In this activity students will learn about importance of and use Ohm’s law to calculate the value of a protective resistor for an LED. Using a BBC micro:bit, they will develop a prototype for an LED based automatic home lighting system, designed to save energy. This prototype aims to promote energy efficiency, a concern that resonates with our daily life as it’s estimated that the average UK homeowner could save up to £240 a year alone on the cost of lighting their home. This is one of a set of resources developed to aid the teaching of the secondary national curriculum, particularly KS3. This is part of our series of resources designed to support the use of the BBC micro:bit in secondary school design & technology (DT), computing and engineering lessons. It can also be used to support physics sciences lessons. Activity: Developing a prototype for an LED based automatic home lighting system In this sustainable lighting activity, students will be tasked with creating a smart lighting system that adjusts based on environmental conditions. The engineering context Engineers are often required to program devices to perform specific tasks, optimise system performance, or even create entirely new technologies. This involves understanding how to embed intelligence into products, which can range from simple household items like automatic lighting systems to more complex systems like autonomous vehicles or smart city infrastructure. By learning programming skills and understanding how to integrate them into engineering projects, students will gain an insight into how different components can work together in a system. Furthermore, resistors are essential components in electronic circuits, controlling the flow of electricity and protecting components from damage by limiting the current. Understanding Ohm’s law and resistor calculation will lay the groundwork for many aspects of electronics and electrical engineering. Suggested learning outcomes By the end of this activity, students should be able to understand and apply Ohm’s Law, particularly in calculating the value of a protective resistor for an LED. The skills they acquire will extend beyond the classroom, equipping them with practical knowledge that can be applied in real-world situations. This activity will also set a solid foundation for more complex electronic theory lessons or when delving deeper into the relationship between voltage, current, and resistance. Download our activity sheets for free! The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. Please do share your highlights with us @IETeducation

Use the BBC micro:bit programmable system to create a working prototype of a automatic lighting system This is one of a series of resources to support the use of the BBC micro:bit in Design and Technology lessons. People are always looking for ways to save energy. It is estimated that the average UK homeowner could save up to £240 a year alone on the cost of lighting their home. In this unit of learning, learners will use the BBC micro:bit to develop a prototype for an LED based automatic home lighting system, designed to save energy. Activity info, teachers’ notes and curriculum links In this activity, learners will develop their programmable lighting system using the BBC micro:bit. The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. Download the activity sheets for free! All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. And please do share your classroom learning highlights with us @IETeducation

Guess the device from a series of clues This is one of a series of resources to support the use of the BBC micro:bit in Design and Technology lessons. People are always looking for ways to save energy. It is estimated that the average UK homeowner could save up to £240 a year alone on the cost of lighting their home. In this unit of learning, learners will use the BBC micro:bit to develop a prototype for an LED based automatic home lighting system, designed to save energy. Activity info, teachers’ notes and curriculum links This is an engaging starter activity where learners will extend their understanding of input and output devices used in the system and consolidate their learning. They will be able to develop their knowledge of components and both test themselves and their peers. The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. Download the activity sheets for free! All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. And please do share your classroom learning highlights with us @IETeducation

A set of printable resources and guidance notes giving teachers and technicians the basic ingredients to run their very own IET Faraday® Challenge Day. The challenge Students work in teams to design and make a prototype of a simple device, that will allow homeowners to remove water from their homes, during periods of flooding. About IET Faraday® Challenge Days IET Faraday® Challenge Days are designed for six teams of six students (36 students in total) aged 12-13 years (year 8, and equivalent) and is carried out over one school day. A cross-curricular Science, Design and Technology, Engineering and Mathematics (STEM) activity day that encourages the development of students’ problem solving, team working and communication skills. Students achieve a better understanding of what engineering is and the science, maths and technology elements within engineering, leading to increased engagement in science or technology lessons afterwards. The challenge has been specifically designed to give students the opportunity to be creative in their solutions and to succeed, independent of their level of ability. This activity is therefore suitable for a range of different ability levels. All online resources are free to download, and the student booklet and PowerPoint presentation are fully editable, so you can tailor them to your students’ and your schools’ needs. You can stream and download the related films for free by clicking on the link in the related resources section. Please share your classroom learning highlights with us @IETeducation To view the additional supporting videos, please visit the IET Education website.

IET Faraday® DIY Challenge Day This engineering challenge for kids aims to create a device that consistently serves table tennis balls to a player so that they can practice their skills at the table tennis table. By creating this brilliant machine, a player can practice table tennis on their own while the machine serves back to them. Activity introduction The Faraday Challenge ‘Table Tennis Server’ has been designed for six teams of six students (36 students in total) aged 12 – 13 years (year 8, and equivalent). Each team will be asked to assign: a team leader; an accountant; an assessment coordinator; two scientists; two mathematicians; two design and technologists; manufacturers and designers. Each team member will need to be assigned more than one role and feed into different aspects of the day. You can adapt this set of resources for larger numbers of students if, for example, you wish to run the event for the whole year group. If this is the case, you will need to increase the number of team booklets and practical resources appropriately. We have provided a set of printable resources and guidelines notes giving teachers and technicians the basic ingredients to run their very own Faraday Challenge Day. This cross-curricular activity day brings science, design and technology, engineering and maths (STEM) together in an engaging way. The set of downloadable materials includes: Teachers pack A list of the practical materials needed, presenters’ notes highlighting key areas and reinforcing key themes throughout the day, some handy hints on how to deliver the day . . . plus printable Faradays currency and student certificates. Student booklet Available as an editable MSWord document to allow the booklet to be adapted to meets the needs of your students and your school. Introductory PowerPoint presentation A step-by-step guide for your students throughout the day, with supporting notes for the delivery of the presentation, including links to the related film clips. The engineering context Table tennis is a growing sport in the UK. Practice, as with most things, is the key to improving at the sport. The only problem is that it is hard to practice on your own. Being able to return service is often what provides the edge in terms of winning and losing. Within this challenge, students will work in teams to design and make a prototype device that will serve tennis balls consistently across a table tennis table. The server must fit securely on the edge of the table and serve at least four balls accurately and precisely in the same position, and allow the ball to be returned. Download the activity sheets for free! All online resources (including film clips!) are free to download, and the student booklet and PowerPoint presentation are fully editable, so you can tailor them to your students’ and your schools’ needs. For additional related videos, please visit the IET Education website.

IET Faraday® DIY Challenge Day A set of printable resources and guidance notes giving teachers and technicians the basic ingredients to run their very own IET Faraday® DIY Challenge Day. This cross-curricular activity day brings science, design and technology, engineering and maths (STEM) together in an engaging way. The context of the challenge Ease of communication is part of our life, we pick up the phone, turn on the radio, TV or internet to get news and information. Wifi networks work by radio signals. Your phone, TV and radio signals are transmitted by masts we hardly notice. But when all of these are knocked out by natural events how do we communicate? Students are the engineer rescue team based in the town of Alpha which has been relatively unaffected by the extreme weather. As the engineer rescue team in town Alpha, students will design and build a prototype device that will need to send coded messages to town Beta, and create a code to send a message from Alpha across the mountains for decoding in Beta. There is little time to lose, with a (simulated) helicopter arriving in a matter of hours to transport half of the rescue team to town Beta to set up the system for testing. Designed for six teams of six students (36 students in total) aged 12 – 13 years (year 8, and equivalent), the challenge encourages the development of students’ problem solving, team working and communication skills. This activity day can be tailored to the needs of your school and your students by adapting the PowerPoint presentation and the editable student booklet. What’s included? The complete set of downloadable materials includes: Teachers pack A list of the practical materials needed, presenters’ notes highlighting key areas and reinforcing key themes throughout the day, some handy hints on how to deliver the day… plus printable Faradays currency and student certificates. Student booklet Available as an editable MSWord document to allow the booklet to be adapted to meets the needs of your students and your school. Introductory PowerPoint presentation A step-by-step guide for your students throughout the day, with supporting notes for the delivery of the presentation, including links to the related film clips. **Remember, it’s all free! ** All online resources (including film clips!) are free to download, and the student booklet and PowerPoint presentation are fully editable, so you can tailor them to your students’ and your schools’ needs. If you are running one of our IET Faraday® DIY Challenge Day please do share your experience with us via our feedback form and case study template here. If you are unfamiliar with how to run a IET Faraday® DIY Challenge Day have a look at our 6 start-up videos here where we take you through the days, how they should run and what they entail. And please do share your classroom learning highlights with us @IETeducation

A set of printable resources and guidance notes giving teachers and technicians the basic ingredients to run their very own IET Faraday® DIY Challenge Day. This cross-curricular activity day brings science, design and technology, engineering and maths (STEM) together in an engaging way. The context of the challenge Engineering has always been of great importance to the health industry. Machines, equipment, techniques and procedures are developing at a great pace and rely on engineering research and development. The field of bioengineering – the application of engineering principles to address challenges in the fields of biology and medicine, is advancing rapidly. As medical knowledge, techniques and expertise get more sophisticated, the needs to perform remote operations, to levels of minute accuracy, are becoming more and more necessary and common. The Remote Operations challenge is based on the IET Faraday® Challenge Day of the same name from our 2010/11 IET Faraday® Challenge Day season. Students work in teams to design and make a prototype device that can simulate a heart and kidney transplant, but must be operated remotely. Objects representing the human heart (tennis ball) and a kidney (ping-pong ball) must be picked up and accurately placed in their appropriate holes in an MDF/cardboard cutout of a human torso. Designed for six teams of six students (36 students in total) aged 12 – 13 years (year 8, and equivalent), the challenge encourages the development of students’ problem solving, team working and communication skills. This activity day can be tailored to the needs of your school and your students by adapting the PowerPoint presentation and the editable student booklet. **What’s included? ** The complete set of downloadable materials includes: Teachers pack A list of the practical materials needed, presenters’ notes highlighting key areas and reinforcing key themes throughout the day, some handy hints on how to deliver the day … plus printable Faradays currency and student certificates. Student booklet Available as an editable MSWord document to allow the booklet to be adapted to meets the needs of your students and your school. Introductory PowerPoint presentation A step-by-step guide for your students throughout the day, with supporting notes for the delivery of the presentation, including links to the related film clips. Film clips Informative clips about remote medicine and robotic surgery, plus examples of possible solutions to the challenge. To view the additional related videos, please visit the IET Education website.

A set of printable resources and guidance notes giving teachers and technicians the basic ingredients to run their very own IET Faraday® DIY Challenge Day. This cross-curricular activity day brings science, design and technology, engineering and maths (STEM) together in an engaging way. The context of the challenge Humans have been exploring the Earth for many years, travelling abroad for holidays, organising explorations to the top of mountains, to the poles of the Earth and to the bottom of oceans. What happens when this spirit of expedition is turned to the skies? Activity info and teachers’ notes The Mission to Mars challenge is based on the IET Faraday® Challenge Day of the same name from our 2013/14 IET Faraday® Challenge Day season. Students are the engineer specialists recruited by ‘Make it 2 Mars’ to establish a human settlement on the planet Mars by 2023. Students will design and construct a rocket which will transport supplies via Earth orbit to the astronauts on Mars, as well as building a system to transport their rocket to the launch site for testing. Designed for six teams of six students (36 students in total) aged 12 – 13 years (year 8, and equivalent), the challenge encourages the development of students’ problem solving, team working and communication skills. This activity day can be tailored to the needs of your school and your students by adapting the PowerPoint presentation and the editable student booklet. What’s included? The complete set of downloadable materials includes: Teachers pack A list of the practical materials needed, presenters’ notes highlighting key areas and reinforcing key themes throughout the day, some handy hints on how to deliver the day . . . plus printable Faradays currency and student certificates. Student booklet Available as an editable MSWord document to allow the booklet to be adapted to meets the needs of your students and your school. Introductory PowerPoint presentation A step-by-step guide for your students throughout the day, with supporting notes for the delivery of the presentation, including links to the related film clips. Download the free activity sheet below! All online resources are free to download, and the student booklet and PowerPoint presentation are fully editable, so you can tailor them to your students’ and your schools’ needs. If you are running one of our IET Faraday® DIY Challenge Day please do share your experience with us via our feedback form and case study template here. If you are unfamiliar with how to run a IET Faraday® DIY Challenge Day have a look at our 6 start-up videos here where we take you through the days, how they should run and what they entail. And please do share your classroom learning highlights with us @IETeducation

Write a flowchart program to meet a given design brief Programming is an essential skill in the 21st century world. From mobile phones and tablet computers, to large ‘fly by wire’ passenger jet aircraft, our everyday lives are shaped by systems that have been programmed. These systems keep us safe, get us to work/school or allow us to communicate with our friends and family. The work of programmers is all around us. Almost all modern electronic systems and products have been programmed to perform different tasks. Learning how to program has therefore become an essential skill for both product and systems designers. Activity info, teachers’ notes and curriculum links An engaging activity which enables students to understand and be able to create flowcharts. This is one of the two main methods of programming (the other being raw code/programming language). The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales. Download the activity sheets for free! All activity sheets and supporting resources (including film clips!) are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. You can stream and download the related films by clicking on the appropriate link in the related resources section below. And please do share your classroom learning highlights with us @IETeducation

Understand the importance of clear instructions when developing a program In this starter activity, students are introduced to what is meant by a program through our fun maze route activity. For the purposes of this activity a program is a set of step-by-step instructions that must be followed. Learners will therefore be asked to create a set of instructions that will solve a problem. This is one of a set of resources developed to aid the class teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within design and technology (DT). Activity: Understanding the importance of clear instructions when developing a program In this activity students will complete a practical activity that will help them to understand what programme is. Learners will get into pairs and, with one person having to navigate their (blindfolded) partner through a simple maze by giving them verbal instructions. After this activity, there will be a class discussion on the importance of clear and concise instructions. Students will then reflect on what a programmable system is (i.e., a set of instructions) and discuss how this links to the activity that they’ve just completed. Download our activity overview for an introductory lesson on programmes for free! The engineering context Programming is an essential skill in the 21st century world. From mobile phones and tablet computers to large passenger aircrafts, our everyday lives are shaped by systems that have been programmed. These systems keep us safe, get us to work/school or allow us to communicate with our friends and family. Suggested learning outcomes By the end of this lesson students will learn that a program is simply a set of step-by-step instructions. They will also understand the importance clear instructions when developing a program. Download our activity sheet and other teaching resources The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your class’s and your schools’ needs. You can download our classroom lesson plan for free! Please do share your highlights with us @IETeducation

Learning to programme using BASIC language commands This activity is designed to build on understanding of programming commands and what they are used to do in a program. It requires students to show a detailed knowledge of each command and what it is used to do. It also requires them to apply programming commands in a real context. Students will engage with the BASIC language commands, understanding their purpose and how they function. They will write their own program to control an LED light, seeing first hand how their code translates into action. BASIC is a simple programming language that can be used to program electronic systems. It consists of a set of commands that can be used to perform particular functions. This is one of a set of resources developed to aid the class teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within engineering and design and technology (DT). Activity: Learning to programme using BASIC language commands This activity involves understanding and applying BASIC programming commands. Starting with a discussion about the language and its common commands, students will then predict the functions of commands like ‘high’, ‘low’, ‘goto’, ‘wait’/‘pause’, ‘if’, ‘else’, and ‘stop’. They will put their understanding into practice by writing a program to control an LED light. Reflection on their experience and a question-answer session will round off the activity, consolidating their learning and addressing any queries. The engineering context Programming plays a crucial role in engineering, especially with the rise of programmable systems, such as smart devices and autonomous vehicles. By learning to program in BASIC and applying it in a real context, students get a sense of how engineers use programming to create solutions and control systems. Suggested learning outcomes Through this beginner activity, students will gain an understanding that programs can be written using programming code. They will learn the purpose and function of a range of BASIC programming commands, and they will also get a chance to write a program using these commands to meet a given design brief. The activity aims to provide students with a solid foundation in programming, equipping them with the skills and knowledge to further explore this vital field. Download our activity sheets for free! The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download (including the video), and all the documents are fully editable, so you can tailor them to your class’s and your schools’ needs. Please do share your highlights with us @IETeducation.

Design a future programmable system to meet user needs As technology progresses, programmable systems are being increasingly utilised at home and in industry. What will the programmable systems of the future be like and how will we use them? In this activity, students apply what they have learnt about the uses and designs of programmable systems to invent their own to meet a specific user need. Activity info, teachers’ notes and curriculum links An engaging activity in which students look to the future and consider what they have learnt so far about programmable systems to design their own that meets a user need. The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales. Download the activity sheets for free! All activity sheets and supporting resources (including film clips!) are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. And please do share your classroom learning highlights with us @IETeducation

Design and produce a 2D card model of the physical elements of a robot arm as an example. This curriculum-linked activity teaches the foundation of a wide variety of real-world industrial applications, ranging from loading machines to assembling cars, welding parts together and spray-painting products. Robot arms are also used in applications such as bomb disposal and repairing spacecraft as they orbit the earth. All activity sheets and supporting resources are free to download and are fully editable, so you can tailor them to your students’ and your schools’ needs. Please do share your classroom learning highlights with us @IETeducation Tools/resources required For each participating team: 1 A4 cardboard or MDF baseboard 2 A4 pieces of thick card 1 pair of scissors/craft knife 5 brass fasteners/brads/split pins 5 thumb tacks 3 paper clips 2 m length of string or fishing line 2 rubber bands 2 m length of sticky tape or masking tape The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland, and Wales.

Exploring the movement of a human arm for robotics design This is an engaging starter activity in which students examine how human arms move. Learners will also discover how this movement can be replicated with a mechanical arm using a smart material. Students can then subsequently use this information to support the design of a robot arm. This lesson can be followed by 3D modelling, which looks at designing and modelling a 3D robot arm and build a robot arm, which looks at how to make a robot arm with carboard. It’s one of a set of resources developed to aid the teaching of the secondary national curriculum, particularly KS3, supporting the teaching in science (specifically biology), engineering and design & technology (D&T). Activity: Exploring the movement of a human arm for robotics design By examining the movement of their own arms, students will learn how robot arms might be designed and how smart materials can play a role. Students will first bend their arms and be asked to monitor and describe the mechanics involved (muscles, joints, etc.). They will then consider how this natural bending motion can inspire the design of robot arms. Learns will be introduced to shape memory alloy (SMA) springs, which can be deformed or stretched and then revert back to their original shape when heated (this can be achieved using an electrical current). Finally, students will be tasked with explaining how SMAs could be used to create movement in a robot arm. Download our activity overview for a detailed lesson plan on the movement of a human arm. The engineering context Robot arms are an example of a programmable system. They are used in a wide variety of industrial applications, ranging from assembling cars to spray-painting products. They’re also used in more dangerous applications for humans such as bomb disposal and repairing space craft as they orbit the earth. Suggested learning outcomes Students will learn that a human arm moves due to the contraction of muscles, and they’ll understand that a robot arm can also use contraction or rotation to achieve movement. Finally, they’ll learn that shape memory alloys can revert to a previous shape when heated. Download our activity sheet and related teaching resources for free! The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. Please do share your highlights with us @IETeducation.

In this design activity, students will produce a 3D model of a robot arm. It’s part of a series of activities that sees students designing and modelling the physical elements of a robot arm. This 3D modelling activity assumes that students have previously made a 2D model of a robot arm in the Build a robot arm activity (if they haven’t, they may benefit from trying the 2D modelling activity first!). This is one of a set of resources developed to aid the teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within design and technology (DT) and science. Activity: Designing and modelling a 3D robot arm In this hands-on activity, students will be divided into small teams and tasked with taking inspiration from their previously completed 2D models of a robot arm to construct a 3D model. This arm will then have to lift three identical objects between a “start” and “end” location. The arms will be judged on how accurately the items are transferred, the lack of damage to the items being moved, and the time needed to complete the moves. Students will need consider factors such as grip, hand operation, item protection, and structural rigidity (i.e., how do they stop the arm from bending?). Teams will have the opportunity to test, improve, and refine their designs based on constructive feedback provided by the class. The engineering context Understanding how to design and build a robotic arm will introduce your students to key concepts in mechanical engineering and automation technology. Robot arms are used in a wide variety of industrial applications, ranging from loading machines to assembling cars, welding parts together and spray-painting products. They are also used in delicate applications such as bomb disposal and repairing space craft while in orbit. Suggested learning outcomes By the end of the lesson students will be able to design and build a 3D model. They will also have developed their creative and problem-solving skills, teamwork abilities and a practical understanding of the workings of robot arms. Download our activity sheet for free! The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. Download our classroom lesson plan and presentation below. Please do share your highlights with us @IETeducation.

Learn about train design and improve engineering skills with this fun STEM activity! In this activity students will design a model high-speed vacuum tube train. Students will have to decide on how to get a ball to travel through a tube as quickly as possible without the help of gravity. They will then look at the forces that would act on a real vacuum tube train. Students should be supplied with a variety of marbles and ball bearings in various sizes. They should be allowed to choose which sizes they want (this will depend on the method they choose). Options may include using a magnet to pull the ball, using force from a metal rod or air from a pump to push it. Learners can’t rely on gravity – the tubing needs to be placed on a level desk or floor. Groups are asked to record the speed and then modify their design to make it faster. They will need to use stop clocks to measure time and then calculate speed. If you have data-loggers to measure speed these can be used instead. Students should understand the need for repeating their measurements and they should record them in a table. Groups can modify the ball if they wish. They might want to make it more aerodynamic by using paper or by using a lubricant. As an optional extension, students could modify their design so it has a safe stopping mechanism. Alternatively, students could write an explanation as to why air resistance is not a problem in a vacuum tube train and why this is an advantage. How long will this activity take? This activity will take approximately 50 minutes to complete. What is a vacuum tube train? A vacuum tube train, also known as a vactrain, is a proposed design for train transportation. The train would use maglev technology to run in partly evacuated tubes or tunnels. Reduced air resistance could allow vacuum tube trains to travel at very high speeds – up to 4,000 mph! Suggested learning outcomes By the end of this activity students will be able to design a model vacuum tube train and they will be able to use a force diagram to show the forces interacting on a real vacuum tube train. Download the activity sheet for free! All activity sheets, worksheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales. Please share your classroom learning highlights with us @IETeducation

Solving transportation issues around the world In this activity students will use what they know about community transport systems to suggest possible solutions to existing transportation problems. This is one of a set of resources developed to aid the class teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within design and technology (D&T) and engineering. Activity: Solving transportation issues around the world Students will watch our short film on transportation planning, which will be the basis for a class discussion on the potential issues that come with holding major events in cities such as the Olympic Games. Students will then work in teams to review a scenario from our Solving the transport problem worksheet, which includes various transport planning scenarios. Each team will choose a problem to solve and then present their solution to the class. Finally, students will examine the negative consequences that inevitably come with improving community transport, considering environmental and social factors. Download our activity overview for an introductory lesson plan on transportation issues for free! The engineering context Engineers must often solve transportation problems that can arise in big cities. Whether it’s designing traffic flow for megacities, building accessible infrastructure for rural areas, or integrating sustainable fuels, transportation planning equips engineers to tackle hazards, congestion, isolation, and inefficiency. Suggested learning outcomes This activity teaches students how to use community transport to solve social and environmental problems. It will also teach them how to explain the rationale behind these decisions. Download our activity sheet and other teaching resources The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales. All activity sheets and supporting resources are free to download (including the video), and all the documents are fully editable, so you can tailor them to your class’s and your schools’ needs. You can download our classroom lesson plan for free! Please do share your highlights with us @IETeducation

Research a form of transport that fulfils the needs of a community Try out this engaging STEM activity to learn all about the future of technology in the automotive industry! This exercise is suitable for KS3 and encourages the development of students’ research, communication and teamwork skills. Activity: What is the future of community transport? In this activity students will work in teams to research an existing or possible future form of community transport. They will mark their system against the agreed criteria from the starter and present their findings to the rest of the class. Students will be split into ten groups, so the full range of systems are researched. Allocate each team a different concept for community transport from the handout Tomorrow’s Choices. This handout contains ten existing and futuristic community transport systems. Each sheet contains a hyperlinked URL for further information and a table for them to mark the system against criteria. Students should write into the table the agreed criteria from the starter activity. Teams will then present their findings and provide a quick explanation as to how their transport works. As an optional extension, students could use the internet to research extra information on their transport systems. They could then use this information to produce a detailed presentation on how the transport system works. This could be a poster or a computer presentation. Teams will need access to the internet to complete this activity. If possible, put the handout on the shared system so teams can access them through their computer. This allows them to use the hyperlink to the website for research. They can type their answers into the grid directly or print out the sheet and write on them. This activity will take approximately 50 minutes to complete. Tools/resources required Computers with internet access Suggested learning outcomes By the end of this activity students will be able to use ICT to research an existing or possible future community transport and they will be able to use criteria to judge how well it fulfils social, environmental, and economic needs. All activity sheets, worksheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales. Please share your classroom learning highlights with us @IETeducation

Analyse current transport options and compile a list of criteria that future methods of transport should fulfil In the UK around 75% of people use their car for their daily commute. However, with congestion and pollution from increased traffic, why aren’t more people using community transport? This is one of a set of free STEM resources for KS3. Can your students think about current methods of community transport and consider the advantages and disadvantages of each? Activity: In this activity, students are asked to think about current methods of community transport and the associated pros and cons. Their ideas will then be used to compile a class list of criteria that future methods of community transport should fulfil. Slide 2 of the presentation below shows an image of traffic congestion. Learners should discuss what the image conveys and how they feel about this. Take time to discuss why many people choose to drive rather than use community transport. One possible solution to reduce the amount of traffic on the road is for more people to use community transport. What do students think about this solution? Slide 3 of the presentation shows a range of current community transport methods. Students will work in pairs or small groups to discuss the pros and cons of each method. You may like to go through one type of transport as a class and then ask the students to go through the remaining individually or in groups. This feedback can be used to compile a class list of criteria that community transport needs to fulfil in the future e.g. sustainable (materials used to make the transport, the infrastructure needed as well as the fuel used), low pollution, use of renewables, low energy consumption (high energy efficiency), cheap, fast, good networks and frequent service. This is a quick and simple activity that will take approximately 25 minutes to complete. Suggested learning outcomes By the end of this activity students will be able to identify the pros and cons of different types of community transport and they will be able to compile a list of criteria for future community transport. Download the activity sheets for free! All activity sheets, worksheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs. The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales. Please share your classroom learning highlights with us @IETeducation

Calculate journey times from one country to another A costly and sometimes very long aeroplane journey is currently the only option if you intend to travel a long distance. However, what about in the future? One method that has been proposed is the vacuum tube train. The vacuum tube train may be able to reach speeds of 4,000 mph, but is it a realistic option? Activity: Use the Speed Equation to Calculate Journey Times In this fun maths activity for KS3, students will use the speed equation to calculate how long it takes to travel to destinations around the globe from the UK via today’s global transport options. They will then be introduced to a new concept in global travel: the vacuum tube train. Students will work in pairs or small groups to complete the tasks on the handouts below. Handout Journey Times A is for higher-ability students, and Journey Times B is for the less able. Students completing the handout Journey Times A may have to be informed/reminded of the speed = distance/time equation and how to use it to calculate the journey times. This activity can be used to introduce ideas about the environmental, economic, ethical and social impacts of each type of global transport. For example, comparing fuel efficiencies, the impact of infrastructure on the environment and how polluting they are. Suggested learning outcomes By the end of this activity, students will be able to calculate time using the speed equation, and they will be able to identify issues surrounding global transport. The engineering context Engineering has constantly propelled human progress, and the vacuum tube train is a testament to this innovation. This cutting-edge transportation marvel utilises sealed tubes to create a low-pressure environment, drastically reducing air resistance. Maglev technology suspends the train, eradicating friction for unparalleled speed. The engineering behind the vacuum tube train merges aerodynamics, materials science, and electromagnetic systems, enabling mind-boggling velocities. As we strive for more sustainable and efficient transit solutions, this exemplifies the potential of engineering to reshape our world, revolutionising travel and underscoring the limitless possibilities when science and ingenuity converge. Download the activity sheets for free! All activity sheets and supporting resources are free to download, and all the documents are fully editable so that you can tailor them to your students and your schools’ needs. The activity sheet includes teacher notes, guidance, helpful web links, and links (where appropriate) to the national curriculum in the four devolved UK nations: England, Northern Ireland, Scotland and Wales. Please share your classroom learning highlights with us @IETeducation