Group Title: Environmental teaching plans
Title: Automobiles
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Permanent Link: http://ufdc.ufl.edu/CA01300920/00078
 Material Information
Title: Automobiles
Series Title: Environmental teaching plans
Physical Description: Archival
Language: English
Creator: St. Croix Environmental Education Team
Publisher: Division of Fish and Wildlife
Place of Publication: Frederiksted, VI
 Record Information
Bibliographic ID: CA01300920
Volume ID: VID00078
Source Institution: University of the Virgin Islands
Holding Location: University of the Virgin Islands
Rights Management: All rights reserved by the source institution and holding location.

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E.T. A LOCAL WAY OF LEARNING
Title: AUTOMOBILES

Author: Jane Ducey
Eulalie R. Rivera Elementary School

Grade Level: 6-8

Concepts: Disciplines:
1. The Sun 1. Social Studies
3. Carrying Capacity 2. Math
5. Clean Air
7. Land Use
8. Values & Attitudes
11.Individual Acts

Objective:
Student shall gain a heightened awareness of the automobiles, buses and trucks
that pass the schoolyard and the safety factors involved with regard to speed
and the emission of hydrocarbons.

Rationale:
We have all come to pay more attention to the gasoline powered vehicles with
the world's high oil prices, the success of the compact and energy conserving
imported cars and the grave problems of the American auto industry. Students
can do their personal research of those vehicles that pass their school.

Materials Needed:
Note pad and pencil.
Item No.9 requires a stopwatch and measuring tape.

Directions/Activities:
This activity is good for small group sessions with each group addressing a
different parameter. i.e., too much is going on to be recorded by looking at
the project as a whole. Divide up the observations such as how many cars, which
direction traveling, speed limit, makes of cars, etc.

1. Stand at the corner of the school ground for a specified time (15 minutes?).
Count the number of vehicles passing through the intersection traveling in each
direction: North South East West

2. Record the change of direction of travel at the intersection.
Coming from the south and turning east

Coming from the south and turning west

Coming from the north and turning east

Coming from the north and turning west

Coming from the east and turning north

Coming from the east and turning south

Corning from the west and turning north


Corning from the west and turning south











3. What is the legal speed limit for vehicles passing the school?
miles per hour. Observe for about five minutes the vehicles passing your
school. How many were there? How many do you think were traveling
faster than the speed limit?

4. Observe the number and kinds of trucks passing the school. How many of each
of the following kinds passed by in five minutes? Pick-up trucks:

Trucks: Semi-trailer trucks: How many of the trucks

passing the school were "service trucks"? What kinds of services

do these trucks and their companies provide for people living in this community?




5. Observe for about 10 minutes the automobiles passing by. How many of each
of the following can you identify? Ford: Chevrolet: BMW:

Volkswagon: Honda: Toyota: Datsun:

Oldsmobile: Cadillac: Foreign Sports Car: Other:

How many of each of the above automobiles were driven by men?

How many were driven by women:

6. How many of the automobiles were made excessive noise?

How many were showing a cloud of exhaust?

How many were going faster than the legal speed limit?

How many were occupied by only one person the driver?

How many carried two or more persons?

7. If there is no traffic light at your school corner, do you think there should
be one based on your observations of the traffic?

Is there a predictable pattern of traffic, for example, traffic flowing to the
highway, or industry, or town?

Does it reverse at the end of the day?

What about other hours?

8. Gasoline-powered vehicles in our society have made life vastly different from
the way it would have been without them. Write an essay about what life in your
community was like before such vehicles.











E.T.
AUTOMOBILES

9. Using a stopwatch, find out how many seconds it takes for a vehicle to pass
from one corner of the school campus to another. Measure in feet the distance
traveled, and compute the speed in miles per hour. Does this rate of speed
create safety hazards for pupils? If so, what should be done to reduce or remove
the hazard?








TODAY AIR POLLUTION IS

ONE OF AMERICA'S GREATEST

PROBLEMS


SOURCES


90 MILLION MOTOR VEHICLES
99% burn gasoline, with pollution
from exhaust pipe, crank case,
carburetor and gas tank

FACTORIES AND FUEL USE
Especially pulp and paper mills,
iron and steel mills, refineries,
smelters and chemical plants. Over
90% of power plants in 1969 burned
coal and oil containing sulphur to
generate electricity.

REFUSE DISPOSAL AND
MISCELLANEOUS
Each person creates about 1800 Ibs.
of waste per year.



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THE BOX SCORE
MILLION TONS POLLUTION
CARBON SULPHUR IYDRO- PARTI-
OND ARBON CULATE OTALS
MONOXIDE ITGEN
ESTROGEN
3ASES


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TOTAL MILLION TONS AIR
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