in cross-section. Label some of the special features that you have included.

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Name of Designer: ___________________________ Name of Prototype: ____________________________ Designed to be worn by: (e.g. people with pony-tails, night riders etc.) ___________________________________________ ___________________________________________

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Special Features: _____________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Safety Features: ______________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Page 34

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English

Sleigh For Sale

Santa has decided it’s time to trade in his old sleigh (complete with reindeer) and look for something a bit more 21st century.

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Teac he r

Write an advertisement that Santa could use to sell his sleigh.

You need to make sure his old sleigh sounds as attractive as possible to a potential buyer. You may not want to mention its high mileage but concentrate instead on its uniqueness and the friendliness of the reindeer. Don’t forget to include Santa’s contact details!

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Now write an advertisement for a new vehicle Santa might be interested in buying.

Describe all the new features it has that will make Santa’s job easier. You can include pictures. Don’t forget to include a price.

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It’s a Tough Life!

English

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Teac he r

Name: The Dummy family Age: Varies from adult to small baby.

Sex: Males and females.

Occupation: Simulate human beings and submit themselves to a variety of car crashes under test conditions. Fifteen high speed cameras taking thousands of shots, monitor their every move.

Crashes can occur from the front, the side or behind.

Results can then be used to modify vehicles to provide the best protection.

Distinguishing features: Body parts may be painted different colours, e.g. blue legs, red forehead or green face. This helps the tester to easily see what parts of their bodies collide with the different parts of the car.

Accelerometers will be found on their head, chest, pelvis, legs and feet. These are used to measure changes in speed and are helpful in predicting how well things such as air bags and seat belts will work.

Load sensors on different parts of their body detect how much force is being applied to the area during a crash. The tester can use this information to predict whether bones will be broken.

Their Dummy family’s chests contain motion sensors which show how far the chest becomes pushed in during a collision.

Goal in life: To make this world a safer place by helping to save lives on the road.

© ReadyEdPubl i cat i ons orr ev i ew pur posesonl y• Diary of• af Crash Test Dummy

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Imagine you are a member of this family. Write a diary entry about your average working day. You may want to mention your likes and dislikes, hobbies and future ambitions. (Use the back of the page for more room.)

_________________________________________________________________

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_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Read more about car crash dummies at: www.howstuffworks.com/crash-test.htm Page 36

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Science

Science Friction (1)

Friction is a type of force. Friction happens when two surfaces rub against each other and the bumps and holes on them catch.

Friction slows down moving objects and also creates heat. Sometimes friction can be useful and sometimes it can be a problem.

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Controlling friction is part of technology. Carry out the experiment below.

Aim:

To observe how the type of surface can affect friction.

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Teac he r

Down the Slippery Slope!

You will need: A ramp, e.g large book, a piece of wood or stiff cardboard, a desk or a slide.

Shoes with different types of soles.

A clothes peg for your nose (just joking!).

Method:

Before you start the experiment, look at the soles of the shoes and try to predict which shoe will create the most friction between it and the board. Which will create the least?

© ReadyEdPubl i cat i ons Place twov different shoes onr the tops ofe •f o r r e i e w p u p o sonl y• the board and then slowly lift the board

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Work through all the shoes until you find the one that always slides first (creates the least friction) and the shoe which always moves last (creates the most friction).

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until the shoes start to slide.

Was your prediction correct? ____________ . te In the boxes below, draw the soles of the winning and losing shoe. o c . che e r o t r s super

Results:

The winner (least friction)

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The loser (most friction)

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Name: ........................................................

Science Friction (2)

Science

Think back to your experiment (Science Friction 1).

What do you think would have happened if you had used a slope with a rougher surface? _____________________________________________________________________ _____________________________________________________________________

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What do you think would have happened if you had used a smoother surface or poured oil on the board?

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_____________________________________________________________________

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_____________________________________________________________________

Conclusion: The surface of an object affects friction.

Circle the correct words for each statement:

Smooth surfaces create little/lots of friction. The object moves quickly/slowly.

Rough surfaces create little/lots of friction. The object moves quickly/slowly.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Tyres are designed for different purposes. Some tyres have very rough surfaces which help to increase grip and control over the vehicle in slippery conditions. Other types of tyres help increase speed because their smooth surfaces reduce friction.

Match the tyres below with their purpose and name the type of machine they might be found on.

Purpose

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Built for speed

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Bike Tyres

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Car Tyres

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Found on ___________________

Found on ___________________

Found on ___________________

Found on ___________________

Multi-purpose

Found on ___________________

Built for grip

Found on ___________________

Take a peep at Darth Vader’s school report at:

www.schooljokes.com/school_reports/darth_vader.shtml Page 38

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Name: ........................................................

Society and Environment

Transport Timeline

As with most inventions, more than one person is responsible for the final product.

There can be disputes over who was first and when. Some of these dates are approximations and may differ slightly from those you might read about.

Create your own transport timeline by completing the following activity.

Using sticky-tape, tape 4 pieces of A4 paper together.

Label the four sections with the following headings.

r o e t s Bo r e p ok u S Ancient History

Early History

Last 100 Years

The Future

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1. Ancient History (over 4000 years ago) 2. Early History (1769 - 1900) 3. During the last one hundred years 4. The Future

Write the events and dates into the correct section of your Timeline Sheet.

Illustrate the events using books from your library for ideas. You can also colour and paste the illustrations below. Complete the “Future” box with your own ideas, e.g. Further Space and Time Travel..

8500-5500BC 6500 BC 5500BC 4000 BC

Wheel invented by Sumerians.

Sailing ships in Mesopotamia.

Wheeled carts in Mesopotamia.

Horses tamed and used for transport.

© ReadyEdPubl i cat i ons •f orr evi ew p ur po sesonl y• 1769 First steam powered vehicle 1783

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1814 1862 1869 1900 1903

1791

First steam powered vehicle invented in F rance.

France.

Montgolfier brothers fly hot-air balloon.

Bicycle invented in Scotland.

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1769

George Stephenson builds the first . te steam powered train. practical o c Jean Lenoir makes a petrol engine car . ch e Motorbike invented. r er o t First successful airship (dirigible). s super First flight of motor driven airplane by the W right brothers.

Wright

1930 1939 1947 1955 1969 Ready-Ed Publications

Invention of the jet engine.

First successful helicopter flight.

First supersonic flight.

Invention of the hovercraft.

First manned mission to the moon.

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Name: ........................................................

What Am I?

English

Use the clues to complete the following words.

CAR Floor covering

car __ __ __

2.

A type of flavouring

car __ __ __ __

3.

A knitted jacket

car __ __ __ __ __

4.

A flower

car __ __ __ __ __ __

5.

Works with wood

car __ __ __ __ __ __

6.

Animations

car __ __ __ __ __

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7.

Meat eater

8.

Vegetable

car __ __ __

9.

Type of fish

car __

10. Girl’s name

car __ __ __ __ __ __

Car __ __ (You may be able to think or more than one!)

BUS

1.

Street performer

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Teac he r

1.

bus __ __ __

4.

busy __© Read EdPubl i cat i ons Ned Kelly bus __ __ __ __ __ __ __ •f orr ev i ew pur posesonl y• A tall furry hat bus __ __

5.

very nosy person

3.

A small tree

bus __ __ __ __ __

VAN 2.

3.

4.

5.

To disappear

van __ __ __

A flavour

van __ __ __ __

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1.

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2.

van __ __ __ .

Shows the t direction the wind is blowing van __ e o c To conquer van __ __ __ __ __ . c e r How many words can h youe make from the word TRANSPORT? o t r s super List them in the box: Someone who destroys things

Score 7 - average 10 - good 15 - clever 20 - excellent 25 - outstanding!

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Name: ........................................................

What Do You Know?

English

Answer the following questions. Colour the traffic light circles in according to the code: Red = no Orange = mmmm, not sure

r o e t s Bo r e p ok u S Green = yes

2.

Road users must keep to the right hand side of the road.

3.

L-plates show a person is learning to drive.

4.

Henry Ford designed the first car.

5.

Cyclists should use hand signals when turning and changing lanes.

6.

No one is allowed to ride their bike on the footpath.

7.

Cars are supposed to stop at pedestrian crossings for pedestrians.

8.

All cars will stop at pedestrian crossings for pedestrians.

9.

Most deaths caused by bike accidents are due to head injuries.

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Cyclists must obey stop signs and traffic lights.

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1.

© ReadyEdPubl i cat i ons 10. Most cars run on diesel.

•f orr evi ew pur posesonl y• 11. An odometer measures exhaust fumes.

13. An “ollie” is an important part of a car’s engine.

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14. Crash helmets should be worn in cars for extra safety.

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12. Car air bags provide extra comfort.

15. You can be fined for not wearing a seat belt when you are riding in a car.

. te a licence to ride a motorbike.

17. You don’t need o c .

18. Bicycle racing is c an Olympic sport. e hr r o 19. Fluffy dice look cool. e t s s r u e p 20. Leaded petrol is bad for the environment.

16. Time travel is possible.

21. I would like to learn to drive when I’m older.

22. An automatic car doesn’t need a driver.

23. Scooter riders don’t need helmets.

24. A ‘penny- farthing’ is a new type of skateboard.

25. A speedometer measures speed.

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Name: ........................................................

Society and Environment

Where Am I From?

What did you eat for breakfast today? Do you know where it was originally grown?

In the past you probably would have known which cow your milk had come from, who had baked your bread and who had churned the butter that went on it.

Today our food often travels hundreds of kilometres before arriving on our plates and we are able to buy most types of food all year round. The label on a product usually show you where it has come from.

r o e t s Bo r e p ok u S Pack

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Austr

alia

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The way goods are transported depends on if they are perishable goods and also on their weight. Perishable goods are products that will spoil quickly, such as milk, cheese and fresh fish.

ed in

List five types of food products for each box below.

Perishable

Non-perishable

© ReadyEdPubl i cat i ons Fresh produce is normally transported by road from local markets and sometimes •preserved f orr e vi eitems wp ugo r p se onl y• by air. Heavy, or frozen often byo sea, rails or road.

Many products are imported from overseas and travel by more than one method.

Some products are re-packaged when they arrive in the country of destination.

Product

From

Packaged

1 e.g. Coffee

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In Australia

2 3 4 5

Brazil

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Complete the table using a variety of food products from your kitchen.

Most likely methods of transport Cargo ship

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Answers Fluff age 9) Fluffyy Dice (P (Page Answer: It wooden go! The incorrect dice is (e).

Odometers (1) (P age 11) (Page 1. 0000170; 2. 0003210; 3. 0011111; 4. 0232003; 5. 5234507.

Odometers (2) (P age 12) (Page 1. 116 km; 2. 243 km; 3. 109 km; 4. 19 km; 5. 1118 km; 6. 515 km; 7. 10088 km; 8. 12095 km; 9. 50899 km; 10. 110999 km.

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Odometers (3) (P age 13) (Page

A = Adelaide; B = Melbourne; C = Brisbane; D = Newcastle. Odometer = 9 999 999. It will change to 000 0000 and start again.

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Production Lines (1 and 2) (P ages 14 and 15) (Pages

Creature F eature (1) (P age 17) Feature (Page

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1. Body parts (panels) are pressed out of sheet metal (a bit like using a cookie cutter to make biscuits!).

The metal arrives at the factory in big rolls; 2. Robots weld the body panels together; 3. Inspection of hinges and possible rough spots. Minor problems fixed; 4. Body painted. First the whole car is dipped in undercoat and then oven dried; 5. Sprayed by a robot and oven dried again; 6. Assembly of major parts such as steering suspension, axles, wheels and the engine; 7. Finished car complete with seats, interior trim, stereo and other interior fittings.; 8. Final inspection over rollers to test brakes and engine. Body is checked for water proofing.

Outback; telegraph; Adelaide; Burke and Wills; feral; leaning; diseases; dromedaries; humpless; solid; fat; shape; plants; ten.

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Creature F eature (2) (P age 18) Feature (Page

Missing words: (going in anti-clock-wise direction) eyelashes; protect; plants; nostrils; coat; reflects; knee pads; foot; sand; legs; water; neck.

What Am I? (P age 35) (Page

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Bus - busker; bush; bushranger; busby; busybody.

Van - vanish; vanilla; vandal; vane; vanquish.

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Car - carpet; caramel; cardigan; carnation; carpenter; cartoons; carnivore; carrot; carp; Carol (Carly, Carla, Cara, Caroline, Carolyn,).

Transport - apt, art, ant, ants, asp, opt, parrot, part, port, rant, rants, ran, rap, rat, rats, sap, soap, son, spa, span, sport, spot, star, tap, tarot, tart, top, tops, trap, traps etc.

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