support resources - amazon s3... 4 concert carbon footprints 1. investigate what is meant by the...
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Support Resources
TechniquestStuart Street
CardiffCF10 5BW
Tel: 029 20 475 475www.techniquest.org
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Back Stage Challenge
2
Copyright
Teachers may reproduce the following materials without infringing copyright, so long as copies are made for use in their own schools. Techniquest’s permission must be obtained before reproducing these materials for any other purpose.
Summary
In this workshop, pupils organise a series of concerts in castles across Wales, choosing the performing artists and calculating their costs. To do this, they will need to draw information from the graphs and tables provided. In groups, pupils will organise eight concerts to be held simultaneously. They may therefore need to negotiate their choice of artists with other groups. Pupils are given a series of
Acknowledgements
Special thanks to the Welsh Government and European Social Fund for their support. Thanks to the pupils and teachers of Barry Comprehensive School, Cardiff High School and Fitzalan High School for their support and ideas.
requirements to meet and will need to use the data provided to carry out calculations with money.
About this book
Pupil activities can be found on pages 3-8.Answers to the activities can be found on pages 9-11.Curriculum links for the workshop and these activities can be found on pages 12-14.
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Back Stage Challenge
3
Favourite MusicThere are many different types of music. Think about the different music you hear and where you hear it. You may hear music in the street, on the radio, in television adverts, in concerts, in restaurants and in films.
In this activity, you will explore the different types of music and investigate which types of music are the most popular among the people you know. You will then compare your results with the music charts to see if your friends’ tastes in music reflect those of the rest of the population.
1. Carry out research to compile a list of the different genres (types) of music.
2. Which of these types of music have you heard?
3. Which of these types of music have you never heard?
4. Carry out a survey into people’s favourite type of music.
What questions do you need to ask in your survey? Ask at least 12 people (friends and family) as part of your survey. 5. Draw a graph of your results using
the grid. 6. What conclusions can you draw
from your graph? 7. Find out the top ten singles chart
for this week. What types of music are featured in the top ten?
8. What type of music is featured most often?
9. Is this type of music the most popular among the people you surveyed? Explain your answer.
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Back Stage Challenge
4
Concert Carbon Footprints1. Investigate what is meant by the term “carbon footprint”.
2. One of the concerts was held at Cardiff Castle. Study the graph below. It shows how much carbon was produced from this concert.
Reading the values from the graph, fill in the table.
3. How much carbon was produced in total from the concert?
100
200
300
Mark
etin
g
Elec
tron
ics
Soun
d &
Lig
htin
g
Set
Mer
chand
ise
Cate
ring
Mus
ic A
cts’
Tra
vel
Staff
Tra
vel
Tonn
es o
f Ca
rbon
Part of concert Tonnes of carbon
Merchandise
Catering
Music Acts’ Travel
Staff Travel
Marketing
Electronics
Sound & Lighting
Set
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Back Stage Challenge
5
4. Here are the figures for the carbon produced from the catering. Draw this information in a graph.
5. 18,000 people attended the concert. Imagine everyone bought one burger and one bag of chips.
How much is each person’s carbon footprint for food?
Catering kg of carbon
Burgers
Chips
Beer
Bottled water
81,000
45,000
108,000
54,000
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Back Stage Challenge
6
6. This pie chart shows how the 18,000 fans travelled to and from the concert. Using this information, calculate how many fans used each type of transport.
7. List two types of transport that could be covered by the term “other” in the pie chart.
8. Investigate what is meant by the term “off-setting”.
9. Suggest one way the carbon footprint of the concert could be off-set.
CarTrainBusOther
Transport Number of fans
Car
Train
Bus
Other
60%
25%
10%
5%
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Back Stage Challenge
7
Concert CareersAt every concert and major public event there
will be catering stalls. When you go to buy your food how often do you think about all the different jobs and careers involved in getting it to the event?
Here are some of the careers linked with the foods that may be served at a concert.
ProducerInvests time and money
to produce the food product
Food EngineerDesigns and maintains
equipment used in production
Production Manager
Oversees the making of the food product
Team LeaderOversees processing
operatives
Processing Operative
Ensures the food product is prepared and
ready for use
New Product Development
Creates new products for consumers
Quality AssessorEnsures good food hygiene and safety
procedures are maintained
Sales and Marketing
Promotes and advertises the food product
Food Packaging Researcher
Delivers products to appeal to consumers
LogisticsEnsures fresh products
are where they are needed
Distribution Manager
Oversees the delivery of the finished product
Catering ManagerOversees the sale of the
product to the public
Catering StaffPrepares and sells the product to the public
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Back Stage Challenge
8
1. Develop a career chain starting with production of the food product and finishing at the point of sale.
2. Imagine you purchase a burger and an orange juice at the concert. There are three main parts to this meal: the burger, the bun and the orange juice. Select one of these and develop a career chain for this product. You may wish to include more careers in your chain than those listed on the previous page.
3. Choose another area of the festival such as merchandise, technical support, promotion or musicians and develop a career chain for that area of the event.
Research career profiles can be found at:http://www.rcuk.ac.uk/researchcareers/percase/Pages/home.aspx
RCUK Careers in Research hosts an online suite of stories providing an insight about life as a researcher and the different career paths researchers take. The stories feature researchers from all seven Research Councils and cover a broad range of disciplines. New case studies will be added to the site regularly.
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Back Stage Challenge
9
Page 3: Favourite Music
1. Sources for music genres include Amazon, iTunes and Spotify.
2 and 3. Depends on pupils’ own experiences.
4. Sample questions include: • What music do you most frequently listen
to?• What is your favourite music?• What music do you enjoy listening to?
5. Depends on the results obtained.
6. The graph should show the most popular music among those surveyed.
7. Music genres may include: pop, rock, heavy metal, RnB and Indie.
8. Depends on the pupils’ research.
9. The most popular music in the charts may or may not be the same as that identified by the pupils in their survey. They should make some comment about why the result is the same or different. This could be related to some characteristic of the people surveyed.
Page 4: Concert Carbon Footprint
1. “Carbon footprint” is the amount of carbon produced by an individual or company in one year.
2. Figures given are approximate.
3. 8 + 10 + 50 + 35 + 125 + 290 + 0 + 2 = 520 tonnes of carbon
Part of concert Tonnes of carbon
Merchandise
Catering
Music Acts’ Travel
Staff Travel
Marketing
Electronics
Sound & Lighting
Set
125
290
0
2
8
10
50
35
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Back Stage Challenge
10
4. 6.
Catering
Burger Chips Beer Bottled water
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
1,00
0 kg
of c
arbo
n
5. Burgers = 81,00081,000/18,000 = 4.5 kg per burger
Chips = 45,00045,000/18,000 = 2.5 kg per bag of chips
4.5 + 2.5 = 7 kg of carbon per person
7. Cycling, walking
8. “Off-setting” is investing back into the environment to counteract the carbon created.
9. One way of off-setting the carbon produced by the concert is to plant trees. A mature sycamore (Acer pseudoplatanus), with a diameter of 52 cm and a stem height of 12 m can consume one tonne of carbon in a year.
Transport Number of fans
Car
Train
Bus
Other
(60%) 10,800
(25%) 4,500
(10%) 1,800
(5%) 900
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Back Stage Challenge
11
Page 7: Concert Careers
1.
Bun
ProducerFood Engineer
Production ManagerTeam Leader
Processing OperativeNew Product Development
Quality AssessorSales and Marketing
Food Packaging ResearcherLogistics
Distribution ManagerCatering Manager
Catering Staff
2. Burger
FarmerAnimal Welfare Officer
Meat InspectorFood Engineer
Production ManagerTeam Leader
Processing OperativeNew Product Development
Quality AssessorSales and Marketing
Food Packaging ResearcherLogistics
Distribution ManagerCatering Manager
Catering Staff
GrowerAgricultural Engineer
BuyerFood Engineer
Production ManagerTeam Leader
Processing OperativeNew Product Development
Quality AssessorSales and Marketing
Food Packaging ResearcherLogistics
Distribution ManagerCatering Manager
Catering Staff
Orange juice
GrowerBuyer
Food EngineerProduction Manager
Team LeaderProcessing Operative
New Product DevelopmentQuality Assessor
Sales and MarketingFood Packaging Researcher
LogisticsDistribution ManagerCatering Manager
Catering Staff
3.Depends on which area pupils choose.
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Back Stage Challenge
Links with the Skills Framework
Developing Thinking
Plan Asking questions. Activating prior skills, knowledge and understanding. Gathering information. Determining the process/method and strategy. Determining success criteria.Develop Generating and developing ideas. Valuing errors and unexpected outcomes. Entrepreneurial thinking. Thinking about cause and effect and making inferences. Thinking logically and seeking patterns. Considering evidence, information and ideas. Forming opinions and making decisions. Monitoring progress.Reflect Reviewing outcomes and success criteria. Reviewing the process/method. Evaluate own learning and thinking. Linking and lateral thinking.
Developing Communication
Oracy Developing information and ideas. Presenting information and ideas.Reading Locating, selecting and using information. Using reading strategies. Responding to what has been read.Writing Organising ideas and information. Writing accurately.Wider Communication Skills Communicating ideas and emotions. Communicating information.
Developing ICT
ICT Skills Framework Finding and developing information and ideas. Creating and presenting information and ideas.
Developing Number
Use Mathematical Information Using numbers. Measuring. Gathering information.Calculate Using the number system. Using a variety of methods.Interpret and Present Findings Talking about and explaining work. Comparing data. Recording and interpreting data and presenting findings.
Key Main focus Incidental focus No intended focus
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Back Stage Challenge
Mathematics: Key Stage 3
SkillsSolve mathematical problemsPupils should be given opportunities to:• Select, organise and use mathematics, resources,
measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems.
• Identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information.
• Develop and use their own mathematical strategies and ideas and consider those of others.
• Select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks.
• Use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems.
• Use a range of mental, written and calculator computational strategies.
Communicate MathematicallyPupils should be given opportunities to:• Use a wide range of mathematical language,
notation, symbols and conventions to explain and communicate their work to others.
• Visualise, describe and represent shapes, movements and transformations, using related mathematical language.
• Read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT.
• Present work clearly, using diagrams, labelled graphs and symbols.
• Explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing.
Reason MathematicallyPupil should be given opportunities to:• Extend mental methods of computation to
consolidate a range of non-calculator methods. • Justify how they arrived at a conclusion to a
problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude.
• Understand general algebraic statements; make and test generalisations; recognise particular examples of a general statement.
• Interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation.
• Explain, follow and compare lines of mathematical argument; make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid; appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias.
• Evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of results; recognise that inferences drawn from data analysis may suggest the need for further investigation.
RangeNumberPupils should be given opportunities to:1. Understand number and number notation• Extend their knowledge of the number system,
including decimals, ratios, fractions, percentages and the relationships between them.
2. Calculate in a variety of ways• Use a calculator efficiently to plan a complex
calculation.• Calculate with whole numbers, negative numbers,
decimals, fractions, percentages and ratios, understanding the effects of the operations.
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Curriculum Links
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Back Stage Challenge
Mathematics: Key Stage 3 (cont.)
RangeMeasures and MoneyPupils should be given opportunities to:1. Understand and use measures• Extend their understanding of the nature of
measurement, including the difference between discrete and continuous measures.
• Develop their understanding of the relationships between units, converting from one metric to another.
• Use and interpret scale on graphs, maps and drawings.
• Find perimeters, areas and volumes of common shapes.
2. Understand and use money• Understand and use the conventional way of
recording money.• Calculate with money and solve problems relating to
budgeting, saving and spending, and currency exchange rates.
• Interpret a calculator display in relation to money
Shape, Position and MovementPupils should be given opportunities to:1. Understand and use the properties of shapes• Explore properties of shapes through drawing and
practical work.
Handling DataPupils should be given opportunities to:1. Collect, represent, analyse and interpret data• Interpret information given in a wide range of
graphs, diagrams and statistics, especially real-life data.
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Curriculum Links