Overview In this module, students are encouraged to consider issues of sustainability, as they make choices about how they move around their city. This module examines sustainability in the context of urbanisation. Learning objectives These objectives are worded to blooms taxonomy, and will be the criteria by which students are assessed on the topic through the quiz and activity sheets. Outcomes for each can be differentiated depending on ability and age group. In this module, students will learn and understand: The concept of urban mobility and understand its impact. To understand how urban mobility can become sustainable mobility. How to apply sustainable choices when moving around urban environments. Content Online module This covers both 11 to 14 and 14 to 16 year old students for teachers to teach from and deliver in class, or students to explore independently. Included are interactive quizzes for reinforcement to ensure the learning objectives are covered. Student Sheets A series of half hour long classroom Student Activities, which can be customised for 11 to 14 year olds or 14 to16 year olds and used independently, in pairs, group discussions or set as homework activities. Note, you may provide additional paper to your students to write longer responses for Student Activities. Student Sheets also include a copy of the interactive quiz in each module and any additional case studies. Fossdyke s Icecream Company Jim Fossdyke runs a small ice cream manufacturing and distribution company in a major European city. Jim knows that his consumers prefer brands that care about sustainability. Jim employs 70 workers, and distributes his ice cream all over the city, where it is sold from his own ice cream vans and in cafes and restaurants. 1. Jerry is making a journey in London. He uses a travel app to examine his urban mobility choices. The app gives him several different routes using public transport or his own small petrol driven car. By calculating the amount of CO2 released for each journey, suggest the most sustainable route that Jerry can take. Route A Start Point Car (8.2km) End Point = [ ] 1. Join the problems to the solutions to help Jim make his business more sustainable Route B Start Point Train (5.2km) Bus (2.9km) End Point = [ ] Route C Start Point Bus [6km] Bus (2km) Walk (0.75km) End Point= [ ] Jim s ice cream vans run on diesel fuel and Jim could help his workers to buy bicycles contribute to air pollution and cycle to work. 3. Acting as a sustainability advisor, suggest ways that Jim could make his business more sustainable. Jim s workers travel to work in their own cars Jim could make his ice cream packaging and cause congestion from recycled Present card. this as a sustainability plan for the company. You can use a variety of formats to produce this report, for example, a plan for re-designing the factory and a written report. Answer: Route Jim s ice cream uses a lot of milk, and cows Jim could install a wind turbine on his factory. You may wish to consider: contribute to carbon monoxide (CO 2 ) pollution Jim could make The his movement ice cream dairy of his free. workers 2. Aside from the choices given to him on the travel app, what other more sustainable urban mobility Jims factory uses a lot of electricity The energy consumption of his factory choices does Jerry have for moving around the city? Improving working The distribution conditions, ensuring of his products the Poor working conditions e.g. gender balance The in supply his employees chain of and his their product disproportionately male workers, health and safety. poor sanitation. Working conditions in the factory Jim could transport his workers using 3. BMW is introducing a new line of plug-in hybrid car that has CO2 emmissions of less than 0.05 kg/km. The paper in Jim s ice cream packaging a company bus. If Jerry used a new hybrid car instead of his petrol car, which route would be the most sustainable? comes from unsustainable forests Jims plastic ice cream tubs cannot be recycled Jim could replace his vans with hybrid or electric vehicles. Jim could replace his ice cream tubs with recyclable plastic ones. 2. Can you think of any other challenges Jim may encounter for example, how can Jim make sure the sources and suppliers of the ingredients for his ice cream are sustainable? Calculating What other solutions CO 2 do you have for Jim? This Table shows the amount of CO2 produced per passenger for each type of transport. Small Petrol Large Petrol Bus Train Mode of Transport Driven Car Driven Car Kilograms of CO 2 0.1276 0.257 0.089 0.06 produced per kilometre Answer Student Sheets: Fossdyke s Icecream Company - page 1 of 3 Student Sheets: Fossdyke s Icecream Company - page 2 of 3 Student Sheets: Calculating CO 2 - page 1 of 1 Teacher Notes page 1 of 8
Student Activities Overview This section contains curriculum links and expected outcomes for each activity, additional notes and discussion topics. This should aid teachers in setting outcomes according to their assessment strategy. Many Student Activity sheets can be differentiated by outcomes. Note that where Supported Foundation 11-14 years is indicated, a support sheet is available for students who may need additional support. Teachers may wish to differentiate the expected outcomes depending on the age and key stage of the group. The following table indicates which age group the sheet is most useful for. Activity: Supported Foundation 11-14 years (KS3) Foundation 11-14 years (KS3) Intermediate 11-14 years (KS3)/ Foundation 14-16 years (KS4) Higher 11-14 years (KS3)/ Intermediate 14-16 years (KS4) Higher 14-16 years (KS4) Carsharing Comprehension Fossdyke s Icecream Company - Support x (see Support Activity Sheet) x x x x x x x x Calculating CO 2 x x x Curriculum links Activity: Type of Activity 11-14 years (KS3) 14-16 years (KS4) PSHEE RE D&T Geography Science PSHEE RE D&T Geography Science Group Independant Debate Speaking & Listening Creative Numeracy Literacy Carsharing Comprehension Fossdyke s Ice-cream Company - Support Fossdyke s Ice-cream Company x x x x x x x x x x x x x x x x x x Calculating CO 2 x x x x x x x x x Teacher Notes page 2 of 8
Student Activities Guidance and notes 1. Carsharing Case Study: DriveNow Carsharing Aim: This comprehension activity provides students with a real world example of how sustainable mobility solutions, like carsharing, can work in a city, and reflect on changing patterns of urban mobility. Running the activity: Students will be familiar with urban mobility problems and patterns from the Online Module. Sharing is caring Urban mobility is an increasing challenge in Europe s growing major cities, with over 80% of Europeans now living in an urban environment. With congestion problems and pollution being concentrated in these areas, many city dwellers are open to new and innovative, sustainable mobility solutions. In 2015, 590,000 European city dwellers used DriveNow, a carsharing service provided by the BMW Group where instead of owning a car, users of the service can choose from over 4,000 DriveNow vehicles. DriveNow vehicles are parked in central locations across ten European cities, and can be booked with a smartphone app at a fraction of the cost of purchasing and maintaining a privately owned car. The scheme s creators are calling carsharing the future of urban mobility, and it is a key example of how urban mobility patterns are changing. 30% of those using the service in 2015 were not car owners. With privately owned vehicles being used for an average of one hour a day and having to be parked for the rest it is easy to see why carsharing is becoming appealing. Going electric Whilst the BMW Group created the service to reduce parking congestion, over 20% of the DriveNow fleet are electric vehicles, with the world s largest all-electric DriveNow fleet being in Copenhagen, Denmark, comprising of 400 vehicles from the BMW i3 range. The BMW i3 s thermoplastic parts are made from over 25% natural and recycled materials, and over its life-cycle emits up to 50% less CO 2 than a conventional vehicle. The BMW i3 s sophisticated digital integration directs drivers away from traffic, and even suggests alternative public transport routes. Changing Patterns With organisations like the BMW Group committing to sustainable mobility, patterns in urban mobility are changing in many European cities. Use of the service is expected to increase six-fold by 2020. With a growing trend towards digitalisation and electromobility in cars, DriveNow shows that consumers are becoming more open to sustainable mobility choices. Student Sheets: DriveNow Carsharing - page 1 of 3 Students can also be tasked with researching urban mobility issues like congestion in major European cities to support their answers Students can also conduct further research on the BMW i3 as an example of sustainable design. Further information about the BMW i3 can be accessed on the www.bmw.com website. Students can work individually or in groups for this activity. Suggested answers: 1. Congestion, traffic, smog, pollution, parking congestion 2. Parking expenses, frustration from traffic 3. Easily accessible from a digital app, available in a number of cities, fully integrated digital driving experience, cheaper than owning a car 4. Increased take up of service, general changes in mobility patterns 5. Reducing congestion, reducing the need for parking, lower CO 2 emissions, less reliance on fossil fuels, less noice pollution with fewer cars, less environmental degradation from pollution and reduced need to build infastructure for cars, e.g car park and roads. 6. Use of recycled materials, lightweight design, 50% lower carbon emissions, digitally integrated driving experience, quieter, designed to change mobility patterns, integration with public transport. Extension Activity and additional class debate topic: How important is it that companies take responsibility for sustainability? Who else is responsible? Teacher Notes page 3 of 8
2. Fossdyke s Ice-cream Company - Support Aim: Students consider how business operations can be made more sustainable, applying a sustainability solution to the case study example of Fossdyke s ice-cream company. Running the activity: Students can complete the activity sheet individually in class or as set homework. Fossdyke s Icecream Company Jim Fossdyke runs a small ice cream manufacturing and distribution company in a major European city. Jim knows that his consumers prefer brands that care about sustainability. Jim employs 70 workers, and distributes his ice cream all over the city, where it is sold from his own ice cream vans and in cafes and restaurants. 1. Join the problems to the solutions to help Jim make his business more sustainable Jim s ice cream vans run on diesel fuel and Jim could help his workers to buy bicycles contribute to air pollution and cycle to work. Jim s workers travel to work in their own cars Jim could make his ice cream packaging and cause congestion from recycled card. Jim s ice cream uses a lot of milk, and cows Jim could install a wind turbine on his factory. contribute to carbon monoxide (CO 2 ) pollution Jim could make his ice cream dairy free. Jims factory uses a lot of electricity Improving working conditions, ensuring the Poor working conditions e.g. gender balance in his employees and their disproportionately male workers, health and safety. poor sanitation. 1. Students should match the below problems (see table) to the sustainability solutions. The paper in Jim s ice cream packaging comes from unsustainable forests Jims plastic ice cream tubs cannot be recycled Jim could transport his workers using a company bus. Jim could replace his vans with hybrid or electric vehicles. Jim could replace his ice cream tubs with recyclable plastic ones. Student Sheets: Fossdyke s Icecream Company - page 1 of 3 Problems Jim s ice-cream vans run on diesel fuel and contributes to air pollution Jim s workers travel to work in their own cars and cause congestion Jim s ice-cream uses a lot of milk, and cows contribute to carbon dioxide (CO 2 ) pollution Jims factory uses a lot of electricity Poor working conditions e.g. disproportionately male workers, poor sanitation The paper in Jim s ice-cream packaging comes from unsustainable forests Solutions Jim could replace his vans with hybrid or electric vehicles Jim could transport his workers using the company bus Jim could install a wind turbine on his factory Jim could make his ice-cream dairy free Improving working conditions, protecting the health and safety of his employees, introducing recruitment practices to ensure gender balance Jim could make his ice-cream packaging from recycled card Jims plastic ice-cream tubs cannot be recycled Jim could replace his ice-cream tubs with recyclable plastic ones 2. Students could suggest other sustainability solutions which Jim could consider for example choosing suppliers that use sustainable sources e.g food products certified as sustainable by the Rainforest Alliance, providing customers with refillable ice-cream tubs, introducing a carsharing scheme for his employees and distributing his ice-cream only to local cafes to reduce the pollution produced by Jim s vans. Teacher Notes page 4 of 8
2. Fossdyke s Ice-cream Company Running the activity: If running the non-support activity, students could work individually or in groups for this activity. They may wish to present their sustainability report in a variety of formats, for example, as a redesigned version of his factory, or a written report. This is an opportunity for students to get creative, and include aspects from other topics or their general knowledge. Students should suggest sustainability solutions including: electric powered ice-cream vans, charging points for works vehicles, company electric cars or a bus for workers to get to work, solar power of wind turbines. They may also look at health and safety within the plant, equal pay, workforce equality etc. Extension activity/class discussion topic: How important is it that companies take responsibility for sustainability? Who else is responsible? These additional case studies below can be used to support students with the Online Module. A copy of these case studies is also provided in the Students Sheets. Teacher Notes page 5 of 8
4. Calculating CO 2 Aim: This maths activity aims to assess student s abilities to make sustainable choices, and requires students to use their numeracy skills. Running the activity: Students can complete this activity individually, or in groups. Calculating CO 2 is not included in the interactive screens, so it may be worth giving examples. Calculating CO 2 This Table shows the amount of CO2 produced per passenger for each type of transport. Small Petrol Large Petrol Bus Train Mode of Transport Driven Car Driven Car Kilograms of CO 2 0.1276 0.257 0.089 0.06 produced per kilometre 1. Jerry is making a journey in London. He uses a travel app to examine his urban mobility choices. The app gives him several different routes using public transport or his own small petrol driven car. By calculating the amount of CO2 released for each journey, suggest the most sustainable route that Jerry can take. Route A Start Point Car (8.2km) End Point = [ ] Route B Start Point Train (5.2km) Bus (2.9km) End Point = [ ] Route C Start Point Bus [6km] Bus (2km) Walk (0.75km) End Point= [ ] Suggested answers: 1. Students are expected to show their working: Journey A: 1.0kg Journey B: 0.6kg Answer: Route 2. Aside from the choices given to him on the travel app, what other more sustainable urban mobility choices does Jerry have for moving around the city? 3. BMW is introducing a new line of plug-in hybrid car that has CO2 emmissions of less than 0.05 kg/km. If Jerry used a new hybrid car instead of his petrol car, which route would be the most sustainable? Answer Student Sheets: Calculating CO 2 - page 1 of 1 Journey C: 0.712kg Answer: Route B 2. Cycling, carsharing, trams, hybrid or electric vehicles, scooters 3. Route A with Hybrid Car: 0.41kg Answer: Route A Teacher Notes page 6 of 8
Additional Case Studies A copy of these case studies is also provided in the Student Sheets. A. Traffic problems, Beijing, China With a population of 21.7 million people, Beijing faces major urban mobility challenges. Beijing s transformation into a megacity has meant that it has undergone rapid urbanisation and motorisation. In response to this growth, China has taken serious efforts to reduce congestion and greenhouse gas emissions as a result. With a massive increase in car ownership across China, increased congestion has caused traffic jams, with motorists trapped for up to ten days in their cars. This has reduced air quality in the city, with smog becoming a major problem for the city s residents. B. Air Quality, London, United Kingdom While air quality in London, another megacity, is not as poor as megacities like Beijing, London s air pollution problems are still significant. Approximately 12.5% of London s neighbourhoods have higher than legal levels of nitrogen dioxide particles in the air. Nitrogen dioxide (NO 2 ) pollution has been linked to a rise in diesel powered vehicles in London, such as cars, taxis and buses. It has also been reported to be a more serious issue in deprived areas. Over a third of schools in London are affected by NO2 pollution, with around 328,000 school children exposed to unhealthy levels of NO 2. Unhealthy exposure to NO2 emissions has been linked to asthma, respiratory conditions and a lower life expectancy. C. Integrated Public Transport: Vauxhall Interchange, London Built in 2004, the Vauxhall Interchange in London provides users of public transport with direct access to buses, rail and tube services, offering London s commuters a fully integrated transport experience. The interchange has been designed to make it easy for pedestrians to move between services. Crossings, walkways and underpasses connect the bus station with Vauxhall Tube and National Rail stations. The bus station itself has been designed sustainably. The station s cantilevered roof has 168 state of the art solar panels built into it, producing one third of the interchange s energy, and powering the station s digital displays, CCTV cameras and lights. Although many buses that visit the interchange still rely on diesel fuel, Transport for London (TfL) has made significant steps to reduce emissions. For example, TfL have introduced energy efficient electric buses, the hybrid new Routemaster, and have reintroduced trams in nearby Wimbledon and Croydon. Teacher Notes page 7 of 8
Urban Mobility Quiz 1. Which of these definitions best describes Urban Mobility choices. A. Urban Mobility is about which transport method we choose to get around our cities. B. Urban Mobility is about how we choose to travel, from the mode of transport to the routes we take, to the sustainability of our choices. 3 C. Urban Mobility can include cars, buses, taxis, trains and aeroplanes. 2. In our cities, sustainability should be considered in the way we approach living and working. Select the areas where sustainability can be applied: Generating power and using energy 3 Business operations 3 Transport 3 Producing food and products 3 Innovation and technology 3 Planning our cities 3 3. Drag the paintbrush across the boxes to colour match each sustainability mobility solution to its definition and impact. Solution Definition Impact Carsharing Schemes Digitalisation Integrated public transport Electromobility Using digital services to share vehicles Using digital apps to suggest the most sustainable mobility choices Joins services and mobility options together The introduction of sustainably designed electric and hybrid cars, vans and buses Reduces car ownership and lowers congestion Reduces congestion with the most sustainable option for your journey e.g. where to park Makes using more sustainable public transport easier and more appealing Reduces energy usage of vehicles 4. Place these urban mobility choices in order from the least carbon generating to the most. 1 Cycling or walking 2 Electric Car 3 Train 4 Bus 5 Petrol or Diesel Car Teacher Notes page 8 of 8