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The Great
Car Race

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The Great Car Race
Explores the technology and science behind cars. Children will be
encouraged to think about the choices they make in the transport
they use in their lives.

The Wheel

Steam Train

Bicycle

Motor Car

Can you think of any others to add to

your timeline?

Timeline
of inventions that influenced the
development of the car.

Lesson Plan 1

In the blank boxes

describe or draw
your favourite car
and describe why
you like that type.

List types of cars

What is their purpose

Lesson Plan 1

Draw in blank
boxes two forms of
previous travel that
people used before
they had cars

Cars vs public transport

Lesson Plan 1

Draw a picture of how you get to

+ school now. Draw a picture of how
you might get to school 100 years
from now. Label the car components

Lesson Plan 1 and 2

Car travel
now and in
the future

Make a list of questions to evaluate each type of transport

(Remember to make people walking and riding bikes as well.) e.g.

Which ones need to use fuel, e.g. diesel or petrol to make them work?

Which ones pollute the air?

How noisy is each way of traveling?

How many people can use this type of transport at the same time?

Lesson Plan 2

Number stories:
1. Estimate how many people travel on a full bus. Calculate how
many cars they would need if two people went in each car.

2.

Estimate how many school buses travel through the

Gillen interchange each day. Calculate how many cars they
would need if two people went in each car.

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Lesson Plan 2

Recall various methods to travel around on

land and the various types of cars.
1. Group them into those that have engines to make them
move and those that do not.
2. Group them into different energy sources.
(types of petrol, gas, wind, foot power)

Lesson Plan 2

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Label these
car parts and
components
External parts

Label these
car parts and
components

Internal parts

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Materials:
Evaluation of the mousetrap car materials I used
1.BALLOONS

2..

Environment
Biodegradable
No harsh additives
Sourced from
sustainable, renewable
and protected rubber
tree plantations.
Location sourced from:
Chain store
Colombia.
Ease of use:

Was it successful?

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Lesson Plan 4

Materials:
Evaluation of the mousetrap car materials I used

Environment

Location sourced from:

.
Ease of use:

Was it successful?

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Lesson Plan 4

+
Glossary:

Students come up with their own definitions, discuss why they have defined the word this way. The students then need to look

Words

Your definition

Dictionary Definition

Friction

Modification

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Word definitions:

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Real World Day

List some observations about colour choice, pattern and design that you have learnt from the Finke
Desert Race and Peter Kittle Motor Company visitors. Include a photograph or drawing.

Lesson Plan 6

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Race Day

Insert a photograph of each team with their mousetrap car. Interview one member from each team and record

Team one: Maseratians

Team two:

Team three:

Team four:

Lesson Plan 6
Images from Google images: http://www.google.com.au/search?tbm=isch&hl=en&source=hp&biw=896&bih=626&q=mousetrap+car&gbv=2&oq=mousetrap+c ar&aq=f&aqi=g4g-s1g5&a

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Race Day

Team five:

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Notes Pages
Insert a photograph of each team with their mousetrap car. Interview one member from each team and record
Team name:
Trial Number

Date:
Time (s)

Distance (d)

Speed (m/s)

Time/Distance Trials:
Team six:

Record the details of your time and distance race trials. Convert this data into a graph.
Record any modifications that were made to your mousetrap car.

Team seven:

Team eight:

Lesson Plan 6
Images from Google images: http://www.google.com.au/search?tbm=isch&hl=en&source=hp&biw=896&bih=626&q=mousetrap+car&gbv=2&oq=mousetrap+c ar&aq=f&aqi=g4g-s1g5&a

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Lesson Plan 9