|
|
Mount Kenya in central Africa is so high that every day is summer,
and every night is winter. The animals and plants must adapt to the
brutal conditions in order to survive.
At night, the Giant Groundsel plant tucks its leaves closely together
as if wrapping up in a blanket to prevent itself from freezing. Geladas
live in these volatile mountains. Their long fur keeps them warm at
night whilst they hide in caves, and as the sun rises every morning
they climb to the top of the mountain to play.
Each night the water on Mount Kenya freezes, creating a Crystal Kingdom.
Yet in the day streams and rivers are vibrant with energy.
|
|
|
|
What this unit will give you
Knowledge to guide your students to complete
this project
|
|
|
|
What this project will give your students
Learning Objectives |
To develop an understanding of materials
that insulate against hot and cold temperatures.
Develop an understanding of the forces exerted on a
falling object.
Draw simple conclusions, make predictions for new values,
suggest improvements and raise further questions.
|
Project Aim/Question |
To
design, build and evaluate a rugged kit bag that could
be used by the Enchanted Kingdom Film Crew. |
Key
Language |
Gravity, air resistance,
potential energy, insulate. |
|
|
|
Stage 1 - Unpacking the Problem |
The high mountains of
tropical Africa are a unique environment.The Enchanted Kingdom crew filmed
on Mount Kenya, which is about 17,000 feet high (5199m) and right on the
equator.
At night things change dramatically. Whatever the weather during the
day, the skies often clear at night. With clear skies at such a high altitude,
temperatures plummet as low as minus 10°C. Frost forms and everything
begins to freeze solid. Shallow streams freeze over. Larger ones keep
flowing but the splashes and dripping water create many icicles and coat
the bankside vegetation with a layer of ice. |
|
|
What
you can do
-
Discuss with your stiudents the
difficulties relating to filming at various altitudes in the
mountains, as well as what could cause damage to equipment (e.g.
heat, cold, fall damage)
- Form students into groups to compete with each other to design
and make a durable equipment case
- Give groups the opportunity to evaluate a range of equipment
cases (laptop cases, mobile phone cases, etc.), looking at their
suitability and what could be changed to adapt them for mountain
use.
- Ask groups to come up with a range of realistic experiments
to test cases (this will help them decide what material to use
for their case). Ideas might include:
1. Insulating a cold & hot substance to maintain an even equipment
temperature
2. Drop test
3. Water spillage test
|
|
|
|
Living With Hazards: Simien Cliff Farmers
Getabit is a small village in the Simien Mountains. It is the
autumn harvest and the local people are harvesting crops of barley.
The villagers rely on a good harvest of barley to store through
the winter, when the ground becomes too frozen to grow anything.
But the harvest is threatened by Gelada baboons who also live
in these mountains, the baboons love to eat the barley. |
|
|
|
Groups can use OneNote to research and collaborate.
|
|
|
Stage 2 - Design and Build Phase |
|
|
|
Stage 3 - The Test |
|
|
What
you can do
With your students remaining in their
groups, have them test their designs. The tests can be based on
equipment that you have access to - tests could include:
- Keeping ice cubes cold
- Keeping water as close to boiling point as possible
- Dropping a house brick on the case. The case could contain a
fairly fragile object, such as a DVD case
- Dropping the bag from a height
Once testing is finished, groups should be given
the opportunity to evaluate their design. This process should be
added to the Office Mix journal created during stage 2. |
|
|
|
One finished, Office mixes can be published to OneDrive for feedback.
|
|
|
Enrichment Activities |
|
|
What
you can do - Numeracy
There are opportunities to read measurements
and collect quantitative data from each equipment bag test. Students
can produce graphs and charts to present their findings.
|
|
|
|
What
you can do
Great opportunity to explore various
stages of the Water Cycle: Evaporation, condensation and reversible
changes of state. |
|
|
. |
|
|
Reflection
Support for less able students should take
the form of shared planning with another teacher or member of support
staff.
Ensure that students have ample rehearsal time to
build their confidence. Students who struggle significantly with
confidence could present using a partially pre-prepared Office Mix.
In order to challenge more
able students, be prepared to take a step back and allow groups
to take ideas and ‘run with them’. They should also
be encouraged to present in an unscripted way, challenging them
to gain and monitor the attention of their audience, interacting
with – and questioning – them.
|
|
|
|
|
|
|
|
|
|