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Meet Me in St. Louie, Louie But Leave Your Car atHome (A Unit in Transportation) . EnvironmentalEcological Education Project. Revised.Missouri State Dept. of Education, Jefferson City.;Parkway School District, Chesterfield, Mo.Bureau of Elementary and Secondary Education(DHEW/OE), Washington, D.C.Jul 73192p.; Page 76 missing from original document

MF-$0.75 HC-$9.00 PLUS POSTAGEConservation Education; *Curriculum Guides;*Environmental Education; Environmental Influences;Instructional Materials; Learning Activities;*Secondary Education; Teaching Guides;*Transportation; *Units of Study (Subject Fields)Elementary Secondary Education Act Title III; ESEATitle III

ABSTRACTThis unit, focusing on transportation, is designed to

be utilized with junior high school students as an individual study.It has a minimum amount of teacher presentation and attempts tofacilitate student learning about such topics as types oftransportation in metropolitan areas, factors which determine thecost of a new automobile, laws governing licensing for both the carand the driver, ways of obtaining land for highway construction,pollution resulting from automobiles, job opportunities in theautomobile industry, and the effect of increased use of theautomobile on the American life-style. Although it is specificallyconstructed for use in the Parkway School District, Chesterfield,Missouri, it could be adapted for use in other junior high schoolsettings. The unit includes the behavioral objectives and theexpected student criteria for evaluation, pretests and posttests, asuggested instructional sequence, a bibliography of both student andteacher resources, and suggested student worksheets. (MLB)

ENVIRONMENTAL

U S !APARTMENT OF HEALTH.EDUCATION 'WELFARE

NATIONAL INSTITUTE OFEDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEO EXACTLY AS RE: E IVH) I ROMTHE PERSON OR ORGANIZATION ORIGINMING IT POINTS OF VIEW Olt OPINIONSSTATED DO NOT NECESSARIL -Y REFIRESENT OFFICIAL NATIONAL iNsTiTuTL. of-EDUCATION POSITION OW POI Icy

ECOLOGICAL EDUCATION

Parkway School DistrictChesterfield, Missouri

BEST COPY AVAILABLE

PROJECT

DR. WAYNE FICK, SuperintendentVERLIN M. ABBOTT, Project Director

C PY AVAILABLEUnit: Meet Me in St. Louie,

Louie but Leave YourCar at Home(A unit in transpor-tation)Revised July, 1973

The work presented or reportedherein was performed pursuantto a Title III ESEA Grantadministered by the MissouriState Department of Education.

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MEET ME IN ST. LOUIE, LOUIEBUT LEAVF YOUR CAR AT HOME(A unit in transportation)

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TEACHER ONLY

NOTE: It is suggested that one of the following be consumedbefore and following the unit.on TRANSPORTATION!

GOLDEN CADILLAC1 oz. liquore galliano

2 oz. white creme de cacao

1 oz. cream

(Place with small quantity of crushed ice in ablender. Use low speed for a short time.Strain into champagne glass.)

NOTE: We strongly urge you to substitute vanillaice cream for the 1 oz.of cream. ;Muy Bien:

CAUTION: Drinking may be hazardous to yourhealth!

OEST CCPY

TABLE OF CONTENTS

Ppge

SETTING 1

CONCEPTS 2-3

BEHAVIORAL OBJECTIVES 4-6

PRE -POST TEST 7-13

PRF-POST TEST ANSWERS 14-17

INSTRUCTIONAL SEQUENCE 18-78a

TEACHER BIBLIOGRAPHY 80-82

STUDENT BIBLIOGRAPHY 83-84

INDEX TO STUDENT WORKSHEETS 85-87

STUDENT WORKSHEETS 88-172

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SETTING

This unit has been designed to be student-oriented.

It has a minimum of teacher presentation, utilizing theteacher's ability to work individually with those needingassistance instead of the teacher assuming the role as leaderof mass education.

Each concept and behavioral objective is approached separatelyand student worksheets have been constructed that will allowthe student to discover the concept's meaning for himself.

The worksheets located in the index, may be parceled out oneat a time, but it is hoped that each student may work at hisown pace with the teacher being called on only to dispersematerials and for infrequent presentations.

Additional Ideas and Activities

Possible activities and resources that may be used will hefound at the end of this unit, entitled, Environmental ResourceInventory. These inventory pages are arranged according tosepcific school sites. However, you will find that the idea oractivity may apply to your building as well.

BEFORE BEGINNING THIS UNIT, IT IS ABSOLUTELY NECESSARY TOORDER THE FOLLOWING FROM CENTRAL OFFICE (434-8412, ext. 79)

a. 1 copy of student handout #24 for each studentb. 2 copies of student handout #30 for each studentc. 1 copy of student handout #33 for each studentd. 2 copies of the pre/post test for each studente. a classroom set of the Missouri Driver's Guide

CONCEPTS

TRANSPORTATIONI. Transportation is a necessary link between people and

their work.

laii`;1COI 115-.'.1.1113V,

II. The St. Louis metropolitan area utilizes many types oftransportation of which the most important are privateautomobiles, airplanes, trucks, and barges.

III. The primary mode of transportation in the Parkway areais the automobile.

IV. The cost of a new automobile is determined by the baseprice and individual options.

V. Insurance coverage is largely decided by the owner'sinsurance needs and the cost is determined not onlyby coverage chosen, but the area where the driverlives and the safety record of the driver.

VI. Local and state governments require licenses both forthe car and the driver.

VII. Automobiles require continual maintenance to insuresafety, proper performance, alLd 2icensing.

VIII. In the Parkway area, there are several arteries whichlink residential areas with the St. Louis metropoli-tan area.

IX. Many acres of valuable land have been condemned byvarious levels of government for use in the construc-tion of highways.

X. Air pollution is increased by the exhaust fumes oftomobiles.

XT. The automobile has increased noise pollution.

XII. The aesthetics of the roadside have been affected bythe use of the automobile.

XIII. Many times, the use of the automob...le has resulted inthe destruction of property.

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XIV. Increased use of the automobile has created problemswhich in turn have necessitated a study of alternativesfor this dilemma.

XV. Rapid transit is one solution to tte problem of congestedhighways.

XVI. Car pools offer an immediate solution to the problem ofcongested highways.

XVII. New power sources are being tested to minimize pollutionand natural resource depletion caused by automobiles.

XVIII. To alleviate controversy between insurance companies,no-fault insurance has been introduced.

XIX. The automobile industry provides many job opportunities,especially in automobile production, sales, auto andhighway maintenance, insurance, and licensing.

X. The automobile has changed the life style of most Ameri-cans.

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BEHAVIORAL OBJECTIVES

TRANSPORTATION1. Each student upon completion of this unit will, in a

paragraph of not more than twenty-five words, explainwhy transportation is a necessary link between peopleand their work.

2. Every student will be able to write in one sentence howeach of these important types of transportation isutilized in the St. Louis metropolitan area:

A. Private automobilesB. AirplanesC. TrucksD. Barges

3. By citing figures from a neighborhood survey, eachstudent will be able to choose the automobile as theprimary mode of transportation in the Parkway area.

4. Ninety percent of the students will be able to demon-strate by means of a ten-option chart that the purchaseprice of a new automobile depends on the base priceplus the owner's individual choise of options. (powerwindows, etc.)

5. A. Seventy-five percent of the students should beable to list four principal types of coverageoffered by most insurance companies to fit anindividual's automobile insurance needs.

B. One hundred percent of the students will be ableto list the three main factors that determinethe cost of an individual's automobile insuranceneeds.

6. Ninety-five percent of the students will be able tooutline or diagram the procciure required in obtain-ing both a car and a driver's license.

7. To insure safety, proper performance, and licensing,automobiles requir.2 continual maintenance. Seventypercent of the class should be able to label fourparts of an automobile that require continual main-tenance.

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8. Eighty percent of the students will be able to locateand trace on a local map three of the tour majorarteries which connect the Parkway area with themetropolitan St. Louis area.

Seventy-five percent of the students will be able towrite a definition (25 cords or less) of "EminentDomain" in explaining how land is acquired and usedfor highway construction.

10. All of the class will be able to interpret from agraph how air pollution is increased by the exhaustfumes of automobiles.

11. One hundred percent of the class will be able towrite in three separate sentences the ways in whichthe automobile increases noise pollution.

12. By use of a sketch and one-sentence explanation,ninety percent of the class will ba able to showhow the automobile has damaged the aesthetics ofthe roadside.

13. Ninety percent of the students will be able to listat least three types of damage to property causedby the automobile.

14. Eighty percent of the class will be able to listfour problems that have been brought on by theautomobile and also list one alternative for eachof these four problems.

15. Eighty percent of the class will explain in a four-sentence essay how rapid transit is a solution to theautomobile problem.

16. Given a situation, ninety percent of the students willbe able to conclude that car pools offer a solutionto the crowded highways.

17. A. Eighty-five percent of the students should beable to list a new power source that is beingtested to minimize pollution.

B. Ninety-five percent of the students will beable to list five of the eight natural resourcesthat have been directly or indirectly depletedby the automobile.

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BEST COPY. Mal18. Ninety percent of the students will be able to list

two arguments for and two arguments opposing no-faultinsurance.

19. Given a list of occupations related to the automobileindustry, eighty-five percent of the students will beable to classify said occupations into the threecategories of: 1. Professional; 2. Skilled andSemi-skilled; and 3. Unskilled.

20. Ninety percent of the students should be able to list thedrastic and subtle manner in which the social world ofman has been altered by the automobile.

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Note to Teacher:

On the very first day of class the

transportation test is to be given.

This is not a timed test.

Mast of the material covered in

the test will be unfamiliar to the

students. Therefore, inform the

students not to be upset if they

cannot answer many of the questions.

They should be told that the purpose

of the test is for the teacher to

discover how well informed the

students are about transportation.

After completion of the unit,

the same test is to be given.

After scoring the test, the teacher

should fill out the form found at

the end of the unit.

NOTE: No question is to be countedcorrect unless the entire answeris correct.

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TRANSPORTATION PRE-POST TEST

1. Explain in twenty-five words or less why transportationis a necessary link between people and their work.

2. Write in one sentece how each of these important typesof transportation is utilized in the St. Louis metropo-litan area:

A. Private automobiles:

B. Airplanes:

C. Trucks:

D. Barges:

3. In the Parkway area there are 45 buses, approximately20,000 private automobiles, 5 taxi companies, 18,000trucks, 427 airplanes. Based on this data, choose theprimary mode of transportation in the Parkway area.

4. Fred Smith purchased a new car. Its base price was$3818.90. Fred selected:

A. air conditioningB. radio (AM)C. vinyl topD. white wallsE. undercoatF. power windows

bumper guards0, floor matsI. body side moldingJ. power door locks

Given the following options and their prices, how muchdid Fred's car cost?

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Air conditioningPower windowsTinted glassWhite-walls (set of 4),.

$405.00100.0050.0017.50

Wheel covers (set of 4)., 26.00Vinyl top 106.00Vinyl interior 18.00Body side molding 15.00Remote control mirror 12.00Bumper guards 36.00Comfort steering wheel.. 44.00Power door locks 69.00Undercoat 24.00Floor mats 12.00Radio 65.00

5A. List four principal types of automobile coverage offeredby most insurance companies.

A.

B.

C.

D.

B. From the list below, select the three main factorsthat determine the cost of an individual's automobileinsurance policy.

1. color of car 6. care of car2. coverage chosen 7. driver's safety record3. color of eyes 8. school attended4. father's occupation 9. college degree5. area where driver lives 10. passing of Mo.

Constitution test

6. Outline the procedure required in obtaining a carlicense plate.A.B.C.

B. Outline below the steps necessary to obtain a driver'slicense in the State of Missouri.

7. Label four parts of an automobile that require continualmaintenance.

BEST COPY AVAILABLEDM MODEM AUTOMOSIL1 consists of visite diflonent ports, all of whIcA work together to produce a quiet, efAcient, and reliable vehicle.

R. Locate and trace on the following map three of the major arterieswhich connect the Parkway area to the Metropolitan St. Louis area.

BEST COPY itt!,11.12,21.E

9. Land is required and used for highway construction.Write a thorough definition of "eminent domain" (use25 words or less).

10. Interpret the graph below (in a three sentence explan-ation) to show how the automobile influences thepollution level.

Amountof

Pollution

No cars 5,000 cars

11. Write in three separate sentences the ways in whichthe automobile increases noise pollution.

A.

B.

C.

12. In a sketch and a one-sentence explanation, show howthe automobile has damaged the aesthetics of theroadside.

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13. List three types of damage to private property causedby the automobile.

A.

B.

C.

14. On the chart below, list four problems that have beenbrought on by the automobile and also list an alter-native for each.

Problem Alternative

A.

B.

C.

D.

15. Explain in a four-sentence essay how rapid transit isa solution to the automobile problem.

16. Given the diagram below, show how car pools could offera solution to the automobile problem.

Home ofMonsantoWorker

Home ofMonsantoWorker

Homeof

arkwayTeacher

PROSPERITY BOULEVARD

IHome o(MonsantoWorker

Home ol 1 !tome orEdison I MonsantoE1f:(7tric WorkerWorker

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17. A. Give a new power source that is being tested tominimize pollution.

B. Show by sketching eight natural resources thathave been directly or indirectly depleted bythe automobile.

18. List two arguments for and two arguments opposingno-fault insurance.

Dior

1.

*2.

Opposing

1.

2.

19. Classify the occupations below into the followingthree categories:

1. Professional2. Skilled or Semi-skilled3. Unskilled

highway commission engineer

assembly line worker

insurance adjuster

automobile designer

tune-up specialist

car washer

used car salesman

service stationworker

owner of auto-mobile agency

die maker

20. List five "drive-in" facilities used by your family.

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TEACHER ONLY

TRANSPORTATION PRE-POST TEST ANSWERS

1. Since people cannot physically live in the buildingsin which they work or live within walking distanceof the plant, they must rely on private or publictransportation to get to their place of employment.

2. Private Automobiles: it is used as a means of trans-porting people from home to work.

Airplanes: It is used for pleasure trips, business,mail service.

Trucks: They deliver the bulk of food and otheressentials.

Barges: Tranporter of commodities, such as: petroleum,grain, coal, sand, and gravel.

3. The primary mode of transportation in the Parkway areais the automobile.

4. Base priceOptions

Total price

5A. A.

B.

C.

D.

LiabilityCollisionComprehensiveMedical payment

$3818.90999.50

$4818.40

B. 1. color of car2. X coverage chosen3. color of eyes4. father's occupation5. X area where driver lives

6.A. A.B.

C.

D.

6. care of car7. X driver's safety

record8. school attended9. college degree

10. passing of Mo.constitution test

Proof of ownership (car title)Receipt of sales taxSa'ety inspectionPersonal property tax receipt

4

B. A. Written testB. Test of visionC. Actual driving

Test

BEST Cri Anail:LE7. Label six parts of an automobile that require continual

maintenance.

T MOURN AUTOMOIILE consists of many different parts, oil of which work rivether to produce quiet, efficient, and reliable vehicle.

(is'A.traill Cr3/4 6../Plirr". ......."'"..*1/4%.......... .

e.

(4 , r Fiky-

e4A.r th.;rect.; r ,..,,. .--- -os.,,,fei,..,0.3 j. :: , 1 . 7:2:".. "'"...--...........<,,,..........

4(A -VciAk

)

:_ ,J,IN. 1 . , AunclAela .

11.....4ttl../c

\I.

ikfli Li g C. t GA 5gri.!. t

liqht

`N,'al ers. Q0'411411\

VLS CiA`3 tt..iN

kv ket' tvb:

"R %.0 \gl

S. Locate and trace on the following map three of the major arterieswhich connect the Parkway area to the Metropolitan St. Louis area.

AVAILABU9. The right to take private property for public

c't

provided the owner is given just compensation.

10. 1. Automobiles do contribute to air pollution levels.

2. The amount of pollution from cars increases as thenumber of cars increase.

3. Automobiles are one of the greatest contributorsuf pollution.

11. A. The volume of automobile production in our societyis a contributor to increased noise levels.

B. Shrubs, trees, etc, (good mufflers of sound) havebeen destroyed to make room for highways.

C. Increased freeways, interstate highways, and otherroadways are being built which contribute toincreased volume of traffic near peoples' homes.

12. Students should show: 1. litter2. erosion3. billboards4; loss of wildlife5. destruction of natural beauty

13. A.

B.

C.

D.

destruction to landscapedamage to homesdamage and destruction to lawn decorationsTraffic signs, highway signs. highway medians,mailboxes, light standards, telephone poles

14. A. air pollution

B. noise pollution

C. congested highways

D. property damage

15.

better emission controldevic,es

better landscaping tomuffle sound; rapid transitrapid transit; car pools

safer cars; better designedroadways; more carefuldrivers

Tt is a method of curbing rush-hour traffic jams.It will help curb air pollution.Tt will help curb noise pollution in our cities.Tt will help alleviate the need for more and more roads

and hicihwlys.ki.ss ac:.idents should occur, thl.; lowerinri z-lcceiont

rates.

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16. It would be better to form car pools in the neighbor-hood, rather than each individual driving to work.

17 A. Natural gas to replace gasoline

B. Show any of the following natural resources:iron ore zinclimestone spruce treesmagnesium tinnickel bauxitemanganese corklatex vanadiumcoal tungstenasbestos zirconiumcotton molybdenumcopper columbium

For18. 1. inadequacy of compensation

2. inequities in the judicial systemwaste of premium dollars

Opposing1. how to recover loss of wages when injured2. the law is silent as to premium reductions for

electing any deductible.provides for immunity against pain and sufferir.gclaims, but to limited extent.

19. l_highway commission engineer3 assembly line worker1 insurance adjuster1 automobile designer2 tune-up specialist3 car washer2 used car salesman3 service station worker2 owner of automobile agency2 die maker

20. Accept such answers as:a. food carry outsb. banksc. grocery storesd. cleanerse. hamburger jointsf. theatresg. automobile diagnostic centers

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CONCEPT IBEST COPY, PARABLE

Transportation is a necessary link between people and theirwork.

BEHAVIROAL OBJECTIVE 1

Each student upon completion of this unit will, in a

paragraph of not more than 25 words, explain why transportationis as necessary link between people and their work.

TEACHER BACKGROUND

Transportation may be defined as "the movement of anobject, live or inanimate, from one place to ancther." Itincludes the simplest movements, such as a man waningacross a room, as well as the most complex, such as theorbiting or a spacecraft around the earth. There is trans-port for the purpose of pleasure, as well as for commerce.Billions of dollars are spent annually on public and privatetransportation.

Human beings have personal and collective demands thatcan he satisfied only by transportation services. first,there is the problem of "getting to work." In pre-industrialsorinty, the farmer lived at his place of work, and hisonly purpose of requiring transdortation occurred when hehad a surplus of crops to sell at the market. Also, theshopkeeper, and the craftsman usually lived at their placec) business and were not confronted with the problem ofinding transportation to work. Tn the early industriallowns,houses were built within walking distance of themill or mine so that no one was more than a few minutesw:tlk from his place of employment.

However, this began to change in the 19th century.armors docreased in numbers and they lookod increasinglyto roathl and railways to bring them --teed, tools, andtertilizer and to carry ;may their produce. More dramati.'',111y, however, the pro's,lem of getting to :or t< became morerompli(:20nd with the gro:h of gilnt inda::t.r1:11, commercial,

conters. t became. obvious .)tat thousarvis ofworrs nor physii!illy live in the in which

work,,d or livn with:u distar:c. ti:0 plant .

rosiAt of an indw;triar,zod soeipt7 was th, -tppearance

. " 1:,i.r ,nr,:; int ; r t 1 nc.1

I

}:

(3L'ST COPY r.ft! LABI E

For each improvement there are profound social conse-quences. Workers, seeking homes away from the noise anddirt of mills and factories, frequently settled ineutlyingareas. Little transportation hardship resultedrsince bothprivate and public conveyances were available and not tooexpensive. This proTess of outward movement has continuedtoday. The migration to the suburbs has been partly justifiedby the demands for a more satisfying and healthy environment;thus, today some workers live as far as thirty to fifty milesfrom their job, often devoting as many as three hours a dayto commuting to and from work.

TEACHER PREPARATION

1. Prepare one copy of Student Worksheet #3 for each studentin the class.

2. Six 10' sections of art paper for murals.(Paint, chalk, magic markers, or crayons or murals)

3. Film: "The Development of Transportation"St. Louis County Library (994-3300)11 minutes; black and white

STUDENT ACTIVITIES

1. The teacher will lead a discussion introducing the unit.The following questions should be discussed:

A. What is transportation?B. What is transportation used for?C. What are some types of transportation?D. How has transportation changed?E. What will transportation be like in the future?

2. Student Worksheet #3, "Word Scramble," this may be atimed, take-home, or group activity.

3. Film: "The Development of Transportation"

4. Mural: Divide the class into five groups and ask foreach group to create a mural on one of the followingtopics:

A. What is transportation?B. What is transportation used for?C. What are some types of transportation:D. How has transportation changed?E. What will transportation be like in the future?

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010.CONCEPT II

The St. Eouis Metropolitan area utilizes many types oftransportation of which the most important are privateautomobiles, airplanes, trucks, and barges.

BEHAVIORAL OBJECTIVE 2

Every student will be able to write in one sentence how eachof these important types of transportation is utilized inthe St. Louis Metropolitan area:

private automobiles2) airplanes3) trucks4) barges

TEACHER BACKGROUND

Automobiles

More than 159 million automobiles ate in use in theworld today. Cars have been an accepted part of modernsociety and the most readily used meanu of passenger trans-port. The industry's output of passenger cars has beenrunning b(.1ween ei'jht and nine million units a year.Among these millions of cars one has a choice of more thanthrity different makes and at least 360 models. The totalmarket for automobiles becomes bigger each year as thetotal population increases. Each year a new segment of theyounger generation becomes old enough to own automobiles.

year more people find they are making enough money tohuy their first car. Each year more one-car families feelthe need for a second car, and more two-car families buya third car.

it is forecast that the population in the St. Louis'-rroDolitan area will increase from 2,300,000 in 1965 toiLnost -,200,()00 by 1900, which will result in sixty per-

(.i.nr, more tripr; being made on a typical weekday in 1990than were recorded on a typical weekday in 19h5. Thisinr-rised travel demand will require substantial improve-m(ql,s to rxistinq transportation facilities.

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I3rST COPY MILAUEAir lanes

With its worth proven in World War I, the airplane wasapplied to commercial passenger and mail service in the be-tween-war years, and it gained general acceptance as a meansfor transporting both men and good in World War II. Encouraaedby a policy of government aid and subsidy and the expenditureof huge sums for military aircraft, the airplane has becomethe principal common carrier for intercity passengers in mostindustrialized countries. Business concerns increasinglyoperate aircraft for the use of their personnel, and smallplanes for private and pleasure uses are widely marketed.

Trucks

There are 13,000,000 trucks on the US highways, andfifty percent of the cities in the United States dependupon trucks to deliver the bulk of their food and otheressentials. This situation is not expected to changeappreciably in the near future. Trucking companies, facedwith increased competition from air freight, will undoubtedlymerge and expand until only transcontinental lines remain.These lines will rely increasingly on electronic data process-ing for scheduling, dispatching, and terminal management.Trucks in the future are also expected to be made larger andalso faster.

Barges

Today, as of yesteryear, the Mississippi River is ourmajor waterway, navigable from'Minneapolis to Head of Passesat the Gulf of Mexico (1,837 miles). Its depth ranges fromnine to forty feet, its width from 300 to 1,100 feet. It

carried over 164 million tons in 1964, fully one-third thetotal of all inland waterways. Five principal commoditiesmake up seventy-five percent of this traffic: petroleum andpetroleum products; grain and grain products; coal; sand;gravel, and crushed stone, and iron and steel products.

TEACHER PREPLRATION

1. For a field trip to the National Museum of Transport,the following information is provided:

A) Educational groups must be scheduled in advance bytelephone or mail; guides conduct all such trips;cancellation notice is required.

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B) The cost is twenty cents for students and fortycents for adults.

C) The museum is open seven days a week throughoutthe year (10:00 a.m. to 5:00 p.m. Labor Daythrough May 29).

D) Address: 3015 Barrett Station RoadSt. Louis, Missouri 63121Phone: 965-6885

2. Alternative or additional field trips:

A) Trip to Manchester Fire House (Manchester Road andHenry Ave.) Contact Joe Baker, Fire Chief.

At this station one may see a fire engine made in1908. Mr. Baker is available for questions ofstudent interest.

B) Trip to Union Station. (General Mgr., 421-6600sta. 414)

(Call in advance if such a trip is desired, It ispossible for the students to take a tour of trains.)

C) Mrs. Gladys Hezel (1672 Red Bluff Court, Creve Coeur),a member of the Creve Coeur-Chesterfield HistoricalSociety, is a good source for the early history oftransportation in the Creve Coeur Area. She is anative of this area, as were her parents. She maybe contacted by phone at 878-3142.

D) Mr. John F. Roeder (Executive Vice President, CreveCoeur Bank and Trust) is a good authority on earlytransportation, especially rail transportation.He provides good information on the train servicelinking Union Station to Creve Coeur in the early1900's.

One copy of student worksheet .».4 for each student ( it

is suggested that the teacher make at least twenty-fiveextra copies).

4. One copy of student worksheet ,--T5 for each studont7hisis a follow-up activity from the National YLseum ofTransport trip. On one tail (2ar there was a postercontaininq the poems of Casey Jones and TO ':enry) .

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CAST CC"? PAIIIILITLE

5. Film: "Transportation Revolution"St. Louis County Library (994-3300)21 Minutes; color

STUDENT ACTIVITIES

1. Field trip to the National Museum of Transport.

2. Complete Student Worksheet #4, "Field Trip Worksheet"

3. Film: "Transportation Revolution"

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CONCEPT III KEE COPY PAMIlSin

The primary mode of transportation in the Parkway area isthe automobile.


By citing figures from a neighborhood survey, each studentwill be able to choose the automobile as the primary modeof transportation in the Parkway area.

TEACHER BACKGROUND

In 1967 the principal means ofas follows:

intercity travel were

Private automobile ...87.1%Airlines 8 55%Railroads 1 55%Inland waterways 0 33%

A few statistics will show that Missouri also utilizesthe automobile as the principal mode of transportation. In1967 (according to the World Almanac) there were 2,405,521car, truck, and bus drivers in the state. Furthermore, therewere 2,084,755 registered autos, buses and trucks. In 1967,the City of St. Louis had a population of 750,026, while St.Louis County had a population of 703,532. The state had apopulation of 4,319,813. Thus, one may see that approximatelyone out of every two individuals in the state were drivers(car, bus or truck).

The licensing bureaus do not wish to give out informationas to the numbers of registered vehicles that their officeshave handled. However, if we use statictics as listed above,we would approximate that there are around 350,000 driversin St. Louis County.

The State Highway Patrol gives approximately 450,000visual tests each year. Since a driver has to have such aexam every three years, this department accounts for 1,350,000drivers.

,!IJsouri 11.o-; approximately 32,00() miles of highways..;ince 1 917, the state has spent around one and one-halfNj1lim, dollars 'not including maintenance) on improvementsi() h(Ap the motorist.

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Most of the families today are becoming two and three-car families. In the Parkway area a much smaller number ofpeople utilize public transportation than do the people inthe city. Thus, one car is usually used for work, anotherfor the wife to shop, etc., while yet another car may beused by a student to drive to school. This fact is illustra-ted by the number of parking spaces at the various secondaryschools(note the large parking area at North Senior).

A traffic check will exemplify the: numbers of carsowned by people in this area. Bottlenecks continuallyoccur going to and from work. A simple observation ofWoods Mill Road, Clayton Road, Olive Street Road, etc. willbring out this point. Furthermore, one may quite readilyobserve how few people use public transportation in thesesame locations.

TEACHER PREPARATION

1. Prepare a class presentation/discussion on the automobile.A suggested presentation is given below, but you maydevelop your own from the background material for thisconcept.

Suggested Presentation: (Taken from Wheels Time LifeBooks.

More than any other people in history, Americans liveon wheels. They travel an average of 5,000 miles perperson per year, almost all of it in that fast, com-fortable, convenient instrument, the family car. In

fact, it sometimes seems that everything America doesis in some way connected with automobiles. Virtuallyevery baby born in the United States makes his trium-phant return from the maternity ward in a car. Grow-ing up, he rides to school in an automobile or bus.His food, his clothes, even the materials to build thehouse he lives in, roll into his life on a car or truck.As a teenager he pesters his parents to lend him thefamily's proudest possession for Saturday night dates.When he starts a regular job, there is an 82 percentchance that he will ride to and from work in a car.His recreation, whether it be a drive to town, likethe suburbanites heading into St. Louis via Interstate244 and Highway 40 on a winter evening, a vacation tothe Rockies,or just a drive to the nearest lake, willalmost certainly involve a motor vehicle. As his life

25

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progresses, he will allot 12VA of his expendituresand 13% of the space in his house to his car. Andfinally, there is the grim but inescapable fact thathis last ride will be in the back of a rubber-tirehearse.

2. Prepare one copy of Student Worksheet #5 for eachstudent. This will be used in an area of thediscussion introduced in 41 of this preparation.

3. Prepare one copy of Student Worksheet #6 for eachstudent. Prepare students for taking a survey of"How people get to work in Parkway." This surveymay be taken either by an individual or a group.

Each individue, or group should poll ten people fortheir survey. The answers for the two questionsshould be written in tally form. To analyze thefindings, total the answers to each question.

After completing the totals of the survey, thestudent or group should write in one sentence theprincipal mode of transportation from home to workas used by his ten respondents.

4. Prepare one copy of Student Worksheet #8 for eachstudent.

5. Films:

A) "Automobiles, The treat love Affair"County Library (994-3300) & Cooperating

School Districts54 minutes; black and white

B) "World of Henry Ford"Cooperating School Districts35 minutes; black and white

C) "Auto-biography"County Library (994-3300)26 minutes; black and white

STUDE!.:T ACTTVTTls

Tr!acr-11!a(1 presentation. discussioil As'..161ent

wormt anG :ates cy: AutomobLleF."

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2. Student Worksheet #6, "How People in Parkway Go to Work"

3. Student Worksheet #7, "Biography of an AutomobileMagnate."

4. Films: Choice of three

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SES110iCONCEPT IV

The cost of a new automobile is determined by the baseprice and individual options.


Ninety percent of the students will be able to demonstrateby means of a ten-option chart that the purchase price ofa new automobile depends on the base price plus the ownersindividual choice of options. (power windows, etc.)

TEACHER BACKGROUND

By checking pre -test question O4, the teacher willfind an example of the base price of a car with eachoption listed according to cost. The costs were basedupon the quoted prices for a 4-door Chevrolet Impala,1972 model. Don Essen Chevrolet (540 Manchester, Ballwin)provided the informatio4.

TEACHER PREPARATION

1. In proparation for an automobile dealer's visit tothe class, the teacher and students should preparea set of questions which are to be asked in orderthat the speaker will cover the desired objective.Reference to the pre-test item will be of aid to theteacher. A student may act as secretary for thegroup, writing the particular questions on the board.

Note: Make certain that base costs and options arethoroughly covered in your questions.

One copy of worksheet #8 for each student in the class.




cu.o ropy of worksheet *12 for each student in thi' class.

ACTIVITTES

I . Prosent.ition'dision of Student Workshrot. Jz9"AutomobiiQ ,dossiry."

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Visit by automobile dealer. (Audio-tape available at Centraloffice, 434-8412, ext. 79)

3. Student Worksheet #9, "Comparison of Automobile Costs."

4. Student Worksheet #10. "Staying Within Your Budget WhileBuying a Car."

5. Student Worksheet #11,"Factors to Be Considered WhenBuying a Car."

6. Student Worksheet #12,"How Can a Car Be Purchased ifthe Buyer Doesn't Have the Cash Price?"

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CONCEPT V ZOLOVIVIllt.51.Insurance coverage is largely decided by the owner's insur-ance needs and the cost is determined not only by coveragechosen, but the area where the driver lives and the safetyrecord of the driver.

BEHAVIORAL OBJECTIVE5A

Sfivynty-five percent of the students should be able to listfour principal types of coverage offered by most insurancecompanies to fit an individual's automobile insurance needs.

TEACHER BACKCROUND

By the late 1960's more than 100,000,00U automobileswere in use in the United States. Also, approximately$11,400,000,000 is anually paid for ;' utomobile insurancecoverage. There has been a drastic increase in the numberof insured drivers, from fewer than thirty percent in 1930to nearly ninety percent by the mid 1960's.

There are two basic considerations in auto insurance:1. the kind of vehicle being insured; and 2. the extent towhich it is insured. The kind of vehicle being insuredcan generally be designated by one of three broad categories--

private passenger cars; public vehicles, such astaxicabs; and commercial v)hicles, such as cargo-carryingtrucks. While it is true that there are many specific formsot insurarc.e protection that may he purchased for each cate-gory of vehicle, there are four kinds, which are:

l. liability2. collision

comprehensive (Atom, fire, vandalism, and theft)4. medical payment

1.iability insurance pays for damage to someone else'sprt.p-rty or for personal injury to pedestrians, to occupants

Anoth-r r.',1r or, in some instances, to occupint:; of their iw,olvPd in an accident for which the

l5 judged legally liable.

inf;urrireo win pay for damage to the insuredit it. col lido:; with another vehicle or ()bled:.

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Comprehensive insurance will pay for damage to theinsured car resulting from fire or theft and for glassbreakage and damage resulting from many other causes suchas storm or wind damage and vandalism.

Medical payment insurance pays for medical treatmentfor the policyholder or anyone else who is hurt while in thepolicyholder's car. Some types of medical insurance alsoprotect the insured and his family while they are pedestrians,and protect pedestrians struck by the insured car.

TEACHER PREPARATION5A

1. Guest speaker from an insurance company to speak to theclass on the principal types of coverage offered bymost insurance companies (Liability, collision, compre-hensive and medical). The agent could help clear upquestions concerning terminology found in automobileinsurance policies. Information concerning a speakermay be obtained by contacting.

Mr. Robert Healy, BrokerIndianapolis Life Insurance Co.150 Weldon Parkway (63043)Phone: 432-1812

2. Prepare a home assignment (given verbally) that willask the students to check their parents' automobileinsurance policies to see if they have the types ofcoverage mentioned by the speaker. Also check as toadditional coverage. This outside activity should befollowed by a general class discussion.

STUDENT ACTIVITIES5A

1. Guest speaker (insurance agent)

2. Verbal assignment of checking parents' insurance policiesand group discussions of coverage purchased by parents.(This will be followed by class discussions)

31

COriCONCEPT V

insnrance eoverage is largely decided by the owner'simoirancv needs and the cost is determined not only byeoverage chosen, but the area where the driver lives and thesafety record of the driver.

BERAVIORAL OBJECTIVE5B

One hundred percent of the students will be able to listthe three main factors that determine the cost of an indivi-dual's automobile insurance needs.

TEACUER BACKGROUND

Rates aro not the same among the various insuranceoompanies. Competition is quite keen among the various"i ndependent" companies and the "bureau" companies as torates and coverage.

Determining the cost of automobile insurance is a never-ending task. Accident costs (based on semi-annual and annualreports) are combined with administrative costs of sellingand servicing insurance to compute the rates that companiescharge for the protection they sell. There are various waysto determine rates which companies charge the policyholders;however, the following factors are usually considered:

1. arm2. sox

maritil status4. automobile use). type of auto6. autos covered by single policy7. driver's recordq. driver training0. locale10. student's grades11. number of years driver is licensed.

To insure "fair play among all policyholders," mcstr(miptinies divide car owners into a number of groups, basednn the prohdble accident rate for each group. Based uponthel; eomputations, the companies have found that the lowest!-1.e:. in. ,:'((1.(10d to :coed drivers with qoo i w!Io

1 2() under .,ears old, who de n u:e t it

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cars for business, and whose cars are not driven by unmarriedmales under the age of 25. In contrast, the highest ratesare paid by unmarried males under the age of 21 who are theprincipal operators of the vehicle.

Finally, the public overlooks a vital fact in theincreasing cost of automobile insurance. It (the public)determines the rate of insurance through its record ofaccidents and accident losses. The insurance companiesrelate these statistics to the net cost of protectionagainst loss. Of course, the companies add a figure foroverhead (Which includes profit) to determine the finalcost of the policyholder's premium.

Note: Missouri law does not require automobiledrivers to have any kind of insurance---collision, liability, or comprehensive.The only exception would be as follows:if a driver loses his license because ofan accumulation of 12 points for variousviolations in a 12-month period, then hemust (in order to get his license re-newed)purchase liability insurance for a period ofthree years. Also, if an individual hasno liability insurance and is involved inan accident, then he may to to jail.

TEACHER SUPPLEMENT5B

WHY ARC; AUTO INSURANCE COSTS SO HIGH?Prepared by Robert Healy (Indianapolis Life Insurance Co.)

Factors determining auto insurance rates:

1. Locality (includes environmental conditions)

2. Age of Operators

3. Driving Experience

4. Accidents and Violatinns

5. Type of Auto

6. Use of Auto

7. Social Conditions

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H. Repair Costs

Settlement Cost and Number of Claims

10. Economic Conditions

All of the above factors have an affect on your insurancecosts but the factors that have the most influence in de-temining the rates are number 1, 2, 3, and 4.

Before we go into detail of the importance of these factors,let's look into the significance of the other six.

Factor No. 5 - Type of Auto

This should be pretty apparent. It's obvious thatit's going to cost more to insure an $8500.00 autoAs opposed to a $4000.00 auto. Assuming both autoswere stolen or involved in a total collision, theinsurance company must pay more than double theprice of the $4000.00 to take care of the more ex-pensive car.

Niqh performance autos are also rated higher. Itsbeen irrefutably proven that these autos are in-volved in more than their share of severe andfatal accidents.

Factor No. () - Use of Auto

if an ;Iuto is driven to and From work or school,it i r,ied higher than if it were used for pleasurem:0 only. it is rated still higher if it: is usedin a husiness such as a salesman who is in and outof his car all day.

The rages are also higher for the youthful operatorwho has car at his disposal at: all times as opposedto the youthful operator who only has occasionalus.. of the family auto.

t-or 7 - ;.;ocial Condit. ions

1, II, 5:()C 1.A 1 IiFicite nva r al)ly to more(.1,1 ]1115; AC'; . ()( vandal ism r

TH.:- : t.() rw) r' Cr:" 4. .. ,,11.t; w : (1-101! .

. ) 7 ; t ; r) : - 1 i !(.! I ,

CM CC?? nniE

Another prevalent attitude is--"What's the big deal!?So I had an accident. Mom and Dad will get over itin a couple of days."-- and usually they do.

Factor No. 8 - Repair Costs

A union repair shop in the metropolitan area usuallycharges $10.50 per hour for labor. In a non-unionshop in a small town it might be as little as $5.00an hour.

Factor No. 9 - Settlement Cost and Number of Claims

For the last 15 years court juries have been awardinghigher and higher settlements for bodily injury claims.In many instances, the higher award is justified.However, most of the time the settlement is muchhigher than the actual situation warrants.

In years gone by, jurors strongly tried to firstdetermine whether or not the defendant was actuallylegally responsible for the accident caused by hisimprudent driving. If they found he was responsible,they would then try to determine an honest dollarvalue for the pain, suffering and financial losssuffered by the injured person.

The current trend for most juries today is to ignorelegal facts as to whether or not the defendant waslegally responsible and just get on to how muchthe injured party is to be awarded.

Factor No. 10 - Economic Conditions

This is simple--if the country is in a continuedinflationary spiral, insurance costs are going togo up. If grocery costs are going up every week,your insurance rates will ultimately increase also.If repair shops hourly labor rates go up, so willyour insurance cost, and on and on.

All of the above factors will affect your auto insurancecosts to some extent--but now let's get to the factorsthat most affect your rates.

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Factor No. 1 - Locality (Includes environmental conditions)

There are many different rating territories in thestate of Missouri. These rates run from a high ofinnercity St. Louis to the low of St. Joseph, Missouri.

Below is the cost of auto insurance for three differentrating territories using what is commonly called baserates. To these rates, various surcharges or creditsare applied which we will get into later. The baserates are those used by approximately 75% of the Com-panies doing business in the state. For the exception-ally good risk, the base rate is reduced.

Example:

1971 Chevrolet Impala 4 Door

Coverages Inner-City Creve Coeur St. Joseph

$50/100,000 Bodily Injury $,93. $ 77. $ 58.$10,000. Property Damage 45. 41. 33.Comprehensive 56. 33. 20.$100 Deductible Collision 101. 65. 41.

Totals $295. $216. $152.

Why are the inner-city rates so high? Let's think aboutit. Where is the highest congestion of traffic duringrush hours? (Exclusive of Hwy. 40) While many livein the county who cause this congestion, most live inthe city.

How many cars do you see parked on city streets atnight as opposed to being in a driveway or garage?Cars parked in the street are subject to damage bydrunken drivers, vandals and thieves.

Where do you find the highest occurance of vandalismand thievery? The Inner-City.

O.K. That's why inner-city rates are so high--but why areCreve Coeur rates so much lower, especially when the countrydrivers usu.ally have to drive further to work? The theoryand statistical findings are these:

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TEST CC7/

1 Usually the county resident has shown more res-ponsibility than many of his city counterparts.They have worked hard, saved their money, boughta nice home and a couple of cars. They have morerespect for one another and their property. Theydon't want to lose all these things by being ina serious auto accident and possibly not havingadequate bodily injury limits.

2. They are usually driving in less congested areas.

3. Their cars are parked in driveways or garages.

4. Less vandalism and theft losses.

Factor No. 2 - Age of Operator

Now we begin to get into the surcharges which areapplied to the base rates as previously outlined.The base rate always takes the factor of 1.00, fromthis point we add the various surcharges or credits.

As an illustration we are going to use a single maleoperator who has unrestricted use of an auto, butdrives less then three miles to school or work andhas had no accidents or violations. Creve Coeurbase rates.

Age 16 Factor 3.90 X $216. = $842.Age 20 Factor 2.85 X 216. = 615.Age 25 Factor 1.90 X 216. = 410.Age 30 Factor 1.00 X 216. = 216.

Again it must be pointed out that these are base rates.If there is more than one auto being insured, a 15%credit is allowed. If a student maintains a "B" averagehe can qualify for up to a 25% credit.

Factors No. 3 and 4 - Driving Experience and Accidents orViolations

As a rule, insurance companies will surcharge the baserates until an operator has had 2 years driving experience.A 10% credit is allowed for the completion of an accre-dited driver's training course.

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An important thing a young operator must keep inmind is that his driving experience will greatlyaffect the cost of their insurance for many years.If they maintain a clean record, their insurancecost will be reduced 10 to 15% every year. If onthe other hand they have a couple of chargeableaccidents, the cost will go up substantially andwill stay high foz three years.

Example:

Using Creve Coeur base rates, we have two young menage 18. One has a clean record, the other has hadtwo chargeable accidents. They both drive to schoolless than three miles.

No Accidents Two Accidents

Base rate $216. $216.Factor 3.30 4.20

Totals $713. $907.

If the clean risk is a "B" average, his factor is2.50 for an annual cost of $540. A substantialsaving.

As a rule of thumb, the rates for the youthful femaleoperator is approximately 50% of that charged for theyouthful male operator.

A combination of both accidents and violations willput your insurance cost out of sight.

In summation, it must be pointed out that there are265 different rating factors to fit the individualcase. The driver and the use of the car determineswhat factor is going to apply to their specificdriving rate.

reepinq this in mind, it really boils down to thefact that the driver himself has the most pronouncedaffect as to what his insurance cost will be now andin the future.

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TEACHER PREPARATION5B

1. One copy of Student Worksheet #13 for each student.






7. One copy of Student Worksheet #19 for each student.*

STUDENT ACTIVITIES58

1. Using Student Worksheet #13, "Factors Entering intoCost of Insurance" students will work in groupsdiscussing insurance costs.

2. Student Worksheet 414, "How Much will AutomobileInsurance Cost You?"

3. Student Worksheet #15, "How Insurance Rates VaryAccording to Locale:.

4. Student Worksheet #16, "How Much Does AutomobileLiability Insurance Cost?"

5. Student Worksheet #17, "What is Collision Insurance?"

6. Student Worksheet #18, "Can a Car be Insured AgainstDamage not Caused by Collision?"

7. Student Worksheet #19 "The Case of the DeceitfulDriver".

* Contact insurance company to determine how incorrectinformation on application for car insurance ishandled.

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CONCEPT VI

Local and state governments require licenses both for thecar and the driver.


Ninety-five percent of the students will be able to outlineor diagram the procedure required in obtaining both a carand a driver's license.

TEACHER BACKGROUND

In 1952, the Sixty-Sixth General Assembly passed legis-lation which provided for a driver examination program to beestablished in our state. The general administration of thelaw is the responsibility of the Director of Revenue who hasdelegated the responsibility of conduction of the examinationto the Pighway Patrol. Complete driver examinations aregiven to new drivers, new residents, drivers who allow theirlicense to expire more than 60 days, and persons cited bythe director. An applicant for the renewal of a Missouridriver's license is given a vision test by the Departmentof Revenue at the time application is made.

Every motor vehicle or trailer which is operated ordriven upon the highways of the state, unless exempted bythe law, must be registered. Every motor vehicle purchasedand held in possession must be registered immediately. Ifapplication for the certificate is not made within thirtydays after the vehicle is acquired by the applicant, adelinquency penalty fee of five dollars for each month orpart of a month of delinquency, not to exceed a total oftwenty-five dollars, shall be imposed. No state registra-tion license to operate any motor vehicle shall be issuedunless:

1. The application is accompanied by a tax receiptor a statement certified by the applicant'scounty or township collector that the applicant'sstate and county tangible personal propertytaxes for the preceding year have been paid orthat no such taxes were due.

2. The applicant must furnish proof of ownership(title), (also, receipt of sales tax on car)

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3. Safety inspection

TEACHER PREPARATION

1. Order a classroom set of "Missouri Driver's Guide" fromCentral Office (434-8412, ext. 79)

2. Prepare one copy of Student Worksheet #20 for each student.3. Prepare one copy of Student Worksheet #21 for each student.4. Prepare one copy of Student Worksheet #22 for each student.

(The students will review this worksheet before viewingthe slides)

5. Obtain from the Central Office the set of slides entitled,"Uniformed Traffic Control Devices." The slides are con-cerned with the old and new traffic signs. Credits for theslides are:a. American Society of State Highway Officialsb. Institute of Traffic Engineersc. National League of Citiesd. National Committee on Uniform Traffic Lawse. National Association of Counties

6. Prepare one copy of Student Worksheet #23 for each student.7. When showing slides, use the following script:

Slide 1. This slide shows two of the uniform sign manuals whichhave been used in the U.S. The manual on the left is the1935 edition, the manual on the right is the new 1971manual.

Slide 2. The following dates have been set as goals for the newsigns and signals.

The following standard colors have been adopted.

Old signs were often vague and hard to read.

Formerly many signs were all the same color and shape.

Different shaped signs are being used for various regu-lations.

Two signs depicted are the options available for certainregulations.

No comment needed.

Note the new sign on the top and the old on the bottom.

- 18. No comments needed.

Slide 3.

Slide 4.

Slide 5.

Slide 6.

Slide 7.

Slide 8.

Slide 9.

Slide 10.

Slide 19.

Slide 20.

Slide 21.Slide 22.

New color for STOP sign shows up brighter and thereforecan more easily be seen.The new electric stop lights are longer and are uniformin position in order to aid the colorblind.Pedestrian signs are also longer and easier to read.No comment.

INS COPY AMAMI

8. Contact the counseling office of one of the senior highschools for the purpose of setting up a field trip totheir Driver Education Department. (Central Senior High -434-4700) (West Senior - 227-2300) (North Senior High -878 -6000)

9. Free literature on driver education and traffic signsmay be obtained from:

Automobile Club of Missouri3917 LindellSt. Louis, MO 63108 (phone: 553-2233)

10. Films:

"National Drivers Test"Cooperating School Districts48 minutes; black and white

"highway Driving"St. Louis County Library17 minutes; black and white (994-3300)

"Driving in the City"St. Louis county Library10 minutes; color (994-3300)

STUDENT ACTIVITIES

1. Class discussion from Student Worksheet #20. "MissouriDriver's Guide Questionnaire" use "Missouri Driver's Guide"(available from Central Office, 434-8412, ext. 79)

2. Student Worksheet #21, "Missouri and the License Plate."

3. Student Worksheet #22, "Background Information for SlidesPertaining to the 1971 MUTCD." (Manual on Uniform TrafficControl Devices)

4. Student Worksheet #23. "Designing Graphic Road Signs."

5. Have the class hold an oral evaluation of their visit tothe Driver Education Department.

6. Films:

"National Drivers Test""Highway Driving""Driving in the City"

BEST COPY AVAILABLE

CONCEPT VII

Automobiles require continual maintenance to insure safety,proper performance, and licensing.


To insure safety, proper performance, and licensing, auto-mobiles require continual maintenance. Seventy percent ofthe class should be able to label fourparts of an auto-mobile that require continual maintenance.

TEACHER BACKGROUND

The vehicle safety inspection law was enacted by theSeventy-fourth General Assembly and became effectiveJanuary 1, 1969. The inspection law requires every ownerto submit his vehicle to an inspection of its mechanismand equipment and obtain a certificate of inspection andapproval prior to the registration of the vehicle.

To provide an opportunity for vehicle owners to obtaininspections with a minimum of inconvenience several thousandautomobile service agencies and skilled mechanics have beenlicensed throughout the state.

TEACHER PREPARATION

1. Prepare one transparency and class-size quota ofStudent Worksheet #24 (order from Central Office).This transparency will be used as the teacher and classlabel the worksheet.

Teacher should familiarize himself with material inteacher background for this concept and introduceStudent Worksheet #25.

Prepare one copy of Student Worksheet #25 for eachstudent.

Ask the students to spotcheck one of their familycars using the check list.




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EST COPY WOO6. One copy of Student Worksheet #29 for each student.*

7. Films: "What's under Your Hood?"Cooperating School Districts11 minutes; color

"Electronics Technician"Cooperating School Districts11 minutes, color

STUDENT ACTIVITIES

1. Student Worksheet #24, "The Parts of an Automobile"

2. Student Worksheet #25, "Safety Inspection .Thecklist"

3. Student Worksheet #26, "Crossword Puzzle on AutomobileGlossary."

4. Student Worksheet #27, "What Are the Actual Costs ofOperating an Automobile after It is Purchase' ?"

5. Student Worksheet #28, "How Do Repairs and UpkeepAffect the Cost of Operation?"

6. Student Worksheet #29, "In Depth Activities onAutomobiles."

7. Films: "What's under Y.ur Hood?""Electronics Technician"

* Also refer to Page 194 for a narration on activity 1.

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CONCEPT VIII

It the Parkway area, there are several arteries which linkresidential areas with the St. Louis Metropolitan area.


Eighty percent of the students will be able to locate andtrace on a local area map three of the major arteries,which connect the Parkway area with the Metropolitan St.Louis area.

TEACHER BACKGROUND

1. Refer to the vocabulary pertinent to this concept.(This is found on worksheet #2)

2. Review the map of the local area found in theunit.

TEACHER PREPARATION

1. Prepare a class presentation/demonstration of thevocabulary for concept VIII (this vocabulary isfound on Student Worksheet #2). The student shouldknow that the main arteries which connect the Parkwayarea to the Metropolitan St. Louis area are: High-way 40, Manchester, Page, Olive and Clayton.

2. *Using the Metropolitan St. Louis Area Maps: (StudentWorksheet #30)

A. Prepare two copies for each student.B. Prepare a transparency for classroom work.

3. *Prepare one copy of Student. Worksheet #31 for eachstudent.

4. Prepare one copy of Student Worksheet #32 for eachstudent.

5. Prepare one copy of Student Worksheet #3' for eachstudent.

* Available from Central Office (434-8412, ext. 79)

45

BESI COPY KAUAISTUDENT ACTIVITIES

1. Class discussion on artery, secondary, and collectorstreets using Student Worksheet #30.

2. Student Worksheet #31, "Word Scramble"

3. Student Worksheet #32, "Locating the Arteries thatlink Parkway with St. Louis"

4. Stvdent Worksheet #33, "Parkway Area".

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LEST COPY MIMECONCEPT IX

Many acres of valuable land have been condemned by variouslevels of government for use in the construction of highways.


Seventy-five percent of the students will be able to writea definition (25 words or less) of EMINENT DOMAIN inexplaining how land is acquired and used for highwayconstruction.

TEACHER BACKGROUND

Eminent Domain is the right of government to forcethe sale of private property for public use. In GreatBritain and Canada it is called the right of expropriation.In the United States both state governments and the federalgovernment have the right of eminent domain. However,this right is delegated frequently to local or city govern-ments or sometimes to private utility firms, such as rail-way or telegraph companies. In condemnation proceedingsto establish eminent domain it is necessary to show thatthe property will be used as the site for such publicneeds as libraries, parks, highways, railroad rights-of-ways, telephone and telegraph lines, and public water-worksand sewers.

Eminent domain is the inherent right of a sovereignpower and does not need to be supported by a written law.The United States Constitution, however, prohibits both thestates and the federal government from exercising theirpower of eminent domain without making just compensationto the property owner. The amount of compensation to bepaid is usually set by a court but may be appealed to acommittee of realtors, It is determined on the basis ofthe loss to the property owner, or seller. Citizens whoselands are taken away may appeal rulings of the court.

TEACHER PREPARATION


2. Have the students read tha case, decide the issue anddecide which sections of the Bill of Rights are pertinent.

3. The following analogous situations (especially the lastone) might he useful in discussions:

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a. A strip of land along the front of the motel istaken, leaving access to the outer road.

b. A strip of land is taken along the front of themotel, leaving access to the outer road, butcompletely destroys the motel's lawn, shrubs,and trees to within a few feet of the building.

c. This situation is the same as #b except thatinstead of having to drive three miles along theaccess road either way to get onto the highway,the access point to the highway is only 100 yardadown the outer road.

d. A New York man sued the state because the inter-state highway built next to his property causedhim mental strain and disturbed his peace whenthe heavy commercial truck traffic came by hisproperty at all hours of the day. Would youpay him?

4. Establish criteria for determining what SHOULD BEcompensated for by the state in exercising eminentdomain. In so doing, consider the following:a. sentimental considerations such as removal of

a graveyardb. things which cannot possibly be replaced such as

historical sites.c. business built up over a period of timed. underground mineral depositse. natural forestsf. cost of re-locationg. pollution of one's environment with noise, as a

nearby road

STUDENT ACTIVITIES

1. Discussion (in depth) of Student Worksheet #34.

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CONCEPT X

Air pollution is increased by the exhaust fumes of auto-mobiles.


All of the class will be able to interpret from a graph howair pollution is increased by the exhaust fumes of auto-mobiles.

TEACHER BACKGROUND

Pollutants from the automobile include five principalgases and chemicals: carbon monoxide, sulfur dioxide,unburned hydrocarbons, various oxides of nitrogen, and leadcompounds. These substances react to sunlight, changinginto the compounds that produce smog. Most harmful amongthem are ozone, which kills plants and deteriorates manyfabrics; peroxyacetyl nitrate, which irritates eyes andgives smog its odor; and nitrogen dioxide, which damageslung tissue.

According to a 1969 US Senate Commerce Committeereport, more than 60% of the air pollution in the UnitedStates is caused by the automobile. In some urban areasit reaches 85%. Some 200 million tons of atmosphericpollutants come from exhaust pipes each year virtuallytwo tons per car on the average.

The very principle of the internal-combustion engine(I.C.E.) makes it a polluter. The I.C.E. uses briefexplosions of mixed fuel and air to hammer the pistonsdownward. At highway speeds, about 20,000 such explosionstake place each minute. An explosion is an inefficient wayto burn fuel. When the flame front, touched off by thespark plug, moves rapidly outward, it is partly quenchedon reaching the relatively cool cylinder walls. As a resultthe fuel is incompletely burned. When the exhaust valveopens, the undesirable combustion products are forced outinto the atmosphere. Furthermore, engines are designedso that, for extra power, the fuel-air mix is rich ingasoline, making combustion even less complete.

There are at least five ways that emissions may becontrolled from automobiles and smokestacks:

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1. remove the process or equipment2. change the fuel or other material being used3. changes in operating procedure4. tail-end converter of pollutants5. tail-end collector of pollutants

On October of 1965, the Clean Air Act was amended topermit national regulation of air pollution from new motorvehicles. The first standards were applied to 1968 models.These standards were tightened for 1970 and 1971 model cars.And even more stringent standards have been announced for1973 and 1975.

The first standards set under the 1965 Amendments tothe Clean Air Act applied to 1968 model vehicles. Thesestandards require complete control of crankcase hydrocar-bons and partial control of exhaust hydrocarbons and. carbonmonoxide.

In June of 1970 the Secretary of HEW proposed sweepingchanges in the procedures for testing cars when it wasdiscovered that the existing procedures really underestimatedthe amount of pollution being emitted. At the same time,the Secretary confirmed the same 1975 standards for hydro-carbons and carbon monoxide and said that the nitrogenoxide and particulate standards proposed in February of1970 would be confirmed as soon as test procedures for thesestandards had been developed.

The first surveillance data on production line carssubject to the Federal standards were reported in thesummer of 1968. On the whole, the data showed that carscomplied with Federal standards. By 1969, however, datashowed that hydrocarbon emissions of 1968 cars ran abouttwenty percent above the standard and carbon monoxide abouteight percent above. By 1970 hydrocarbons were higher by25 percent and carbon monoxide by about ten percent.

Failure of cars to perform more adequately accordingto standards set forth are both administrative and legis-lative. Even if proper safeguards are met, many automobileswill not meet the standards because of systems breakingdown and car owners who do not provide proper maintenance.

The data on present levels of pollution in our urbanenvironment, the projected increase in urban traffic inthe years ahead, and the performance of pollution control

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systems under actual driving conditions make it clear thateven applying stricter standards in 1975 will only prolongthe downward curve in vehicle emissions until the middle1980's. After that, carbon monoxide levels will againrise because of the sheer number of automobiles on theroads and highways.

The key additive from an air pollution control view-point is tetraethyl lead in gasoline. It accounts for asignificant portion of the particulate pollution fromautomobiles. A panel of the Commerce Technical AdvisoryBoard concluded that lead-free gasoline should be readywithin the next few years so that industry will have thechance to roadtest these catalytic devices.

An alternative to the internal combustion engine maybe necessary if it cannot meet the increasing stiff stand-ards. The President announced in his environmental message(Feb., 1970) a program to develop one or more alternativeswithin five years.

He called for:

1. An extensive research and development programto be conducted under the general direction ofthe Council on Environmental Quality.

2. An incentve program to private developers,through Government purchase of privatelyproduced unconventional vehicles for testingand evaluation.

NOTE: Regulation XVII of the St. Louis CountyAir Pollution Control Code has the follow-ing to say in regard to motor vehicles:

1. The emission of visible exhaust froma car, truck, or bus for more than10 CONSECUTIVE SECONDS is againstthe law.

2. No motor vehicle may idle longer than3 consecutive minutes while standing(except in traffic or while loading).

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Carbon Monoxide Emissions by Motor Vehiclesin the United States, 1960-90

po

10

i5

-4 Total

, .

4, fr

, 1

. I . ,

,50.,,, .4 e. .

-,..6, ' %

,..0' %

Urban'5

4

iiii"V"4 11=1;

woligo.

me ova ell as0

5

I'

0

A

1960 1965 1970 1975 1980 1985 191

5

4

3

3

2

1

1

Projections based on proposed 1973and 1975 Federal Standards

CARBONSOL'2.C.F. MONOXIDES

Trans.-A-.-tation 66 1

Industry____

2 9Po .....-: P.-.1ts 1 --ii----.... _

Refuse C Ir.osal f 1 1

Totals 72 ii

(Mil ions of tons per year)SULFUR HYDRO. NITROUS

COMPOUNDS CARBONS OXIDES PARTICLES TOTAL

1241

1

1

19 13

1

12

8623

208

142

Source: National Air Pollution Control Administration,HEW.

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TEACHER PREPARATION

1. Ask an automobile mechanic to visit the class toexplain the automobile air pollution control devicesnow being used. Ask him to explain others which arebeing tested. Perhaps he can bring a sample deviceto show your class.

2. Speaker from the Air Pollution Control Department, St.Louis County. This department will send out a speakerwho will show slides and present a discussion for theclass on air pollution in the St. Louis Metropolitanarea. Contact:

Mr. Donald PecsokAir Pollution Control801 South Brentwood Blvd.Clayton, Missouri 63105Telephone: PA6-1100, Extension 281

3. One copy of Student Worksheet #35 for each student inthe class.

4. One copy of Student Worksheet #36 (7 pages) for all highability students.

5. One copy of Student Worksheet #36 for each student in theclass.

6. Films:

"Air Pollution"Cooperating School Districts10 minutes; color

"Autos and All That Traffic"St. Louis County Library (994-3300)30 minutes, color

STUDENT ACTIVITIES

1. Visit by auto mechanic2. Speaker from Air Pollution Control3. Student Worksheet #35, "Pollution Produced by the Automobile"4. Student Worksheet #36, "Bonus Activities for Above Average

Students."5. Student Worksheet #37, "Choice of Individual Activities by

the Student"6. Films: "Air Pollution," "Auto And All That Traffic"

CONCEPT XI

The automobile has increased noise pollution.


One hundred percent of the class will be able to write inthree separate sentences the ways in which the automobileincreases noise pollution.

TEACHER BACKGROUND

In the United States, we are beginning to realize thatman should not tolerate indefinitely the increasing noisethat presently characterizes the modern, industrializednation. Noise is a profound annoyance to most people. Ithas increased in volume in the last thirty years and con-tinues to rise in urban areas at a rate estimated at onedecibel per annum.

The automobile is the major cause of noise pollution.Manufacturers can develop quieter cars with less noisyengines. Roadways that muffle or reduce noise can be con-structed. The noise from a roadway can be reduced by sinkingit below the surrounding surface. Sloping walls at the sidesof roadways will reduce noise. Dense plantings of shrubs,bushes, and trees at the sides of roadways will scatterand absorb sound.

Some simple techniques can be tv to muffle soundsor noises in rooms or buildings:

1. Carpeting is a good sound-deadening materialin most rooms.

2. Acoustical tile is good for the walls and ceiling.3. Perforated hardboard with movable hooks is attrac-

tive and functional.4. Bulletin boards of cork.5. Draperies cut down the reflection of sound in

a room.

The following wall materials are effective in stoppingthe passage of sound (in order of effectiveness):

1. Solid brick wall.2. Plaster wall of porous metal lathe covered with

3/4 inch of plaster.

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UZI CCM MAKE3. Plasterboard wall.4. Two sheets of glass with 1/2 inch of air space

between.5. Single sheet of glass.6. Sheet of 1/4 inch plywood.

The following are aspects of the problem of trafficnoise in relation to planning and development of highways:

1. Steep grades on roadways tend to increase noiselevels (trucks and buses must accelerate alonginclines).

2. A community needs to continually review itscommercial routes---routing of heavy vehiclesthrough certain sections of the city should bekept down as much as possible.

3. Study the topography and use contours and existingfeatures of the landscape as natural barriers toconfine sound.

4. Elevated roadways are effective in reducing soundlevels in that noise is carried up and away.

5. Mount sound barriers on a roadway (these can befunctional and beautiful).

6. The most effective, perhaps, is to develop anadequate rapid transit system.

In accordance with the Noise Abatement and Control Actof 1970:

EPA (Environmental Protection Agency) has set up anoffice of Noise Abatement and Control to evaluate healthhazards to the extent possible, summarize the state-of-the-art in noise suppression technology, and recommend a programof counter-measure to Congress.

Public hearings have been held in various parts of thecountry to determine the extent of the problem and identifyrequired control measures.

TEACHER PREPARAT ION

1. One copy of Student Worksheet 408 for each student.Assist the students in finding additional examples ofnoise and then to classify these noises.

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C011 RVWs%One copy of Student Worksheet #39 for each student.If it is possible to loan a tape recorder at yourschool, assist the students to record the travelnoise.

STUDENT ACTIVITIES

1. Student Worksheet #38, "Our Noisy World."

2. Student Worksheet #39, "The Automobile and NoisePollution."

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BEST COPY AVAILABLECONCEPT XII

The aesthetics of the roadside have been affected by theuse of the automobile.


By use of a sketch and one sentence, ninety percent of theclass will be able to show how the automoible has damagedthe aesthetics of the roadside.

TEACHER BACKGROUND

With the increased number of automobiles more and morehighways had to be constructed. The need for roadways grewso rapidly in such a short span of years that for many citiestheir one aim was to get the highway built. Not much concernwas shown for the aesthetics of the roadside. Miles ofnatural landscape were destroyed. Trees being uprooted ina thoughtless manner, caused soil erosion; unpleasant sites(Junkyards) once blocked by the trees now show as "opensores" on the highway. Instead of wide landscaped islandsas medians we now have miles of cold steel bars whichcause headlight glares from oncoming traffic.

Not only has thoughtless construction destroyed theaesthetics of the roadside, but so too have the occupantsof the car. Billions of tons of litter line our roadsidesand detract from their beauty.

The natural beauty of the landscape which has remainedis many times blocked out by numerous billboards. Outdooradvertising signs became such a menace to beauty and safetythat in 1965 the President sent to Congress proposals toeliminate outdoor advertising signs from highways.

The following points of the state law concerning highwaybillboards were obtained from the Missouri State HighwayDepartment:

1. All commercial advertising signs should be approxi-mately 660 feet from the highway. The MissouriState Highway Department has the right to makecertain regulations pertaining to lighting, spacing,size of signs, and which signs are to be in whichlocations.

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2. In areas toned for commercial or industrial useno permits are needed from the Missouri State HighwayDepartment for advertising signs. However, individualcounties may demand a permit.

3. More lenient laws govern directional a:id recreationalsigns.

If more detailed information is needed, request aleaflet on State Law and Highway Billboards fromthe Missouri State Highway Department.

Facts obtained from the County Highway Department:

1. Signs on corner lots of subdivisions or intersectionsof two county street must be thirty feet back fromthe street and not more than three feet tall.

2. A pers4:m must obtain permission to erect a billboardfrom the St. Louis County Department of Planning.

TEACHER PREPARATION

1. One copy of Student Worksheet #40 for each student.Allow the student to make his design as fancy as hewishes. Do not offer any criticism.

2. One copy of Student Worksheet #41 for each student.As the student begins to realistically examine hisdrawing or plan, make sure he sees problems such asexpense, watering, daily care, vandalism, etc.

3. One copy of Student Worksheat #42 for each studentin the class.

STUDENT ACTIVITIES

1. Student Worksheet #40, "Adding to the Aesthetics of theHighway"

2. Student Worksheet #41, "

Student Worksheet #42, "

Idealism vs. Realism"

Rating of Billboards"

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CONCEPT XIII

Many times)the use of the automobile has resulted in thedestruction of property.

Ninety percent ofleast three typesautomobile.

BEHAVIORAL OBJECT/VE 13

the students will be able to list atof damage to property caused by the

TEACHER BACKGROUND

On practically every news broadcast and in every issueof the newspaper accounts of automobile accidents are relatedto us. 50.1 percent of these accidents involve a collisionwith a motor vehicle in transport. The second highest per-cent, 27.6% of total accidents, deals with collision withfixed objects. These automobile accidents bring destructionor damage to trees, shrubbery, lawns, homes, fences, andlawn decorations (fountains, statues, flower beds). Besidesthese types of personal property damage, there are alsovarious kinds of damage to governmental and commercialproperty. This type of damage would include traffic signs,highway medians, mailboxes, light standards, telephone poles,etc.

Collision with animals has a 5.7 percent of total acci-dents while collision with parked cars is 2.6 percent.

1

2. One copy of Student

3. One copy of Studentin the class.

4. Film:

TEACHER PREPARATION

. One copy of Student Worksheet #42 for each studentin the class.

in the class.Worksheet #44A for each student

Worksheet #44B for each student

"Drive Defensively'St. Louis County Library (994-3300)11 minutes; color

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STUDENT ACTIVITIES

1. Student Worksheet #43, "Interview with a Person WhoHas Had Property Damage"

2. Student Worksheet #44A, "A Funny Thing Happened onthe Way to Aunt Martha's"

3. Student Worksheet, #4413, "Report of Motor VehicleAccident"

4. Film: "Drive Defensively"

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CONCEPT XIV

Increased use of the automobile has created problems whichin turn have necessitated a study of alternatives for thisdilemma.


Eighty percent of the class will be able to list fourproblems that have been brought on by the automobile andalso list one alternative for each of these four problems.

TEACHER BACKGROUND

At the present time 82 percent of commuting workersrely on the automobile, while only 14 percent utilize publictransit. What needs to be done is to eventually force theurban motorist to public transportation. What follows aresome proposals to bring about a better utilization of publictransportation:

1. More effective measures to restrict traffic incongested areas, especially during rush hours.The city could employ photographic equipmentto record license numbers of autos passingthrough specified areas during rush-hourtraffic. These drivers would then be sent abill at the end of the month for the privilegeof contributing to the rush hour snarl.

2. Charging tolls on cars entering major cities,If a car has five or six passengers, there maybe no charge; a small toll for cars with threeor four passengers; a larger toll for cars withtwo occupants; and a larger toll for those withonly a single occupant. Since the single drivercontributes disproportionately to the congestionand pollution in the urban area, he would have topay for this privilege.

3. Taxes on urban parking places. (San Fransciscohas put a 25 percent tax on parking fees inprivate garages.)

4. Continued and increased federal aid to urbantransportation systems to make them attractiveand eventually economically viable. Highway taxreceipts are currently swelling the Highway TrustFund; instead, these shc,u1c: be diverted to the

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general treasury. From this source, monies couldbe expended on all forms of public transit.

Other measures which could be introduced to controlthe automobile population include:

1. A Congressional resolution stating that the one-car family is the American ideal.

2. A higher tax rate for a second family car; stillhigher rates for a third car.

TEACHER PREPARATION

1. Prepare one copy of Student Worksheet #45 for eachstudent in the class.

2. Prepare one copy of Student Worksheet #46 for eachstudent in the class.

3. Films:

"Golden Age of the Automobile"St. Louis County Library (944-3300)30 minutes; color

"City----Cars or People"Cooperating School Districts28 minutes; black and white

"Autos and All That Traffic"Cooperating School Districts & St. Louis County Library30 minutes, color (994-3300)

STUDENT ACTIVITIES

1. Complete Student Worksheet #45, "Problems Created bythe Automobile"

2. Complete Student Worksheet #45, "A Problem and ItsSolution Illustrated by an Art Activity."

3. Films: choice of three

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CONCEPT XV

Rapid transit is one solution to the problem of congestedhighways.


Eighty percent of the class will explain in a four-sentenceessay how rapid transit is a solution to the automobileproblem.

TEACHER BACKGROUND

Is the day coming when many Americans will be for-bidden to drive their cars to and from work? That pros-pect has been raised recently by urban planners andenvironmentalists bent on curbing rush-hour traffic jamsand the air pollution that the backups cause.

Many cities, however, have already taken steps toreduce commuter traffic, such as providing parking on thefringes of downtown. Other municipalities are consideringsimilar measures.

Transportation agencies are experimenting with awide range of programs designed to get commuters out oftheir cars. But observers warn that a major effort isneeded to change the public's deeply ingrained commutinghabits.

The head of the Urban Mass Transportation Administra-tion estimates that 86 percent of the nation's commuterscome to work in their own cars. Only 10 percent usebusses, and 4 percent ride rail systems.

Commuters, in fact, have been turning away from, nottoward, public or mass transit for the past 27 years. Asa result of the change, transit has been caught in a whirl-pool of declining services, re7enue and passengers.

One federal transportation official said, "The onlyway you're going to get people out of those cars and intotransit is to make transit more attractive as an alternativefor commuters. You can do this by making it more difficultto operate an automobile downtown, but you must also improvethe quality and speed of transit systems. We're working onboth approaches."

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Some public officials contend that the best way toattract more passengers to mass transit is to abolish or,at least, drastically reduce the fare, and replace thelost revenue with a government subsidy.

TEACHER PREPARATION

1. Read the general information given you in the TeacherBackground. Be familiar enough with the trends inrapid transit so that you can begin this concept witha brief discussion that will define the term rapidtransit.

2. One copy of Student Worksheet #47 for each student.Be prepared to assist them in using the Readers'Guide and if the school library appears to be shortcertain magazines, direct them to branches of theSt. Louis County Library.


4. Films:

"Freedom of the American Road"County Library (994-3300)20 minutes, black and white

"Automania"County Library10 minutes, color

"Freeway Phobia"Cooperating School Districts30 minutes, color

STUDENT ACTIVITIES

1. Class discussion on rapid transit.

2. Student Worksheet #47, "The Ever-Changing World ofRapid Transit"

3. Student Worksheet #48, "Designs for the Future"

4. Films: choice of three.

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CONCEPT XVI BEST COPY MAILABLE

Car pools offer an immediate solution to the problem ofcongested highways.


riven a situation, ninety percent of the students will beable to conclude that car pools offer a solution to thecrowded highways.

TEACHER BACKGROUND

San Francisco is trying a new idea to encourage carpools. The Oakland Bay Bridge now reserves three lanesfor use only by buses and car poolswhich experts sayboth help take drivers off the roads.

The car pools pay no tolls, and buses are billedmonthly. But a car occupied by only one person muststand in line to pay 50 cents.

Drivers are charged the tolls only when enteringthe city and not when leaving.

Two weeks after the program began, an official stoodat the toll area and watched seven buses race through,while hundred of cars stood in line.

"Those seven buses carry as many passengers as 295automobiles," he said. During the two weeks, the numberof toll-free car pools doubled.

TEACHER PREPARATION

1. Read Carefully the background given above and make ashort presentation to the students concerning theOakland Bay Bridge idea.



STUDENT ACTIVITIES

1. Presentation by teacher of Oakland Bay Bridge idea.

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2. StudentData"

3. StudentPools"

Worksheet #49,

Worksheet #50,

*SI CO raillat

"Using the Car Count to Gather

"Surveying the Need for Car

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CONCEPT XVII

New power sources are being tested to minimize pollutionand natural resource depletion caused by the automobile.

BEHAVIORAL OBJECTIVE 17A

Eighty-five percent of the students should be able to lista new power source that is being tested to minimize pollu-tion.

TEACHER BACKGROUND

The following information was obtained from LacledeGas Co.:

For the past year Laclede Gas Co. has been workingwith C.N.G. (Compressed natural gas) as an alternate tofuel vehicles. It is termed as an "alternate" becausethe gasoline operation of the vehicle is not effectedby the addition of the C.N.G. system. A simple flipof a toggle switch on some kits or a flip of a switchand the movement of a choke cable on others will allowthe driver to change from one fuel to another.

Why should Laclede Gas Co. spend time and money onsuch a project? In a time when ecology and pollution rateas one of our major problems and the federal governmenthas set up standards to be met on controlling carbon mono-xide, hydrocarbons and oxides of nitrogen, the company feltthat with a product like natural gas, which is ninety percentcleaner burning than gasoline, it was time to converta portion of its vehicles to operate on natural gas.

A brief description of the C.N.G. system is as follows:

Natural gas is compressed at 2300 pounds and storedin safety inspected tanks located conveniently on thevehicles. From the tanks the gas is passed throughtubing or hose to two stages of regualtion. Thefirst stage regulator cuts the pressure from 2300pounds to 55 pounds. The second stage regulatorreduces the pressure from 55 pounds to anywherefrom one to ten inches of water column pressure.This -cries according to the type of kit used. Fromthe second stage regulator the gas is passed to an

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airmixor which is the heart of the unit. The air-mixer is mounted on top of-a conventional carburetorand regulates the amount of gas needed for the load.All of this is accomplished through a series ofswitches and valves.

At the Shrewsbury location (4118 Shrewsbury Ave.) thereare at present 26 vehicles on C.N.G. and facilities toautomatically fuel 100 vehicles. It is necessary for thedriver to connect a quick disconnect hose when parking inhis assigned stall and his vehicle will be automaticallyfueled with C.N.G. Also available is a quick fill stationwhere driver's cars can be more rapidly charged with C.N.G.

The disadvantages of operating on C.N.G. are:

1. The cost of the conversion kit, which is over$400 per vehicle.

2. There is a fifteen percent power loss.3. The storage tanks add additional weight and take

up needed space in some cases.4. Limited compressor stations make conversion

practical to fleets only.5. Driving range limitation----three tanks are good

for approximately 120 miles.

Some of the advantages are:

1. Clean air. It is estimated that vehicles in thiscountry account for fifty to ninety percent ofgeneral air pollution.

2. Oil and oil filters would only have to be changedannually instead of quarterly.

3. The life of components, such as spark plugs, mufflersand the engine itself, would be greatly increased.

4. Price of gas compared to gasoline is much less.J. Starting in cold weather should be easier because

natural gas is easier to ignite. It does notrequire vaporizing like gasoline.

It is asked how safe is C.N.G. when it is stored at2300 pounds? Natural gas is lighter than air, and if aleak should occur the gas will rise and dissipate into theatomosphere. gasoline, being heavier than air, would dropto the ground where it could easily be ignited.

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Natural gas is stored in pressurized containers approvedby the Interstate Commerce Commission and the Department ofTransportation. These fuel cylinders are mounted in sucha manner as to better resist crash forces and are vented.

It takes a very hot spark to ignite natural gas1,300 degrees fahrenheit. Also, the ratio of natural gasmixed with air must be within narrow limits in order forcombustion to take place.

The system or kit is easily and inexpensively trans-ferable from one vehicle to another. There is no reasonwhy natural gas, which is clean burning and used by millionsof Americans to cook with, could not as easily be used topower vehicles.

TEACHER PREPARATION17A

1. Review the material found in "teacher background" withthe students. This is one example of a new fuel beingtested, and perhaps the students will come forth withother ideas to be researched.

2. Have a representative from Laclede gasand show slides and give a talk on theconversion system. Small groups couldShrewsbury plant for a demonstration.

come to schoolcompany'svisit theContact:

Laclede Gas Co. (Home Service Department)4118 Shrewsbury Ave. 63119Phone: 644-6650


1.

2.

STUDENT ACTIVITIES

For general class discussion:

A. What types of pollutants do cars emit into ourair?

B. Would converting automobiles to a different typefuel (natural gas, electricity, etc.) give us acleaner environment?

Either:

A.

B.Field trip to Laclede Gas Co. (Shrewsbury)Talk by representative of the company

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3. As an extended project, students (individual or groups)may write to the motor companies in Detroit (Ford,General Motors, Chrysler) to find out if they have plansfor or are experimenting with different power sourcesfor their automobiles.

4. Complete Student Worksheet #51, "Field Trip to LacledeGas Co."

KV C 1011.10

CONCEPT XVII

New power sources are being tested to minimize pollutionand natural resource depletion caused by the automobile.

BEHAVIORAL OBJECTIVE17B

Ninety-five percent of the students will be able to listfive of the eight natural resources that have been directlyor indirectly depleated by the automobile.

TEACHER BACKGROUND

The natural resources which go into the production ofan automobile come from many different areas of the world.A good reading for this concept is Henry B. Lent's TheAutomobile. The following is an excerpt taken from hisbook:

It was a scoop of reddish ore from the mines ofMinnesota for iron and steel cobbles of lime-stone from Indiana to purify the molten iron forits cast engine block chunks of magnesium andnickel from India, and manganese from Mexico totoughen its steel....an industrial diamond fromSouth Africa for grinding its precision parts...a bucketful of milky latex drawn from a Malayanrubber tree for its tires, weather-proofing strips,windshield-wiper blades, and belting....a lump ofcoal from West Virginia for blast furnace :oke...a slab of asbestos from Paraguay for its brake lin-ings and clutch facings .a bar of gold from Alaskafor plating its ornaments....a bale of Australianwool for its carpeting, and Dixie cotton for feltand thread....copper from Chile for its radiator andelectrical system....zinc from Bolivia for itsbattery....a giant spruce tree from British Columbiafor its man-made tire cord fibers and upholstery...a slab of tin from Laos for soldering its maze ofelectrical wires....a shovelful of Jamaican bauxiteore for its aluminum parts....a sack of soybeansfrom Iowa for its paint....and a chunk of cork fromSpain or Portugal for its engine gaskets and bodyinsulation.

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While most of the money goes intc steel, millions alsomust go for the metal alloys that are added to moltensteel to increase its strength and resistance to heatand wear----such as vanadium, nickel, tungsten, zirconium,molybdenum, manganese, and columbium. Also for the windowsand windshields, silica sand is used by the tons.

TEACHER PREPARATION173

1. Prepare one copy of Student Worksheet #52 for eachstudent in the class ("Natural Resources Used inAutomobiles"). Following this activity, it issuggested that the students bring their worksheetsto class for a general discussion of their findings.

STUDENT ACTIVITIES1713

1. Student Worksheet #52,"Natural Resources Used inAutomobiles"

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CONCEPT XVIII

To alleviate controversy between insurance companies, no-fault insurance has been introduced.


Ninety-five percent of the students will be able to listtwo arguments for and two arguments opposing no-faultinsurance.

TEACHER BACKGROUND

There is a trend in the various states to require allautomobile owners to carry insurance so as to protect thosethey may injure. Massachusetts was the first state toenact a compulsory insurance law. The aim of such laws willhave to be supplemented by others, such as automobile inspec-tion laws which, if properly administered, should reducethe number of automobile accidents. In addition, suchlaws would place restrictions on drivers who are notadequately trained. Also, the use of annual examinationswherever necessary would also help to eliminate dangerousdrivers, which inturn would reduce accident frequency.

The Massachusetts plan is a milestone as far as in-surance law is concerned. The impact will be felt by:1. driving attitudes; 2. insruance buying practices;3. underwriting practices; 4. state insurance administra-tion; and 5. insurance premiums.

The advocates of such a plan as Massachusetts citethe following criticisms of the present negligence system:

1. inadequacy of compensation2. inequities in the judicial system3. waste of premium dollars

The no-fault plan was passed by the State of Massachu-setts in August, 1970. It is, of course, quite early todetermine if the plan passed by this state will catch onin the other states.

It: would be inappropriate to include the entire planof Massachusetts here since it is quite lengthy. However,a copy of The John Liner Letter (a publication of the

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Insurance Advisory Service) is included. This publicationwill furnish the following:

1. Arguments for no-fault insurance2. Arguments against no-fault insurance

Note: Several no-fault bills were introduced in the1972 Missouri Legislature, but none got off the ground.The legislature set up a special committee to make recom-mendations to the 1973 session.

TEACHER PREPARATION

1. Introduce the "pros" and "cons" of no-fault insuranceas adopted by the State of Massachusetts. Follow theintroduction with a class discussion.

2. Invite an insurance representative to speak to theclass. (You may either invite one of your own orcontact Mr. Robert Healy at #423-1812) Since thisrepresentative is going to talk about no-faultinsurance, he should receive notice in advance inorder to be adequately prepared. Specifically, heshould point out the changes in Missouri if a no-fault insurance plan for automobile drivers waspassed. Special reference should be made to thechanges that would take place in: 1. liabilityinsurance; 2. collision insurance; 3. comprehensiveinsurance; and 4. medical payment.

3. Prepare one copy of Student Worksheet #53, "Letter toState Prepresentative"

4. P...epa:e one copy (31: Student Worksheet #54.

STUDENT ACTIVITIES

1. Teacher-led presentation/discussion of the "pros" and"cons" of no-fault insurance using the "Reader's Digest",reprint for student background (this is student worksheet#53) .

2. Vi:;it by insurance representative.

3. Cmplete Student Worksheet #54, "Letter to State Representa-tive."

Cen crvula

CONCEPT XIX

The automobile industry provides many job opportunities,especially in automoible production, sales, auto andhighway maintenance, insurance, and licensing.


Given a list of occupations related to the automobile industry,eighty-five percent of the students will be able to classifysaid occupations into the three categories of: 1. professional;2. skilled or semi-skilled; and 3. unskilled.

TEACHER BACKGROUND

The automobile industry offers a wide variety ofcareers, the three prinicpal ones being in manufacturingselling, and servicing of automobiles. Also, many jobopportunities are found in the insurance field, the variouslicensing bureaus, and the maintenance of our highway system.

Each of the above major areas offers a tremendousvariety of job opportunities, which, in turn, is dependentupon the skills and training of the individual, seekingemplol..rment. In order to classify these job opportunities,the following list is suggested:

1. Professional: a vocation or occupation requiringadvanced training in some area such as liberal artsor science and usually involving mental rather thanmanual work, as teaching, engineering, writing, etc.

2. Skilled: having or requiring an ability, as ina particular industri41 occupation, (e.g. machineoperation) , gained by special experience or aregular program of training or apprenticeship:as a toolmaker.

Semi-skilled: of or doing manual work that requiressome but not extensive training.

3. Unskilled: having no special skill or training;requiring or using no special skill or training.

In the professional field, graduates from college maytake positions as chemists, engineers, metallurgists,physicists, or laboratory technicians. Some spend a greatdoal of their time in research; others, on the other hand,work closely with artists, designers, and draftsmen incrc!atinq new automobiles. College graduates are also

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AMA 1A1/n'.

The above job classifications are connected with themanufacturing of the automobile. Also, many jobs areavailable in the selling of the car, and it is recommendedthat these salesmen have training or experience as anengineer or mechanic.

Servicing of the automobile offers many job opportuni-ties. Many young men like to work in garages, gasolineservice stations, or the service departments operated byautomobile dealers. Many of these employees recieve train-ing by factory service instructors employed by the carmanufacturers.

Insurance companies employ many individuals who havehad specialized training. The Missouri Highway Commissionemploys individuals with a varied amount of training andexperience in such areas as draftsmen, computers, engineers,and maintenance personnel.

The following list is included for those individualswho would like to find out more about job opportunities inthe auto industry:

1. Automobile Manufacturers Association, 320 NewCenter Bldg., Detroit, Mich. 48202.

2. Automotive Electric Association, 16223 Meyers St.,Detroit, Mich. 48235.

3. Independent Garage Owners of America, 36% NorthLewis, Tulsa, Okla. 74110

4. Missouri State Highway Commission, Missouri Blvd.Jefferson City, Mo., 65101.

TEACHER PREPARATION

1. For a field trip to the Chevrolet Division, GeneralMotors, the following information is pertinent:A. Contact: Personnel 383-2250, station 282.B. Address: 3919 Union Blvd.C. Hours and days: Monday---Friday (10:00 or 1:00).D. Size of group: up to three classes.E. fiuide: supplied.P. Tour time: one hour.

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BEST COPY AVAILABLE

2. One copy of Student Worksheet #54 for each student(The general outline for this worksheet ?as takenfrom the Field Trip Handbook for Teaches, Universityof Missouri, St. Louis, 1969. The present tour may,not follow this worksheet form).

3. Arrange to have an automotive faculty member fromSouth County Tech to visit with your students. Contacteither the principal or guidance counselor (12721 W.Watson Road; phone: 966-6810).


5. Films:

"Automation---Next Revolution"Cooperating School Districts28 minutes; black and white

"Industries of the Future"Cooperating School Districts26 minutes; color

STUDENT ACTIVITIES

1. Field trip to Chevrolet Division, General Motors.

2. Complete Student Worksheet #54, " Chevrolet FieldTrip."

3. Visit by automotive faculty member from South CountyTech.

4. Complete Student Worksheet #56, "Field Trip to AutomobileManufacturing Plant."

5. Films:

"Automation- -Next Revolution""Industries of the Future"

BEST COPY AMAMICONCEPT XX

The automobile has changed the life style of most Americans.

BEHAVIORAL OBJECTIVE

Ninety percent of the students should be able to list the dras-tic and subtle manner in which the social world of man has beenchan'jed by the automobile.

TEACHER BACKGROUND

The predominance of the automobile as the chief mode of trans- -portation has occasioned the creation and construction of placesand activities which one can pursue with the automobile. Inthe past twenty years there has arisen innumerable drive -inrestaurants, drive-in banks, drive-in grocery stores, drive-incleaners, drive-in barbecues, drive-in hamburger stands, drive-intheatres, drive-in photomats, drive-in automobile diagnosticcenters, and even drive-in churches. This has brought aboutnot only a change in the landscape which these facilities occupybut also a change in the manner in which people pursue theirdaily business and social activities. People "live" in theirautomobiles and rely on them to offer the functions and comfortspreviously found in the home or in some other permanent structure.

TEACHER PREPARATION

1. Prepare one copy of Student Worksheet #57 for each student .

in the class.2. Films: "Autos, the Great Love Affair"

Cooperating School Districts57 minutes, black and white

STUDENT A-1TIVITIES

1. Complete Student Worksheet #57 "The Automobile and the LifeStyle of Americans."

2. A class discussion on the following topic: "Is the existenceof such drive-in facilities a cause or a result of thesocial changes in America?"

3. Show film "Autos, the Great Love Affair."

GIVE PRE-POST TEST TO STUDENTS

THE TEST IS ON PAGES 8 - 13 OF THIS UNIT

THE ANSWERS TO THE TEST ARE ON PAGES 14 - 17OF THIS UNIT

79

TEACHER BIBLIOGRAPHY

Books

BEST COPY MAILABLE

1. Air Pollution Primer. New York: National Air Conserva-tion Commission, 1969. (County Health Department)2. Berger, Robert and Templin, Joseph. Law and the Consumer.New York: Houghton Mifflin and Company, 1969. (ParkwayEast Junior High School)

3. Botkin, B. A. A Treasury of American Folklore. New York:Crown Publishers, 1969. (Parkway West Junior HighSchool)

4. Chandler, M. H. Man the Inventor. Chicago: RandMcNally, 1965. (Parkway West Junior High School)5. Collier's Encyclopedia. Chicago: Crowell-CollierEducation Corporation, 1968. (All Parkway Junior Highs)6. Conpton's Illustrated Science Dictionary. Chicago:Encyclopedia Brittanica Educational Corporation, 1971.(Parkway West Junior High School)

7. Encyslopedia Americana. New York: Americana Corporation,1970. (All Parkway Junior High Schools)8. Encyclopedia Britannica. Chicago: William Benton andCompany, 1971. (All Parkway Junior High Schools)

9. Heimiar, Charles and Neal, Charles. Principles ofScience. Columbus: Merrill Books, Incorporated, 1966.(Parkway School District, Curriculum Library)10. I,avaroni, Charles, and O'Connell, Patrick. Air Pollution.Menlo Park: Addison-Wesley, 1971. (Parkway SchoolDistrict, Office of Science Consultant, Mr. Verlin Abbott)11. Lent, Henry. The Automobile-- U.S.A. NewYorkl Duttonand Company, 1969. (Parkway West Junior High School)12. Unkford, Francis and Coe, William, Consumer Math-ematics. New York: Harcourt, Brace and Company, 1971.(Parkway School District, Curriculum Library)

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13. McGraw-Hill Encyclopedia of Science and Technology.New York: McGraw-Hill, 1971.(Parkway West JuniorHigh School)

14. Merit's Student Encyclopedia. Chicago: Crowell-Collier Educational Corporation, 1971 (Parkway WestJunior High School)

15. Missouri Constitution. St. Louis: State PublishingCompany, 1967. (All Parkway Junior High Schools)

16. Navarra, John G. Our Noisy World. Garden City:Doubleday and Company, 1970. (Parkway West JuniorHigh School)

17. New Frontiers in Science. Chicago: Children's Press1964. (Parkway West Junior High School)

18. O'Donnell, Patrick and Lavaroni, Charles. NoisePollution, Mnnlo Park: .Addison-Wesley, 1971. (ParkwaySchool District, Office of Science Consultant, Mr.Verlin Abbott)

19. Official Manual, State of Missouri. Jefferson City:1969-70. (All Parkway Junior High Schools)

20. Owen, Wilfred and Bowen, Ezra. Wheels. New York:Time-Life Books, 1968. (Parkway West Junior High School)

21. Preston, Ralph and Tuttle, John. In These United States.Lexington: Heath and Company, 1969. (Parkway SchoolDistrict, Curriculum Library)

22. Science Year. Chicago: Field Enterprises, 1971.(Parkway West Junior High School)

23. Tracy, George; Tropp, Harry; and Friec'l, Alfred. ModernPhysical Science. New York: Holt, Rinehart, and Winston,1970. (Parkway School District, Curriculum Library)

24. U.S. Department of Agriculture. Science for Better12iving. Washington: U.S. Government Printing Office,l)6R. (Parkway School District, Curriculum Library)

weavr-,r, Elbert. Environmental Pollution. New York:kirmhart, and Winston, 1971. (St. iiouis County

!let1th nr2partment.)

LEST COPY NAMABLE

26. world BookChicago: Field Enterprises.1970. (All Parkway Junior High Schools)

1. Citizens Historical Committee. Creve Coeur andSurrounding Area. Creve Coeur: Hausman, 1968.(Creve Coeur-Chesterfield Historical Society)

2. Missouri Highway Patrol. Missouri Driver's Guide.Columbia: The American Press, 1972. (Any MissouriState License Bureau)

3. St. Louis Street and Vicinity Map. (Any Gasoline Station)4. Towards a New Environmental Ethic. U. S. EnvironmentalProtection Agency, 1971. (St. Louis County HealthDepartment)

J. Traffic Crashes. Missouri State Highway Patrol, 1971.(Missouri State Highway Patrol)

Magazines

1. "Attacking the Mass Transit Mess," Business Week,(June 3, 1972), 90. (St. Louis County Library)

2. Bermann, Thomas, "Autos and People--Room for Both?"America,(April 15, 1972), 402.

3. Brodine, Virginia. "Episode 104," Environment, (January-February, 1971), 2. (Parkway School District, Officeof Science Consultant, Mr. Verlin Abbott)

4. "Search for Ways and Means," U.S. News and World Report,(March 3, 1972), 76. (Parkway West Junior High School)

STUDENT BIBLIOGRAPHY

Books

erg CO MMUS%

(All books were found in the Parkway West Junior HighSchool Resource Center, Mrs. Sue Overton, Librarian)

1. Bergere, Thea. Automobiles of Yesteryear. New York:Dodd, Mead and Company, 1962.

2. Botkin, B.A.. A Treasury of American Folklore. NewYork: Crown Publishers, 1969.

3. Bowen, Robert Sidney. Hot Rod Showdown. New York:Criterion Books, 1967.

4. Brennan, Joe. Hot Rod Thunder. Garden City: Doubledayand Company, 1962.

5. Butterworth, W. E. Redline 7100. New York: Grossetand Dunlop, 1968.

6. Carter, Bruce, Speed Six. New York: Harper and Row, 1956.

7. Clarke, John. Roar of Engines. Garden City: Doubledayand Company, 1967.

8. Coombs, Charles. Wheels, Wings, and Water. Cleveland:World Publishers, 1963.

9. Engel, Lyle. The Complete Book of Nascar Stock CarRacing. New York: Four Winds Press, 1968.

10. Felsen, Henry. Boy Gets Car. New York: Random House,1960.

11. Glenn, Harold T. Youth at the Wheel. Los Angles:Bennett and Company, 1965.

12. Griffin, Garnet. The Teenager and Safe Driving. NewYork: Rosen Press, 1968.

13. Halacy, D. S. Fuel Cells, Cleveland: World Publishers,1960.

Harkins, Phillip. The Day of the Drag Race. Ncw York:Morrow and Company, 1960.

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BEST COPY AVAIU1BLE

15. Harrison, C. W. Find a Career in Auto Mechanics. NewYork: Putnam and Sons, 1964.

16. Heine, Robert. Your Future in Traffic Management.New York: Rosen Press, 1967.

17. Hellman, Hal. Roadbuilding in Modern America. NewYork: Lippincott, 1968.

18. Hoag, Edwin. The Roads of Man, New York: Putnam andSons, 1968.

19. Hough, Richard and Frostick, Michael. History of theWorld's ClassicCars. New Yokr: Harper and Row, 1963.

20. James, Leonard, Following the Frontier. New York:Putnam and Sons, 1968.

21. Liston, Robert. Your Career in Transportation.New York: Messner, 1966.

22. Official Manual, State of Missouri. 1968-69.

23. Nader, Ralph. Unsafe at Any Speed, New York: Grossman,1965.

24. Sibel, Rovert and.Sarnoff, Paul. The AutomobileMakers. New York: Putnam and Sons, 1969.

Encyclopedias

Various encyclopedias, common to all schools, were used inthe preparatior of this unit.

Pamphlets

1. Citizens Historical Committee. Creve Coeur and Surround-ing,Area. Hausman, 1968. (Available from Creve Coeur-Chesterfield Historical Society.)

2. Missouri Highway Patrol. Missouri Driver's Guide.Columbia: American Press, 1972. (Available fromlocal License Bureau.

11 11 M PP P.M

84

itiSi011.10.

INDEX TO STUDENT WORKSHEETS

SheetNumber

.

Sheet NameRelatedConcet

1 Concepts all

2 Vocabulary List all

3 Word Scramble of Types of Transportation I

4 Field Trip Worksheet for National Museumof Transportation

II

5 Facts and Dates of Automobiles III

6 How People in Parkway Go to Work III

7 Biography of American Magnate III

8 Automobile Glossary IV

9 Comparison of Automobile Costs IV

10 Staying Within Your Budget While IVBuying a Car

11 What Factors Should Be Considered IVWhen Purchasing a Car

12 How Can a Car Be Purchased if the IVBuyer Doesn't Have the Cash Price

13 Factors Entering into Cost of Insurance V

14 How Much Will Automobile Insurance VCost You?

15 How Insurance Rates Vary Accordingto Locale

V

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16 How Much Does Automobile LiabilityInsurance Cost?

V

17 What is Collision Insurance? V

18 Can a Cir Be Insured Against Damage VNot Caused by Collision?

19 The Case of the Deceitful Driver V

20 Missouri Driver's Guide Questionnaire VI

21 Missouri and the License Plate VI

22 Background Information for Slides VIPertaining to the 1971 MUTCD

23 Designing Graphic Road Signs VI

24 The Parts of an Automobile VII

25 Safety Inspection Checklist VII

26 Crossword Puzzle on Automobile Glossary VII

27 What Are the Actual Costs of Operatingan Automobile after It is Purchased

VII

28 How Do Repairs and Upkeep Affect the VIICost of Operation

29 In Depth Activities on Automobiles VII

30 Metropolitian St. Louis Area Map VIII

31 Work Scramble VIII

32 Locating the Arteries that Link Parkwaywith St. Louis

VIII

33 Parkway Area VIII

34 Should the State Highway Commission Take IXPrivate Land for Public Roads

35 Pollution Produced by the Automobile X

36 Bonus Activities for the Above XAverage Students

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BEST COPY AVAILABLE

37 Choice of Individual Activities by the XStudents

38 Our Noisy World XI

39 The Automobile and Noise Pollution XI

40 Adding to the Aesthetics of the Highway XII

41 Idealism Versus Realism XII

42 Rating of Billboards XII

43 Interview with a Person Who Has Had XIIIProperty Damage

44A A Funny Thing Happened on the Way to XIIIAunt Martha's

44B Report of Motor Vehicle Accident XIII

45 Problems Created by the Automobile XIV

46 A Problem and Its Solution as Illustratedby an Art Activity

XIV

47 The Ever-Changing World of Rapid Transit XV

48 Designs for the Future XV

49 Using the Car Count to Gather Data XVI

50 Surveying the Need for Car Pools XVI

51 Field Trip to Laclede Gas Company XVII

r)2 Natural Resources Used in Automobiles XVII

53 Is No-Fault Insurance the Answer XVIII

54 Letter to State Representative XVIII

r) Field Trip to Automobile Manufacturing XIX

Plant

56 A Career in the Automobile Industry XIX

57 The Automobile and the Life Style of XXAmericans

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STUDENT WORKSHEET #1 BEST COPY. AVAILABLE

CONCEPTS

TRANSPORTATIONI. Transportation is a necessary link between people

and their work.

II. The St. Louis Metropolitan area utilizes many typesof transportation of which the most important areprivate automoibles, airplanes, trucks,and barges.

III. The primary mode of transportation in the Parkway areais the automobile.

IV. The cost of a new automobile is determined by thebase price and individual options.

V. Insurance coverage is largely decided by the ownersinsurance needs and the cost is determined not onlyby coverage chosen, but the area where the driverlives and the safety record of the driver.

VI. Local and state governments require licenses bothfor the car and the driver.

VII. Automobiles require continual maintenance to insuresafety, proper performance, and licensing.

VIII. In the Parkway area, there are several arteries whichlink residential areas with the St. Louis Metropolitanarea.

IX. Many acres of valuable land have been condemned byvarious levels of government for use in the construc-tion of highways.

X. Air pollution is increased by the exhaust fumes ofautomobiles.

XI. The automobile has increased noise pollution.

XII. The aesthetics of the roadside have been affected bythe use of the automobile.

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BEST COPY AVAILABLEmi. Many times the use of the automobile has resulted inthe destruction of property.

XIV. Increased use of the automobile has created problemswhich in turn have necessitated a study of alternativesfor this dilemma.

XV. Rapid transit is one solution to the problem ofcongested highways.

XVI. Car pools offer an immediate solution to the problemof congested highways.

'XVII. Now power sources are being tested to minimize pollutionand natural resource depletion caused by automobiles.

XVIII. To alleviate controversy between insurance companies,no-fault insurance has been introduced.

XIX. The automobile industry providei many job opportunitiesespecially in automobile production, sales, auto andhighway maintenance, insurance, and licensing.

XX. The automobile has changed the life style of most Ameri-cans.

tiESI

Student Worksheet #2A

VOCABULARY LIST

Concept Word

I

II

II

III

IV

IV

V

V

V

V

V

V

V

Transportation

Metropolitan. St. Louis Area

Parkway Area

Interstate

Base Price

Options

Liability

Comprehensive

Insurance Coverage

$50 Deductible

Insurance Risk

Premium

Principal Driver

Partial Driver

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Student Worksheet #2B

VI

VI

VI

VII

VII

VIII

VIII

VIII

VIII

IX

IX

X

X

XI

XI:

Sales Tax

Personal Property Tax

Automobile Title

Automobile Maintenance

Safety Inspection

Limited Access

Arteries

Secondary Street

Collector Street

Eminent Domain

Land Condemnation

Air Pollution

Exhaust Fumes

Noise Pollution

Decibel

A(-!hetics

BEST COPY AVAILABLE

Student Worksheet #2C BE% CO MILISE

XIV Toll

XV Rapid Transit

XVI Car Pool

XVII Natural Resources

XVII Depletion

XVII Power Source

XVIII No-Fault Insurance

XIX Professional Worker

XIX Skilled Worker

XIX Semi-Skilled Worker

XIX Unskilled Worker

XX Life Style

,) 2

Student Worksheet #2A - Teacher Only

VOCABULARY LIST

aasmt Word

CST COPY AVAILABLE

Transnortation- movement of an object, live orinanimate, from one place to another.

II Metropolitan St. Louis Area - The City and Countyof St. Louis and the immediate surrounding area.

II Parkway Area - the geographical boundaries inwhich the Parkway School District is located.

III Interstate- pertaining to more than one state;as, travel from one state to another.

IV

IV

V

V

V

V

V

V

V

Base Price - the basic price of a car excluding"extras"; usually thought of as a car "strippeddown."Options - the "extras" which an automobile buyermay add to his automobile, such as air conditioning.

Liability - a type of insurance which pays fordamage to someone else's property or for personalinjury to pedestrians.Comprehensive - a "total" package of insurace whichcovers tire, theft, wind damage, vandalism, etc.

Insurance Coverage - the amount of insurance heldby a policyholder for liability, collision, compre-hensive, and medical.

0 Deductible - when an accident occurs, the policy-holder must pay the first $50 of the damage to hiscar.

Insurance Risk the probable accident rate forcertain groups of people based upon insurancecomputations.Premium - the amount of money you must pay to theinsurance company for your policy.

lrinci1 Driver - the one who drives a car mostor the time; some companies compute he uses thecAr 80-90V, of the timr,.Partial Driver - one who drives a car only "parttime"; secondary driver.

BEST COPY AVPARBLE

Student Worksheet #2B

VI Sales Tax - a state tax imposed on goods purchasedby the consumer.

VI

VI

Personal Property Tax - a tax placed upon your car,furniture, and other personal possessions; tax isassessed by county and city.Automobile Title - a legal document showing proofof automobile ownership.

VII Automobile Maintenance - that which is required tokeep an automobile in good running order, asrepairs and upkeep.

VII Safety Inspection - yearly requirement of thestate before license may be purchased for yourautomobile.

VIII Limited Access - limited number of businesses andturn-offs from the highway; usually applicable tointerstate highways.

VIII Arteries - interstate and other major highways.

VIII Secondary Street - important street in a town orcity without limited access.

VIII

IX

IX

Collector Street - streets in subdivisions andother locals which join the secondary streetsand arteries.Eminent Domain - the right of the government totake private property for public use if justcompensation is given.Land Condemnation court action to take awayprivate property for public use.

X Air Pollution - emissions from automobiles, smoke-stacks, etc. which pollute our atmosphere.

X Exhaust Fumes - gases and chemicals from gasolineburned by the automobile.

Xi. Noise Pollution -. sounds whose intensity isgreat enough to cause discomfort to the human car.

XI Decibel - a unit for measuring tc-! volume of sound.

XII 4-Lhe i.hiy or di, t. bOd y ._

""7 All"Trintsu I)Student Worksheet #2C

XIV Toll - a tax for the privilege of passing over.a bridge or along a highway.

XV Rapid_Transit - transporting of large numbers ofpeople by a single vehicle.

XVI Car P901 - several individuals going to work i:.one car rather than each taking his own vehicle.

XVII Natural Resources - actual and potential formsof wealth supplied by nature, such as coal,oil, etc.

XVII Depletion - u state of exhaustion resulting fromexcessive loss or use.

XVII Power Source - the material or resource used torun an object such as an automobile.

XVIII No-Fault Insurance - automobile insurance firstpassed by Mass. which overrules the "fault"system in automobile accidents.

XIX Professional Worker - requiring advanced training inareas as liberal arts or science, involving mentalrather than manual work.

XIX Skilled Worker - requiring special ability gainedby special experience or a regular program of'training.

XIX Semi-Skilled Worker - manual work, requiring somebut not extensive training.

XIX Unskilled Worher - requiring no special skill ortraining.

Xx Life Style - manner of living, the way people live.

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Student Worksheet #3

WORD SCRAMBLE OF TYPES OF TRANSPORTATION

1. pb im 1

2. gnwoa3. ttblfaao4. rktcu5. tkases6. lacem

7. arc

8. hips

9. lcpoe L:rhie

10. rnita11. itrocah12. leieepcovd13. rtteearsc14. eainlarp15. tgbtuao16. coteros17. gldeir18. ocean19. 1,,yreur20. eSr oh21. ciicosat.cieh22. ,lbrigi

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Student Worksheet #3

23. e r b g a24. s u b

25. emloctyocr

CEST COPY 1111411.11131.E

la COPY MAILABLE

ANSWER SHEET FOR WORD SCRAMBLE

1. blimp 14. airplane

2. wagon 15. tugboat

3. flatboar 16. scooter

4. truck 17. glider

5. skates 18. canoe

6. camel 19. surrey

7. car 20. horse

8. ship 21. stagecoach

9. helicopter 22. dirigible

10. train 23. barge

11. chariot 24. bus

12. velocipede 25. motorcycle

13. streetcar

9 8

CSI COPY ATIMIRIF.STUDENT WORKSHEET #4

FIELD TRIP WORKSHEET FOR NATIONAL MUSEUM OF TRANSPORT

Take notes on these questions as you travel through theMuseum. A short study period will be given when wereturn to school so that you can reorganize your notesinto usable answers.

1. List the various types of transportation seen at theMuseum.

2. Electric, steam, gasoline, and manual power wereused in various modes of transportation. Explainhow each of these were utilized.

3. Observe the engineer's compartment of the engine,particularly Engine #4006. Comment on the following:

VisibilityTemperatureBoilerControls

4. The train served many purposes. List at least threemajor services performed by the train.

What natural resources were used in the manufacturingof the vehicles at the Museum?

6. As you examine the busses and streetcars on the tour,write one sentence concerning each of the following:

Comf-)rt

SafetyCapacityHeating and Ventilation

7. One point of special interest will be the tour throughthe Vanderbilt Cars built in 1905. Jot down somenotes -)n these points:

Who are the Vanderbilts?Types of cars and layout of eachCost of the carsMaterials used in the building and

furnishing of the carsU5;e of these cars by the vandrbilt

Family(P.)

BESTCCM- AVAILNBLE

Can you give any examples of this type of privatetransportation vehicles 'today?

8. Choose oa vehicle exhibited in tho "Old Car Building"which scems especially interesting to you. Make acareful study and perhaps a sketch of this vehicle.Compare your facts for this model with a 1972 modelof the same vehicle.

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STUDENT WORKSHEET #5

- INTERESTING FACTS ABOUT AUTOMOBILES --Tht, Word automobile was lied stied in hams! it late

It t twins frtnti Dm I;11.114 woril m.o, meaningthe i tleil st...-rd mobile, weaning ,,iovsm.

41 Notion on Wheels. Over pet cent of the ssorld's11-1 seni4er cats ate is the United SloteS. AttsgfiC11115

ive shunt 171 a year.

Cur C.Iwnsrs. :Vont iii lniliiuu American fauufies, oriihnilt i1 Mild of lilt' ation's car owning families,

ss it 111111 c than 1/11e. Cal.

Vuuttion Travel. Each year., wore than I Id millionII .11.4 (111%1! nlisisst 21:5 111ie4 011 their

iicistin nips.krill Consumption of motor vehicles in we L./infra State!'

trit.ris about 111 bithoo gallons a year.Reeistrations In (:allininia, New k, anti l'ennkivlatilt' art imlit illIOUt ii Iuui th of sill eat s I estistet ed

ail theCush and Credit. :1Innit 4.) per cent of the new and toed

Aix sold in the I :moll Stairs arc [.ILO fur with rash.hr test at bought on credit that totals over S3't

billnal a year.Wohlht of a ty pirl is 3,1 i

I Ills 10(.11 jilt hales 2,1)1111 1)01111(14 Of 'Pal 1,111111119

01 111111, 1 7 I pinindi of i 'Ili pi/milli of glass, 21pinion.: of plastic s, and 211 pounds of paint and Otherpi Iel 111.e coating.

Cur Radios mak lip .0i/slit two-laths t.f all the radiostitbit eti iu the United States eat 11 year.

Insurance Premiums paid Ott f":11" 11.1111 f("4 of !,1

1hr I1111111 Slott,1 51.1i11 i11/.1111 5111 I1111it)11 a year.

Ihn First President to Ride in a Car W:1,1 11.1111i1111 NleKinley.

1 1,0 (:11* W,sa :111 elect it' aill1)111.sliVr. It cairell thePre.ail,lit to a hospital :liter lie v.as shut by an assassinit. Iillflalu, N.V., in 19U1.

aorsnpowai. lit 191r), the hot ceposscr of American carstiinii''.1 tri ni 1:i to WI. During the late itlhO's, IL

s saved from UU to more than 5U0.

f r5 f

OV5r5

V

r «.... 4..

REST CnPY 111111! LADLE

IMPORTANT DATES IN AUTOMOBILE HISTORY

1770 Nicolas Joseph Cugnot of France successfully operated athreetwheeled steorn.powered vehicle.

4411160 Jean Joseph bienne Lenoir of France developed oninternolcombuslion engine fueled by illuminating gas.

1885 Gottlieb Daimler and Karl Benz of Connelly Introducedgaud/lie engines of the type used in today's cars,

c. 1890 Witham Morrison of Des Moines, Iowa, built a car.powered by electricity.

1893.1694 Charles E. and J. Fronk Duryea built the first Nagcessful American gasolinepowerod car.

1895 Henry Ford, Charles Brady King, Ransom Ell Olds, andAlexander Winton introduced their gasoline cars.

1901 Olds built 425 gasoline autos, which began the massproduction of curs In the United States.

1908 Foie introduced the Model T. W. C. Durant organizedthe General Motors Company. Henry M. Leland intro-duced interchangeable parts for cm'.

1912 General Motors introduced the electric darter.1922 Balloon tires were Introduced.1926 Safety gloss was Introduced.1935 Oklahoma City began the first paring ete, system.1938 Directional signals were introduced.1946 Power-operated windows were Introduced.194E Tubeless tires wen introduced.1950 Seat belts and power steering were introduced.1966 Congress passed auto and highway safety laws aimed

at reducing traffic accidents,1968 Exhaust system devices that reduce unhealthful exhaust

fumes became standard equipment on U.S.

From World Book Encyclopedia

.

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P!ST CC17 1111,111L1 CLESTUDENT WORKSHEET #7

BIOGRAPHY OF AN AUTOMOBILE MAGNATE

1. Read a biography of an automobile magnate. Somesuggested names are: Henry Ford, Walter Chrysler,Charles Duryea, William Durant, Louis Chevrolet& Ransom Olds.

2. After completing the biography, make a booklet of theperson's life. Include original drawings, illustrationsor pictures in your booklet.

Note: A great deal of your booklet should beconcerned with----"What outstanding accomplishmentswere achieved by the person in the automobileindustry?"

BES COM PALOS.

, STUDENT WORKSHEET #8

Preface: Since the automobile is usually the second mostexpensive item purchased by the consumer (homebeing #1), the buyer should be acquainted withthe product he is about to purchase. Thefollowing automobile glossary is provided as anaid.

AUTOMOBILE GLOSSARY

1. Accelerator---a pedal, actuated by the driver, forvarying speed by changing the amount of fuel fed tothe engine.

2. Automatic transmission---a device that automaticallychanges gear ratios between the engine and rear wheelswithout manual assist.

3. Bearing---a mechanical part in or on which anotherturns.

4. Brake drums---drums, mounted on the wheels, againstwhich the brake shoes press to stop rotation.

5. Carbon---a by-product of combustion in the cylinders.6. Condenser---an electrical device connected across the

contact points in the distributor to prevent arcing.7. Cylinder---the bore in the cylinder block in which

a piston operates.8. Ethyl gasoline---a gasoline to which tetraethyl lead

has been added to inhibit explosive combustion.9. Four-barrel carburetor---a carburetor having four

venturis, or throats, for the admission of the fuel-air mixture.

10. Fuel-injection pump---a mechanism to build up pressurefor injecting fuel into the engine cylinder.

11. Fuel pump---a mechanically or electrically powereddevice for supplying fuel into the engine cylinder.

12. 'Gearshift---a mechanism by which the transmissiongears are engaged or disengaged.

13. Governor---a control over engine speed, usually bymeans of an extra throttle valve in the carburetor.

14. Horsepower---a unit measuring the ability of anengine to do work (1 hp = 550 foot-pounds per second).

15 Octane rating or number---a wieasure of the anti-knockqualities of a gasoline. Motor-vehicle gasolines havean antiknock number from 00 to over 100.

104

SST COn' tPL".11.1111E

16. Odometer---registers the distance an automobile travels.17. Torque---the force delivered by the engine to the drivewheels, producing the rotation.

18. Transmission---the gearbox between the clutch and driveline for varying road speed and torque (rotary force).19. Tune-up---an adjustment, usually of ignition andcarburetion, to restore an engine to satisfactoryperformance.

20. Wheel alignment---the proper adjustment of all inter-related parts that affect steering.


COMPARISON OF AUTOMOBILE COSTS

BEST COPY AVAILABLE

The student will pick out three different makes of auto-mobiles which are comparable in cost (Chevrolet, Ford, andPlymouth, for example). Then make a check list and writethe various costs for each of the three different automobileson: 1. base price; and 2. options.

Note: Make certain that you are comparing thecosts of each car on a similar item--- -that is, you should NOT list the priceof a stereo in a Ford and compare thiscost to a fm radio in a Chevrolet.

After you have finished your research, bring your resultsback to the total group and compare your findings.

STUDENT WORKSHEET #10 BEST COPY MillURE

STAYING WITHIN YOUR BUDGET WHILE BUYING A CAR

After eleven long years of saving your money, you havesaved $4000 to purchase a new car. You have your mindmade up on a bramd new Rodent Ruiner. Please select theoptions for your new 'Ruiner from the list of optionalequipment below. REMEMBER, you may not go over yoursavings of $4000.

The incomparable RODENT RUINER.("Don't be bugged by ourcompetition")

Base cost:Your limit:

$2382.47$4000.00

OPTIONAL EQUIPMENT NOMINAL PRICE

Power Steering $ 91.00Power Dics Brakes 47.38AM Radio 39.72AM-FM Radio 102.168-Track Tape 207.48Power Windows 96.88Air Conditioner 350.67Automatic Transmission 297.334-speed Transmission

(on floor) 348.76400 cu. in. motor 319.09Floor mats 7.11whitewalls 12.23Dual Exhaust 76.57Graphic designs on hood 47.34Vinyl top 86.77Tinted Glass 41.13Rally Wheel Covers (each) 18.47Bucket Seats 117.82.Bumper guards 21.552 4-barrel carburetors 101.96

STUDENT WORKSHEET #11ABESI 1°11114

WHAT FACTORS SHOULD BE CONSIDERED WHEN PURCHASING A CAR?

EdRampton found two used cars that he liked. Onewas six years old and priced at $875. The other was alate-model car at $1795. The terms were the same forboth cars, namely, a down payment of 15 percent of thepurchase price and 24 months to pay off the balance.

Ed couldn't make up his mind which car to buy becauseseveral unanswered questions were bothering him. Was hegetting the most for his money by buying either car? Werethe two cars really as good as they looked? Could bothcars be counted on to give reliable transportation atmoderate cost? The most difficult question was whetherhe could really afford either car.

Purchasing a car is a big step for most people. Itmay be the largest single purchase, except for a home, thatthey will ever make. Here are some factoia that anyonebuying a new or used car should consider.

1. NEED--An automobile to be used in earning aliving may be driven thousands of miles a year.It must be dependable. People who need a caronly for driving to and from work, for shoppingtrips, and for recreation often buy a simple,low-cost car adequate for their needs.

2. COST--How much you pay for a car will be influencedby your income, the availability and cost offinancing, how badly you need the car, costs ofoperation and maintenance, and your own desires.Financing makes it easier to purchase a car,but don't overlook the fact that the finance charge(interest) will INCREASE the total cost of anautomobile.

108

STUDENT WORKSHEET #11B

EXERCISES:

The following are prices from the classifies advertise-ments of a newspaper for the same make and model of fourdifferent cars.

CAR A CAR B CAR C CAR D

$ 850 $2295 $3995 $1195995 2299 3644 1395895 2450 4195 13251049 2390 3795 1289

1. How much difference is there between the highest andthe lowest price for each car?

2. The average price of a make or model can be a guide inwhat you can expect to pay. What is the average priceof each car listed in the classified ads?

3. If you can save $20 a month, how long would it takeyou to have enough money to buy Car A at $850?

4. Cr ;t B at $2450 can be purchased for $300 down and$60 a month until the balance is paid off. IgnoringthQ financing costs, about how long would it takeyou to pay for the car?

car C at $3644 can be purchased for $400 down and $100.92,1 month for 36 months. How much more will you pay forthe car this way than if you paid cash?

BEST COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #11B

1. Car A $199Car B 155Car C 551Car D 200

2. Car A $ 947.25Car A 2,358.50Car C 3,907.25Car D 1,301.00

3. 421/2 months

4. 35 5/6 months

5. $389.12

STUDENT WORKSHEET #12A nreT eiln" Al)rrZA

HOW CAN A CAR BE PURCHASED IF THE BUYER DOESN'T' HAVE THECASH PRICE?

Do you know that if you have a good credit rating, anautomobile dealer may make a better offer for your old carwhen you trade for a new one and pay for it with monthlypayments than if you are paying cash? Many new and usedcar dealers have installed purchase plans that earn themmoney in addition to the profit on the car itself. It isthis added profit that may make up for any extra amountoffered you for your trade in.

An installment payment plan will make a car cost morethan when bought for cash. The reason is that someone,perhaps the dealer but more often some other lending agencyhas paid the manufacturer for the car you are buying andexpects to earn money on his investment. The additionpayment is called CARRYING CHARGE, INSTALLMENT CHARGE, orsimple INTEREST.

When a car is purchased ON TIME, an agreement orcontract, is signed by both the dealer and the buyer. Beforeyou sign a purchase contract for a car or for any otherkind of merchandise, be sure to do the following things:

1. Read the contract completely, making sure thatall blanks are filled in properly. Never signa contract that is not completely filled in.

2. Check to see that the description of the car iscomplete and correct and includes year, make, model,body style, color, accessories, and identificationnumbers.

i. Make sure the contract specifies exactly the totalcarrying charge and the annual rate of interest.

4. Note carefully any special provisions such as whatwill happen if you make a payment late and if youcan pay off the loan sooner than specified withoutan unreasonable penalty.check carefully to see that all parts oftl-ansaction are covered by the contract -- items such;1!-; price, ,11 sales taxes, license fees, chargestor special equipment, filing fees, insurance,clown payment, and total carrying charge.

110

BEST COPY MAILABLE

You are entitled to a completed copy of the contractsigned by both you and the dealer. Insist on getting onc!It is legal protection for you while you are paying for thecar.

It may be cheaper to borrow money from a bank or loancompany and pay an automobile dealer cash. In some states,however, you may not legally borrow money from any loancompany or bank if you are under twenty-one years of age.


EXERCISES:C rr"At 1,113,1, 6tr.a

, ,

Ed Hampton found that he could purchase the two carsin which he was interested in the following ways:

..e.....1. a...a

rib.M.m.Six-yearold cat Late model Used Car

Price $895.00Down payment, cash 150.00Amount to be financed 745.00Total carrying charge 78.45BALANCE DUE 823.45

I.e. 4... se.

$1795.00.300.001495.00161.551656.55

/...1111....1. How much (nearest cent) would each elf the twelve monthly

payments be for the six-year-old car?

2. How much (nearest cent) would each of twenty-fourmonthly payments be for the late-model used car?

3. Ed reasoned that he should buy the late-model used carsince he '.'ould have to pay only 40 a month more for it.Do you agree with Ed? Why or why not?

4. If Mr. MacDougall agrees to pay $400 down and $21.9 amonth for 35 months for a new car, how much more thanthe list price of $3750 will he be paying?

Find thy, total amount paid for each of the following1tb liltted below:

Cash Down Monthly NumberPrice Payment Payments of months

CAR A $1240 $ 95 $54.00 24CAP ii 2388 205 68.42 36CA[.. C 1795 100 63.60 30

A in (;xercise 5 costs $1391 with financing. Howmuch more is this than the cash price?

: t.hr interest rate is 6'/, per year on the sales p:ieeof ;in automobile, how much interest will be paid on acUr pricod at $2000 if it takes three years to pay offt h contr,ict?

Interost=principal x rate x timeIntore(it- )'11) x 1.0r, x

112

BEST COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #12B

1. $68.62

2. $69.03

3. Answers will vary

4. $8.15

5. $1,391.00

6. $2,465.17

7. $1,909.00

8. $151.00

9. $360.00

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35 yr. old married

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St. Louis County

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$185

:$237

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$117

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$ 66

$117

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$162

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$ 29

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$114

1$145

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$192

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$245

$68

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$121

Collision

$103 -)eductible

1

$237

I$303

84

$150

,$335

$427

$118

$211

Uninsured

Motorist

66

66

66

66

Towing

22

22

$2

22

2

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$694

$884

$251

$441

$870

$1180

$313

$551

prsT COPY AMIABLE

STUDENT WORKSHEFT #14

HOW MUCH WILL AUTOMOBILE INSURANCE COST YOU?

Individual Activity:

Fach student in the class will investigate how thefamily insurance costs will change once he or she becomesa licensed driver. Your family insurance agent should helpyou in your research.

Be absolutely sure that you consider such factors as:

1. Age2. Sex3. Marital status4. Automobile use (Will you be the principal driver?)5. Type of auto6. Autos covered by single policy7. Driver's record8. Driver training9. Student's grades

10. Locale11. Number of years the driver is licensed

Also, list your insurance agent's name, address, andphone number.

114

CCPY


HOW INSURANCE RATES VARY ACCORDING TO LOCALE

As an activity the class will be divided into fourdifferent groups.Each group will investigate either:

a. liability insurance coverageb. collision insurance coveragec. comprehensive insurance coveraged. medical insurance coverage

Each group will be expected to show how costs varyaccording to locale. For example:

Assume that group "A" is supposed to investigateliability coverage. Then, its assignment could beto show how costs vary in at least four differentareas:

a. St. Louis CITYb. St. Louis COUNTYc. St. Charles Countyd. Jefferson County

After each group has done its research, the costsshould be written out and brought back to the total groupfor evaluation and discussion.

BEST COPY AVAILABLE

STUDENT WORKSHEET *16A

HOW MUCH DOES AUTOMOBILE LIABILITY INSURANCE COST?

When Joseph Heatherton bought his car, he asked thedealer for rates for basic insurance coverage for aneighteen-year-old boy who would be the prinicpal driverof the car. Much to his amazement he found that he wouldhave to pay nearly FOUR TIMES AS MUCH as his father, ageforty-five, for the same amount of insurance.

Joe's insurance agent explained why. Only 17 percentof all drivers are between the ages of sixteen and twenty-five, but these UNDER AGE drivers are involved in 30 percentof all accidents. On the average, each of these accidentscosts three-and-a-half times as much as an accident involvinga driver twenty-five years of age or older. Insurancecompany records also show that for every $1 collected fromdrivers sixteen, to twenty-five years old, $4 is paid out inclaims. This, of course, partially explains why everyone'sinsurance is so high.

The state in which Bob lives requires all drivers tocarry BODILY-INJURY LIABILITY and PROPERTY DAMAGE insurance.The first type of insurance protects a car owner againstclaims he would have to pay if his car caused bodily injuryor death to others; the second type protects against claimsthe driver would have to pay if his car caused damage toanother person's property. Both of these types are oftenreferred to simple as LIABILITY INSURANCE. These two typesof insurance are usually bought together in multiples of$10,000. For instance, Joe can 'Jay liability insurancethat will pay a maximum of $50,000 for claims made by oneinjured person, a maximum of $100,000 for claims made bytwo or more injured persons, and a maximum of $20,000 fordamages to property. An insurance policy with these limitscarries the designation 50/100/20. You can buy 10/20/5o: 30/50/10 or other combinations of liability insurace,but the difference in premium between low and high limitsis so small that most people select the higher limits.

Many factors influence the cost of insrar.ce besidesthe age of the insured. Rates are aifferent in variousdistricts within a large city, in urban areas, and indifferent regions of the United States. Genor,:tlly

PREMIUM, the cost of the insurance policy, is based upon

116

GE:::T COPY ;;!....,1..11E!."

the number and ages of the drivers, the zone in which theylive, and whether or not the car is used to get to and fromwork. In many cases the premium will be lower for a girlunder twenty-five years of age than for a boy the same age.In some states there is no increase in premium for insuranceon a family car when a teenage daughter becomes a licenseddriver. A person who has had an approved driver trainingcourse will find his insurance premiums about 10 percentlower than those for a person who has not had such a course.

A driver who has possession of a car less than 50 per-cent of the time is classed as a partial driver. .The princi-pal driver has possession more than 50 percent of the time.

rnplp14

nitnii PILEf4je...tis.


Suppose the father in a family is the principal driver,and the mother and an eighteen-year-old son are partialdrivers. Both parents are forty-four years old. To find thepremium for 50/100/10 liability insurance, use a rate tablesuch as the one shown below, locate the premium for eachmember of the family. The highest of these amounts willbe charged by the insuring company.

ANNUAL RATES--LIABILITY INSURANCE

Age ofDriver,

Amount of PRINCIPAL DRIVERInsurance Male Female

PARTIAL DRIVERMale Female

18 50/100/10 $158.00 $61.6044 50/100/10 $ 40,40 $40.40

$100.00 $54.60$ 40,40 $40.40

These sample rates are for a five-year-old station wagon.Rates are, of course, subject to change and apply only toa particular car garaged in a particular location.

EXERCISES:

1. According to the rates in the table above, how muchmore does it cost an eighteen-year-old boy for liabil-ity than hia forty-four-year-old father? How muchmore for an eighteen-year-old girl than her forty-four-year-old father? Assume that the father is the princi-pal driver and the son and daughter are partial drivers.

2. If a 10% discount is allowed for a completed drivereducation program, how much lower will the liabilityinsurance premium be for the boy and the girl inExercise 1? What would be the total savings for eachof them in the seven years before they are twenty-sixyears old?

3. The cost ot liability insurance for an eighteen-year-old boy is about how many times as much as the cost ofthe same insurance for an eighteen-year-old girl?Assume that the boy and the girl are both partial drivers.

BEST COPY AVAILABLE

TEACHERS ONLY-Answer Sheet for Student Worksheet #168

1. $59.60$14.20 (Note: son and daughter are partial drivers)

2. $10.005.46

70.0038.22

3. 2 times

118a

BEST COPY AVAILABLE

STUDENT WORKSHEET #17A

WHAT IS COLLISION INSURANCE?

If you are involved in an accident that the investi-gating police officer says is your fault, you will have topay to have your own car rel3ired. COLLISION INSURANCEpro'ides protection against such expenses. Normally, carowners purchase either $50 DEDUCTIBLE or $100 DEDUCTIBLEcollision insurance. This means that the car owner paysthe first $50 or $100 of the repair bill, and the insur-ance company pays the remainder. The premium for $50deductible collision insurance is higher than the premiumfor $100 deductible. Why do you think this is true?

EXERCISES:

For each accident described below, compute the amount paidby the insurance company:

Amount of $50 $100Accident Damage Deductible Deductible

1. ACCIDENT A $38.722. ACCIDENT B $70.253. ACCIDENT C $2254. ACCIDENT D $1230

Sample yearly rates for collision insurance are given inthe table below:

SAMPLE ANNUAL RATESfor COLLISION INSURANCE

Age ofDriver

Type ofInsurance

PRINCIPAL DRIVER PARTIAL DRIVERMale Female Male Female

18

44$50 Ded.$50 Ded.

$68.0022.20

$32.8022.20

$40.60 $29.0022.20 22.20

5. About how many times as much does it cost to insurean eighteen-year-old male principal driver for $50deductible collision insurance as for a forty-four-year-old male principal driver?

PADY AVAILABLE


6. What is the cost of $50 deductible collision insurancefor an eighteen-year-old boy who is the principal driverof a car? About what percent of this amount would theboy save if he is classed as a partial driver ratherthan a principal driver?

Mrs. Smile was involved in an accident. The estimate ofdamages to her car was $1256 and to the other car $1058.The accident was Mrs. Smile's fault. Use the rate for aforty-four-year-old prinicpal driver ($50 deductible) andanswer the following.

7. which type of insurance paid for repairing the othercar? for repairing Mrs. Smile's car?

8. How much did the accident cost the insurance company?

OBI COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #17 A & B

1. 0, 0

2. $20.25, 00

3. $175---$125

4 $1,180---$1,130

5. 3

6. 40%

7 Liability- ----------- collision

8. $2,318

BEST COPY AVAILABLE


CAN A CAR BE INSURED AGAINST DAMAGE NOT CAUSED BY COLLISIONS?

Comprehensive material damage insurance protects acar owner against damage. to his car caused by such thingsas fire, theft, flood, windstorm, hailstorm, riot, larceny,earthquake, and flying objects. The form of insurance will,for example, pay for stolen hubcaps, or for a broken wind-shield or a new convertible top if the damage was causedby any of the means listed above. It will also pay a claimmade for articles stolen from a car, things such as clothes,cameras, and luggage. There must, however, be evidenceof "forcible entry," this is, your car must have been lockedat the time of the theft.

Sample rates for comprehensive material damage insuranceare given in the following table for ages eighteen and forty-four.

ANNUAL RATES--"Comprehensive" Insurance

Age ofDriver

Type ofInsurance

PRINCIPAL DRIVER PARTIAL DRIVERMale FemaleTan- Female

18 Comprehensive44 Comprehensive

EXERCISES:

$33.60 $17.80 $22.60 $17.8015.80 15.80 15.80 15.80

The items listed were stolen from Barry Tompkins'locked car. The cost of repairing damage to the car was $22.

ITEM VALUECamera $65.00Raincolt 25.00Auto Robe' 16.50

1. If Barry, age eighteen, had compete comprehensiveinsurance coverage, how much was his insurance claim?

2. If Barry paid $33.60 a year for comprehQnsive insurance,how much more did he collect on this one claim than hepaid annually for the insurance.

3. The arount of the claim equals about how many years'premiums for the insurance?c

121

BEST COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #18

1. $128.50

2. $94.90

3. 4 years

BEST COPY AIMILLOLE

STUDENT WORKSHEET *119

THE CASE OF THE DECEITFUL DRIVER

Melvin Mole bought a car and needed car insurance,but he had recently been involved in two serious accidentswith his former car. He realized that if the insurancecompany knew his accident record, he could not buy insurance.

He went to the KINDA DEPENDABLE INSURANCE COMPANY andasked for car insurance. The agent asked him to fill outan application. One of the questions was: "Have you beeninvolved in any auto accidents in the last five years?"Mel wrote "NO" in the space provided. The agent readMel's application, signed it, took $50 from Mel and said,"You are now insured."

Two weeks later Mel smashed up his car. He filed aclaim with the insurance company for $750, the valueof the car.

QUESTIONS:

1. Should the insurance company be required to payMel? Why?

2. Did Mel commit fraud on the company? Explain.3. What would have happened to Mel's application

if the agent or the insurance company had knownabout his other two accidents?

BEST COM NI.PnrintsE


Using the Missouri Driver's Guide answer the following questions:

1. List those types of violations that can result in the maximumassessment of points for serious infractions.

2. Under what situation will one have his license suspended?Give maximum time of suspension.

3. Make a list of those required items that must be shown in aconspicuous place on all commercial vehicles.

4. What must one do after an accident that results in injury,death or extensive property damage? Give the penalty for anyfailure to comply with this law.

5. What safety action must all bus and cab drivers meet on ap-proaching a railroad crossing?

6. How long, wide and high can a single unit truck in Missouribe? Are there any exceptions?

7. List those emergency items that every bus, truck, truck-tractor registered with the Missouri Public Service Commissionmust carry.

8. Give the license requirements for the operator of a motorcycle.

9. What is a student's permit? When is the permit valid?

10. List the major types of driving licenses.

11. How long may a tow line be when it is being used to towone vehicle by another. What other safety condition mustbe met?

12. Give the day and night speed limits for the following:

1. Divided federal highways 3. City, town or villageroads

2. Undivided federal highways 4. Other highways (state,townships)

13. If two cars enter an intersection at about the same time, whichone should have the right of way?

14. Give the meaning for each of the following traffic signals:

1. Flashing red light2. Flashing yellow light3. Circular yellow light

4. Walk light5. Red

BEST CCM 111111;LT3LE

15. Make a drawing to show samples for each of the followingtraffic signs:

Interstate Highway U.S. Numbered Highway State (Missouri)Numbered Highway(one nearest yourresidence)

16. Make a drawing and give explanation for each of the handsignals that are given to alert other drivers and pedestriansin slowing down, turning, or changing lanes.

DEFINE THE FOLLOWING: Local Revoke Violation ChauffeurNon-resident Operator Suspend Motorcycle Owner

CEST cory At..ff;:o.113LE


MISSOURI AND THE LICENSE PLATE

All vehicles in the State of Missouri must bear alicense plate which is issued for one year. To obtaina license plate you must have the following: 1. cartitle; 2. personal property tax receipt; and 3. proofthat sales tax on the car has been paid.

1. Name three locations where car licenses may be obtained.

2. If your parents own more than one car, did one licenseplate cost more than the other? Why?

3. Design a license plate for the State of Missouri.Keep the same size; use no more than two colors; andmake a numbering system that would handle up to6,000,000 cars, but do not put more than six digitsor numbers on a license plate.

BEST COPY AVAILABLE


BACKGROUND INFORMATIONFOR SLIDES PERTAINING TO THE

1971 MUTCD

INTRODUCTION

Each of you in the audience today will soon be part of111,000,000 drivers of vehicles in the United States.Americans are, undoubtedly, driving more miles and morefrequently than we ever have before. When we do this,we require more information than ever before to make surethat we arrive at our destination safely and on time. Theinformation we need is given to us with traffic controldevices that advise us, warn us, and guide us along ourway.

Now, I was talking about 111,000,000 drivers in the UnitedStates. When you add to that the many visiting foreigndrivers who have problems understanding our language, youmight be able to better visualize the highway engineers'task in providing traffic control devices that are trulyinformative and understandable. It is a complex job.

The development of traffic signs just didn't happen. Ithas been an evolutionary process. During this evolutionaryprocess, two different philosophies on how to best conveymessages have been developing. One is the European philo-sophy which relies heavily on symbols rather than words,and which has become a necessity because of the multilingualsituation wit] 'Mich they are being confronted. The otheris the U.S. philosophy, which relies more heavily on wordmessages.

Because of the increasing mobility on the part of the peopleof the world today, and most particularly here in the UnitedStates, the need for a uniform signing system has becomeimperative. This need was first recognized in the UnitedStates as far back as 1927, when the first manual on signingwas developed. Since that time there have been severaluniform manuals developed to aid in this uniformity here inthe United States. The first one given universal sanctionwas the 1%1 edition of !:.he "Manual on Unitorm TrafficControl Devices", this edition gained nation.11 acceptance

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and was implemented by all the states' highway departmentsand by most county and municipal governments. However, tenyears later, the most comprehensive manual on trafficcontrol devices ever published has become the new authority-the 1971 "Manual on Uniform Traffic Control Devices".

This manual was developed by a national committee composedof five major organizations involved in the use of trafficcontrol devices on our highway and street systems. Theorganizations who participated in the development of thismanual are:

The American Association of State Highway OfficialsThe Institute of Traffic EngineersThe National Committee on Uniform Traffic LawsThe National League of CitiesThe National Association of Counties

Following the completion of the work by this committee andtheir parent organizations, a manual was developed whichwas approved by the federal highway administrator as amanual standard for our country.

Before going into the specifics of the various aspects ofthis manual, let me discuss certain conceptual points whichare rather important in the utilization of this manual. Oneof the major items in this manual is that there are threeconditions set forth for each of the traffic control devicesshown in the manual. These conditions consist of a usagedefinition. As each of the devices is described in themanual, one of three terms are used to describe the para-meters for its implementation. These three words are "shall""should", and "may". The word "shall" indicates a mandatorycondition. "Should" indicates an advisory condition. "May"indicates a permissive condition. With these three defini-tions as a guideline, there are a number of signs depictedin the manual which permit an option to be made by allgovernmental agencies. An example of these options wouldbe in the situation of a "no left turn" sign. An optionis permitted whereby either the symbolic sign or the wordlegend sign would be permissible. Each agency has theoption of selecting one of these two types of signs. Inother sign descriptions, only one sign is permitted. Inthis case, the word "shall" is used. In the slides we willbe showing, we will indicate to you those signs which aremandatory and those signs which are optional. Our depart-ment has made its final decisions as to which of the optional

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signs will be used on the state highway, system. It isimportant to know, however, that even though our departmentmay not utilize specific options on the state highwaysystem, the condition could be different in cities andcounty highways, so that while we use one sign, they mayuse the other.

The 1971 manual can be best characterized by the statementthat this manual is one which places increasing emphasison the use of symbols so as to provide improved directionand warning to the motorist. These symbols are made avail-able since they have certain advantages when the motoristcan make ready identification of this symbology. The chiefadvantage which derives from the use of symbology isimproved legibility and visibility. Symbols also providemore flexibility in application.

Some of the symbols which will be utilized in the UnitedStates have been adopted directly from other systems, suchas the Canadian and European systems. A basic concept ofthe regulatory symbology is the use of a red diagonalslash through a prohibited element with red circle back-ground indicates a "NO" condition. Realizing that timemust be given to the motorists to learn what these symbolsmean, an educational worded sign will be mounted directlybeneath the new symbol signs. The purpose is to acquaintthe motorist by means of this educational plate so thatsome time in the future these plates can be removed and thesymbol will stand by itself. While questions have beenraised regarding the eventual success of such a program,there is little doubt in the minds of the engineers concernedwith traffic control devices that this method will work. Agood precedent is available. Many of you have probablyobserved in the past that when traffic signals were firstutilized, the word "STOP" was imprinted on the red lenswhile the word "CO" was imprinted on the green lens. Thiseducational designation was used for a number of years.This is the basic origin for the term "STOP and GO light".This practice, as you are aware, has been discontinued forthe last 15 years and there is no doubt that virtually allmotorists in the United States realize the significance ofthe traffic signal colors.

The Xissouri Hi,iway Department has a program which providesthlt :griping changes on our state highway system will becompleted by Decem.lier, 1976. The optional chargw; whichthe dep.Lrtment elr:cts to accept would he implem:4nt,c: on aroutine replacement W3i.; over a lc;n4

12 à

ortl,

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STUDENT WORKSHEET 023

DESIGNING GRAPHIC ROAD SIGNS

Did you ever stop and ponder what it would be like todrive an automobile without being able to read the roadsigns? It would be most dangerous!

One solution to the problem would be to set up signs withoutwords----only pictures.

Your task is to design standard graphic signs for six ofthe following:

STOP DIVIDED HIGHWAY ENDS

YIELD TWO WAY TRAFFIC

DO NOT ENTER SCHOOL SIGN

WRONG WAY NO LEFT TURN

CURVE RAILROAD CROSSING

MEN WORKING SPEED LIMIT 50


THE PARTS OF AN AUTOMOBILE

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shock absorber

battery

alternator

wheel

rear axle and differential

crankshaft

rame --signal light lever

driveshaft

.teering column

ansmtsslos

tarter motor

park plugs

me 411111

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SAFETY INSPECTION CHECKLIST

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SAFC.TY INSPL"CTIti,'. Ct tr.,C;K Lt &Tdrew,. mtt,..ot;

LIGHTING EOUtiJmENT, Di:VICLkHigh hem nd Ind.cutot i.ow ueomTsil Lights.... Ref lac fur L ighr s

Lenses. Turn signals.. Sigma:HORN

School airs Proper function and connectionsSTEERING MECHANISMS

Motorcycle Le front wheel vescei frocking

intleCOIO,

. .uct....; column ao not cc/Tr:pi/u..!, ins;k-gt..n ;:co-sits miry bo moue byyu.:..e.! or d' p ccc cnoico. No additional

4..3,5%!O for a reinspect.on if thavc to is repairca anis returned to this station w,rnin ton

S.inuture d. No.D.;;:

4.Ows1:, ab OhtlfriO1J4 Ohl to repair reoactod items.

PCPts Tot.;I Cost

=in!:".31 13.T. nOT re 'ZI.A.reidro ?. J SIJTIC01.

. 1.4 TO:,!,:*. to repoir trtC 4:11Cie ,tomswvtO u.1COVO/04 owrins tno inspoction.

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Steerinc wheel OMNI 1 :

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Tie rod end, stahlinier Less, pitmnn no arm3,111 jo, nt s : R Loper.-- L4WOIPlay in front L1' fit3rokon springs, tors.an Liars end siiricklesShock absorbers; LPCondition at power steering belt

BRAKESPedal reserve Einergenc `3"y/Porkinc'.en ""iy)Stopping distonce or.d equa)iaat.onLeaks in system ;including wheel cylinder) .

Proper fluid level in master cylinuer . . .

Scored, cracked a, conrommorod drum or disc .

Worn, contaminated linings or pods . . 45MISS Ins, broken or badly woo ..... ......

TIRES AND WHEELSNo tread, exposed cord, knots, nun highway use;

... 1=0 50.Mismotchad duals or tire typos on some axle. . ...Damaged wheel studs. stud holes, missing

WINGSH.IELD WIPERSProper functioning, condition of arm and

MUFFLER, EXHAUST, AND TAILPIPELeakage and secureness of ...........

WINDSHIELD AND OTHER GLASSApproved type, badly .nicked or broken glass MI11 10

MiRRGRView of rood to ear and proper m ou n t i n g . . . . . . . . . . .

FRONT SEAT ilELTS(1965 os toter year possoncet VOI1IC ill only)

Required _.91 M

.... 37,3 (70 IIM

NOM

AIR POLLUT:CiN Cj-iNTRC:- DE ViCES (901 one Iote)Proper iuncrionln,,; of volves, or romovul of unycomponents

MUD FLAPS (Comme..;.ol veri,cies only;Required mounting and proper w won

Flo: 6. TANKLons, secure mo..int.ng ono i.i.er cop

;JP::C:At.F!os!--! , req L.ap arm.Coorencr: umper

or Ito°, G"ti C)J11(:f.,..........jef V IC 000:Jects---Steotreeits 'AsC

First ow kit

04V12


DEFINITIONS FOR AUTOMOBILE GLOSSARY

Across

BESI CCPY CIILITLE

1. A storage unit for electricity received from thegenerator.

8. A filter at the carburetor air intake to keep outsolid particles.

19. The tube that carries the exhaust gases from theexhaust: manifold to the muffler.

27. A cylindrical device, closed at one end, thatslides up and down in the cylinder.

40. The main shaft connecting the transmission with therear axle.

60. One of the circular frames on which a vehicle rides.75. A straight or compounded mineral fluid for lubricating

a motor vehicle.83. The part of a wheel on which a tire is mounted.91. The main shaft on an engine.

101. Second word of #45 down.106. A device in the wheel assembly to halt motion.111. A device for delivering gasoline and air to the

cylinders.

Down

4. A gearbox between the clutch and drive line for varyingroad speed and torque.

8. An electric generator producing alternating current.19. The power producing unit in a motor vehicle.24. Threaded plugs screwed into the combustion chamber wall

to supply the electric spark to ignite the air-fuelmixture.

45. + 101 acrossThe mechanism comprising the steering wheel, a steeringcolumn, gearbox, and the Pitman arm.

47. A shaft upon which a wheel revolves.65. A in the ariveshaft that takes care of

the differences in the angle of the shaft as the axlemoves up and down.

93. That which inflates a tire.

134

CST COPY 41jP.P.213/1


CROSSWORD PUZZLE ON AUTOMOBILE GLOSSARY

it/mingsmil assimimplo dowilmirs

1.3',

CROSSWORD PUZZLE ON AUTOMOBILE GLOSSARY

TEACHER ANSWER SHEET

BE4I COPY ll'AIITLE

111113e111soo smatranaltirs

136

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WHAT ARE THE ACTUAL COSTS OF OPERATING AN AUTOMOBILEAFTER IT IS PURCHASED?

Sissy Slattery wants to drive her father's car 125miles to a basketball game in Springfield and has saved$5 to pay the cost of the trip. She was quite amazedto hear her father say that $5 will be enough to take herabout halfway there.

He explained that $5 might just exactly pay for thegasoline for the trip. His car averages 17 miles per gallonof gasoline on the highway so that the 250 mile trip willrequire 14.7 or, to the nearest gallon, 15 gallons of gas-oline. At 34 cents per gallon the gasoline expense willbe 15 x $0.34 or $5.10.

Sissy did not understand that, in addition to gasoline,her father had to take into account over a long period oftime the value of the car; the cost of regular maintenance,new tires, and batteries, insurance, license, and owner-ship fees; and safety inspections. Mr. Slattery's estimateof $5 for one fourth of the trip means that he figures thetotal cost of driving his car 250 miles to be at least $20.How much is this per mile?

EXERCISES:

Compute the number of miles per gallon for each ofthe cars and trips listed below. Round your answei to thenearest mile per gallon.

Miles Gallons MilesDriven Used Per Gallon

1. CAR A 125 9 ?2. CAR B 656 33 ?3. CAR C 1442 80 ?

4. Mr. Bouvier received his statement from the oilcompany that issued his credit card. He owed $35.72.He had purchased only gasoline costing 38C per gallon,and his car averaged 15 miles per gallon.a. How many gallons of gasloine had he used?b. How far had he driven?

137

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Compute the cost of gasoline for each trip listedbelow:

Distance Number of gallons Cost of Gasolinein miles used on trips Per Gallon

5. TRIP A 525 35 3206. TRIP B 1080 60 35.907. TRIP C 3240 162 340

REST COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #27

1. 14 miles per gallon

2. 20

3. 18

4. a. 94 gallonsb. 1410

5. $11.20

6. $21.54

7. $55.08

138a

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HOW DO REPAIRS AND UPKEEP AFFECT THE COST OF OPERATION?

REPAIRS and UPKEEP are costly items for the car owner.Generators, starters, fuel pumps, water pumps, and carbu-retors sometimes need replacement. The ignition systemmust be tuned occasionally to keep a car running efficiently.Brakes may need to be relined every 15,000 to 25,000 milesand new shock absorbers will be needed periodically. Thefront-end suspension system must be realigned at the firstsign of irregular tire wear.

TIRES will last from 15,000 to 40,000 miles, dependingon the quality of tires and how the car is driven. Fastdriving, quick starts and stops, and turning corners atexcessive speeds cause extra tire wear. Tires range inprice from about $50 for a set of four recapped tires tomore than $300 for four of the finest premium quality tires.

BATTERIES will usually last from one to three yearsdepending upon quality and use. A battery with a twelve-month warranty costs from $10 to $14, and with a thirty-sixmonth warranty from $20 to $30. If you turn in your oldbattery when you buy a new one, the price will usually beabout $2 less.

EXERCISES:

Compute the cost of each of the following repair bills:

1. 8 spark plugs $8.80Points 3.27Condenser 1.10Idler arm 6.70

Tax .40Align front end 7.50Labor 17.00

2. Valve cover gasket $1.50Fuel pump 9.15Carburetor gasket .20

Tax .22Labor 12.50

139

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3. Shock absorbers $18.80Lower ball joints 16.50Tax .71

Labor 19.50

4. Points $3.55Condenser 1.02Pulley 3.158 spark plugs 8.64Air filter element 4.82Tax .42

Labor 12.50

5. Approximately what percent of the total is the laborcharge for each of the repair bills listed in Exercise1-4? Round each answer to the nearest whole percent.

6. Find the cost of a set of four tires prices at $26.50each if the rate of sales tax is 4%.

7. Find the cost of a set of four recapped tires if eachtire cost $8.65 plus federal excise tax of $1.87 anda 5% sales tax. Add a $2 charge for one extra tirecarcass because only three old ones were turned in.

LEST COPY AVAILABLE

TEACHERS ONLY - Answer Sheet for Student Worksheet #28 A & H

1. $44.77

2. $23.57

3. $55.50

4. $34.10

5. 38%, 53%, 35%, 37%

6. $110.24

7. $45.80 (Do not charge sales tax on excise tax)

140a

,:1:31' COPY 11111114:3LE


IN-DEPTH ACTIVITIES ON AUTOMOBILES

Select one of the following activities for in-depth study:

1. Ask a station owner if there is a difference betweenhigh-test, regular gasoline', and low lead gasoline.Also, find out how many gallons of the above kindsof gasoline he sells in a day,week, or month period.

2. Ask a mechanic (car agency or independent owner) theadvantages of keeping an automobile in good runningorder. (tuneups, etc.)

3. Ask a car dealer his opinion of the new anti-pollutantdevices on automobiles. Also, his opinions as to howwe can improve the problem of exhaust emissions.

4. Ask a dealer about the yearly Gas Economy Run contestfor experts who get fabulous mileage by specialtechniques.

STUDENT WORKSHEET 4130

BEST COPY IMAM

142

MT COPY AVAILABLE


WORD SCRAMBLE

Hidden in this letter mix-up are the names of 21 streetsin the Parkway School District. Find all 21 by movingfrom one letter to the next. Start on any letter, andmove in any direction --- up, down, across, backwards,diagonally, or what ever----

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143

BEST COPY AVAILABLE


LOCATING THE ARTERIES THAT LINK PARKWAY WITH ST. LOUIS

Using one of your St. Louis road maps, complete thefollowing exercises:

1. Using a red pen, draw an outline of the Parkway SchoolDistrict. Shade this area LIGHTLY in red.

2. Using a yellow marker, trace the following arterieswhich "cut through" the Parkway area:a. Interstate 244b. Highway 40c. Manchester Roadd. Page Avenuee. Olive Street Roadf. Clayton Road

3. Using a green marker, trace the following arteries,which though not inside the Parkway area, are usedby Parkway citizens as they travel to St. Louis:a. Interstate 70b. Lindbergh Boulevardc. Interstate 44 (Highway 66)

Using your second St. Louis road map, complete theseexercises:

1. Using a red pen, outline the Parkway School District.

2. Place a green circle around the location of your school.

3. Place a red star at the site of your school.

4. You are in charge of setting up a series of field tripsfor your school. Using a green marker, draw your routefrom school to the following destinations:a. St. Louis Art Museumb. Powell Hallc. Soulard Marketd. Lambert-St. Louis International Airporte. The Arena

J. You are at home and you receive a call from yourcousin Mildred who lives in Dubuque. She is atNorthwest Plaza and wants to come visit you. Writedown the directions you would give Millie so that shewould arrive at your home.

144


PARKWAY AREABEST COPY AVIIMAIRE

1. West Junior High School has a basketball game withNorth Junior High. Your friends ask you the bestroute to take from West to North. Trace the directionsyou would give them.

2. A friend is to pick you up after school (use your ownschool). He calls you, stating that he is lost atBig Bend & Hanna Road. Direct him to your school.

3. You have a friend who attends North Junior High andanother who attends South Junior High. You decide,to save time, that you will meet these two individOalshalf-way between the two schools. On the map, locatethe meeting point for the group.

145


BEST COPY ALTILITLE

SHOULD THE STATE HIGHWAY COMMISSION TAKE PRIVATE LAND FORPUBLIC ROADS?

George Roads owned a trace of land in Warren County,Missouri adjacent to U.S. Highway 40. A motel was builtalong Highway 40 on George's property with direct accessto the highway from the motel parking lot. When the stateof Missouri started to build Interstate 70 through Missouriand widen and improve the roadway of Highway 40, theyacquired part of the land upon which the motel was builtby the law of eminent domain. George and other owners ofthe motel became angry with the settlement that they receivedfrom the State Highway Commission.

The part of the property that was taken was along theeastern side of the motel property and a triangular pieceof land at the northeastern corner of the motel property.The land taken along the eastern side and the corner wereto be used to improve the county road leading to the outerroad to limited access 1-70. The motel owners and customersno longer had direct access to the new highway, but had todrive either three miles east or three miles west along theouter road to gain access to 7-70. They felt, therefore,that their business would be hurt.

The motel owners had been paid for the land that theState Highway Commission had taken, but the highway commissionrefused to pay the owners any further money because theyno longer had direct access to 1-70. The highway commission'sstand was that further damages would be necessary if themotel had no access to 1-70 at all, but they did have accessto the outer road which gave access to 1-70. Because theyhad access to the outer road, the motel owners were notentitled to further damages.

The motel owners brought a suit against the highwaycommission for the above reason and tried to get a courtdecision in their favor. A Warren County court did awardfurther damage to the remaining property because of lossof direct access to the new highway. The highway commissionappealed the case to the Missouri Supreme Court.

LEST COPY AVAILABLEACTIVITIES:

1. Read the case and decide the issue.

2. Read the two sections from the Missouri Constitution'sBill of Rights on the attached parie. Were the motelowners' constitutional rights violated? Why or whynot? (Be specific!)

CONSTITUTIONAL QUESTION:

Does the constitution require that compensation bemade to Mr. Roads for loss or damage due to the lackof direct access to the highway?

BEST COPY AVAILABLE

ARTICLE I, Section 26s

COMPENSATION FOR PROPERTY TAKEN BY FMINFNT DOMAIN- -CONDEMNATION JURIESPAYMENT. "That private property shallnot be taken or damaged for public use without just compen-sation. Such compensation shall be ascertained by a juryor board of commissioners of not less than three freeholdersin such manner as may be provided by law: and until thesame shall be paid to the owner, or into court for theowner, the property shall not be disturbed or the proprietaryrights of the owner therein divested.

ARTICLE I, Section 27:

ACQUISITION OF EXCESS PROPERTY BY EMINENT DOMAIN--DISPOSITION UNDER RESTRICTION. "That in such manner andunder such limitations as may be provided by law, the stateor any county or city may acquire by emineat domain suchproperty, or rights in property, in excess of that actuallyto be occupied by the public improvement or used in con-nection therewith, as may be reasonable necessary toaffectuate the purposes intended, and may be vested withthe fee simple title thereto, or the control of the usethereof, and may sell such excess property with suchrestrictions as shall be appropriate to preserve theimprovements made."

f

BEST COPY AVAILABLE


POLLUTION PRODUCED BY THE AUTOMOBILE

To get some idea of the pollution produced by anautomobile, tie a clean white cloth over the exhaustpipe and run the engine for five minutes. Collect thedeposits coming from the automobile. Caution: DO NOTBREATHE THE GASES COMING OUT OF THE EXHAUST;! ALSO,WATCH OUT FOR A HOT EXHAUSE PIPE!

Try different cars (using cotton, gauze, etc.)

Label and save all your filters, Keep track ofwhere and when you collected thy: samples.

Group your samples by putting them in rows from verylight (few pollutants) to very dark (many pollutants).

Try this activity on a foggy day when visibility isreduced. Note the differences, if any.

Keep in mind:

1. Keep track of the amount of time that you hadthe motor running.

2. Keep tract of the weather conditions. Was thewind blowing, or was it raining?

3. Did you always use the same kind of filter?

149

,STUDYN'il WURKSBEF,T #03 6a

1,40114.

BEST COPY AVAILABLE

What's InA BreathOf Fresh Air?Here are some facts Id Wu and breathAmu! mt an pollution.

Although there are more than UVtrtfill111'S of air pollution, in practicepollutants are usually divided into twoclasses-purtnialtite molter and vari-ous poiluimit gases.

Particulate pollution includes dust,Mist, ash, smoke and fumes. In cities.particulate piillution might come fromgrinliaiN or pulverizing materials tomake cettwitt, or !rum tanning fuel inan ,ititilmithile. diesel truck. home orpower plain.

Pollution nut only includes particu-fates, hill two pollutant gases-sulfurdioxide and nitrogen dioxide. Sulfurdioxidea mild respiratory irritantlinked to several health prohlems-uautdly from burning fossilfuels, such as 1:0#11 and (ill, for heal ortO generate electricity.

Another sourer of smother is nitro-gen dif.xele. Not only is it dangerous initself. but in the presence of sunlight -along with the proper temperaturerange. humidity and suitable aerialmixingcan form photochemicalsnot;. Nitrgen dioxide at concentrathins lound in urban air is colorless:only when viewed from a distance. asWhen one looks through polluted airtoward the horizon, does it take on areddish or iniiwnish hue. For example,urban resolents cannot see NO, gasescaping from automobile exhausts.

(:leariliness. in air pollution. too.may or may 1110 he next to godliness.not In #11.termitling III Int 1Stlireathfill r Ines, -cleanliness" will besae t, rlslitieel hy average annual air poi

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America's sprawling cities are themost ptilliiteti parts of our coun-try -het ats. being megalopolises,

are eoplpolloted( deal in,e,s of people living closely

togethel trievItbly rause pollution--the mole people. the more electricity istiedd. the 171111-1 r..!I! are driven. themote he tote' I Ihe filuft ugly,-,jell lh, and oiellhy the air. lint lust. e roost oof otrated iii

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le')as more and more Of them ate proving,don't have to he polluted. Here's thestory of 10 cities that probably havethe cleanest bigLity atmospheresaround. They're to big t ths that havestir that, it not squeaky ileati, is theleieit dirty ot any of our urban centers.The following report . Ill detail howthey got that way and .ire staying thatwa% and, most important. it twill so g.ghl tit% I.111

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Corporation, which, on contract to theEnvironmental Proteit AgriiY(EPA), determined a National A i r

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STUDENT WORKSHEET #36g BEST COPY ATILABLE

BONUS ACTIVITIES FOR THE ABOVE AVERAGE STUDENTS

1. List the ten cleanest cities in the United States and tellhow they achieved this distinction.

BEST COPY IV/MAW


COME OF INDIVIDUAL ACTIVITIES BY THE STUDENTS

Select any two (2) of the following activities:

1. Take some photographs of things which cause the airto become polluted. Include chimney smoke, autoexhause, rubbish fires, etc. Exhibit these photoson a large sheet of cardboard. Indicate their signi-ficance or causes of air pollution.

2. Exhibit a chart showing the chemical composition of airand of polluting particles.

3. Present in writing your conclusions about the problemof air pollution in your community.

4. Write to your nearest air pollution control centerfor information on local air pollution.

5. Consult your local weather bureau for informationconcerning fog and smog.

6. Secure a large strip of white cotton felt or batting.Tack it to a board and cover four-fifths of the cotton-covered board with another board. Each day uncoveranother one-fifth of the cotton. Observe how thevisible impurities increase each day. Determine theapparent density of the polluting elements by examiningeach section of the cotton under a magnifying glass andcomparing them.

. Investigate any past periods of smog that have occurredin your locality.

8. Check the laws in your community to see if there areany which govern the emission of smoke and otherpollutants. Should there be additional laws? Doyou expect new laws to be passed in your communityin the near future?

9. Make up a story about a person overcome by carbon mono-xide. Be sure to point out the conditions where dangerouslevels of carbon monxide are likely to be found.

1 5o

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10. Check with your parents as to how many gallons ofgasoline their car(s) use per day or week. Extendthl investigation to a year. Compare your family'susage of gasoline with that of others in your neigh-borhood:

151

Description of Sound

Threshold of hearing

Very faint

Faint

Moderate

seem se

Loud

Very loud

Deafening

Threshold of pain

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OUR NOISY WORLD

Rating inDecibels (dB)

152

Typical Examples

0 Quiet churchStill night incountry

10 Soundproof room20

Public libraryCountry road

30 Quiet conversationRustle of paperWhisper

40

Large shopAverage office

50 Quiet automobileQuiet officeAverage house

60

Noisy officeSuburban trainTypewriters

70 Radio set fullvolume

Average factory80

SubwayBusy street

90 Noisy factoryLoud public-address

system100

ThunderGunfire

110 Pneumatic drillStream whistleLarge machine shop

120

Source: Our Noisy WorldJohn Gabriel Navarra

OW COPY IWPARBLE

ACTIVITY

Working in groups, add at least 3 typical examples to thechart given above. Be ready to defend your answers asyou compile your findings with the class.

153

"::r CC, ? rallUIBLE


THE AUTOMOBILE AND NOISE POLLUTION

The greatest noise offender is the automobile. Insidethe vehicle, the sound of wind can make conversation diffi-cult or impossible. Tires improperly designed or constructedcan cause thumps, squeals, and whining noises. Other movingparts on a car add to the overall noise level inside the car.

By far the most serious automobile noise problems arethe sounds heard outside the vehicle. These sounds includeengine noise, exhaust sounds, sounds from tires makingcontact with the pavement, horns honking, and tires skidding.

ACTIVITIES

1. While riding in a car for at. least ten minutes, listor record the sounds that you hear an0 explain theirintensity. (example: passing truck- moderate noisecreated.)

2. Stand on a street corner for at least 10 minutes andfollow the same instructions as in Activity #1.

3. What conclusion can you make about the amount of noisefelt by the occupants of an automobile and the amountof noise created by an automobile?

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ADDING TO THE AESTHETICS OF THE HIGHWAY

Given the area below,trees, shrubs, bushes, andbeauty of the highway, cutincrease the safety og the

design a landscape scheme showingflowers that will enhance thedown on noise pollution, andinterchange.

You may create your scheme in a three-dimensionalmodel, a poster, or any other means you can devise.REMEMBER, your only limitation is to keep the same ratioas the dimensions in the drawing below.

155

BEST COPY AVAILABLESTUDENT WORKSHZET #41

IDEALISK VS. REALISM

Follow-up to Student Worksheet #40. Look at theplans you created for the interchange in the activitythat required you to landscape, etc. List at least10 problems that would keep the highway authorities fromfollowing your plan. Be realistic! Think this through,then, rework your plan in sketch form into a workableand affordable design.

156


RATING OF BILLBOARDS

Copy (draw, sketch, photograph,board signs. Study the pictures andThen give a rating for each sign; 1.3. average; 4. poor; or 5. bad.

BES1 COPY Naga

etc.) ten bill-slogans on each.excellent; 2. good

Redesign your lowest rated sign so that it could'thenhave a good or excellent rating.

157

STUDENT .WORKSHEET #43

BEST Coni AVAILABLE

.

IFTERVIEW WITH. A PERSON WHO HAS HAD PROPERTY DAMAGE

Date of Interview

Person Interviewed

Address of Person Interviewed

Phone

Date of Accident

Time of Accident

Describe Damage to Property

Cost to Repair

Cause of Accident

Comments by Person Interviewed

3E5 COIA MAILABLE


A FUNNY THING HAPPENED ON THE WAY TO AUNT MARTHA'S

Your Missouri Driver's License number is L816 -4444-7238 -6798. Last Thursday at 9:00 A.M. you were drivingyour Aunt Martha Washington's 1937 MG convertible (Missouriplate #PU-000) down Schoettler Road in unincorporated St.Louis County. Since it was raining, you were driving25 miles per hour as you headed for your aunt's home at#16 Mt. Vernon Way, Chesterfield.

As Auntie's MG (whose motor number is 43 -484l2 turnedthe corner of Conway and Schoettler (1 mile from Chesterfield),a 1973 Dodge Duster hardtop (1973 Illinois plate #I0U-222)owned and driven by Gary Hartless (born 3-10-46 and who livesat #6 Versailles Palace Place, Fenton, Mo.) ran throughthe stop sign and crashed into the front of your car. Gary(Illinois Driver's License number 661-83-489) ran into thefront right fender and wheel and caused $879.99 damage toyour car. The collision totally demolished ($1568.27)the front end of the Duster.

The accident caused both cars to push through a fenceinto a barn lot where a cow was killed ($678), five goldenhens decapitated ($17 each), and a partridge in a peartree was obliterated(partridge 500; pear tree $18.71).The fence ($471.56) and animals belonged to Admiral WilliamHalsey of 1313 Mockingbird Land, Chesterfield.

ACTIVITY

Fill out the "Report of Motor Venicle Accident" form of thefollowing page with the information given above. This formis an actual copy of the form you must fill out and mailto the Director of Revenue--Safety Responsibility Unit inJefferson City within 10 days after an accident.

REPORT

ANSWER

FULLY

EVERY

QUESTION

BEST COPY 11111111116.11


OF MOTOR VEHICLE ACC IDENT

STATE OF MISSOURIDIRECTOR OF REVENUE SAFETY RESPONSIBILITY UNIT

Post Office Box 506, Jefferson City, Missouri 65101REPORT OF MOTOR VEHICLE ACCIDENT(READ REVERSE SIDE DEPORE COMPLETING REPORT)Tnr driver or owner of a vehicle which Is In any manner Involved In en accident resultingin death or bodily injury, eir in damage to the property of any one person in excess of $100'shall eonifiet e and send this form to above address as soon as possible but not later than10 days after such accident.

Case No.

DO NOT WRITEIN THIS SP '\C*.E

ACCIDENT

IN

CITY

ACCIDENTOCCURRED IN

CITYCOUNTY

ON AT OR NEAR .STREET CROSS STREET Inside City LimitOutside City Limit

ACCIDENT

IN

COUNTRY

EXACT DATEOF ACCIDENT

ACCIDENT OCCURRED ON . . . . . . INHIGHWAY NUMBER OR ROAD NAME COUNTYAT

NAME INTERSECTON, OR TCLL DISTANCE *ARO wae.',:T Fi OPA NEAREST TOWN, tiGWAY. JUNCTION, CROSSROAD, RAILROAD CROSSING.

:1 A.M. DAY OFAT El P.M. WEEK

DaylightDuskDark

YOUR VEHICLE No. 1

DRIVER

DRIVER'SADDRESS

DATE OFBIRTH

PRINT FuL.I. NAME

STREET OR RFD

MO. DAY YEAR

OWNER

OWNER'SADDRESS

MAKE OFVEHICLE.

ENGINNUMBER

DESCRIBE DAMAGETO VEHICLE

STREET OR

DRIVER'SLICENSE

MALE I OTHER VEHICLE No.FEMAI.E

DRIVER

CITY AND STATE

STATE NUMBER

PRINT FULL. NAME

RFC) LIT I OR STATE

TYPE YEARCOUPE SEDAN TRu" K TAXI

VEHICLE LICENSEYEAW ...4g

\ % \ I 1

COST TO Kt:PAIR 'S

DRIVER'SADDRESS

DATE OFBIRTH

2

PRINT FULL NAME

STREET OR RFD

MO. DAY

oWNER

OWN ER'SADDRESS

MAKE OFVEHICLE

VEHICLELICENSE. PLATE

DESCRIBE DAMAGETO VEHICLE

YEAR

WEATHERCleat SnowRain Rift t..

MALE, FEMALE

CITY AND STATEDRIVER'SLICENSE

ST ATE

PRINT FULL NAME:

STREET OR RFD

(*HST RIPAW

NuMSER

CiT AND STATE

TYPE YEARCOUPE SEDAN TRUCK TAXI

YEAR STATE NUMBER

How many vehiclesWere in the accident:1

I .1,01)1 Fit ;N I. PoRT FORMIF M, )10: rv,( v

1( :h.

COI.I.ISION( (:)thr Nlot.)r. Vilic le

I'..1strior,R,,r(iiici L r;iitiStre.t Ca:

DANIAGE*1 HAN VHIC:I. S

N

ANI)

COST TOREPAIR $

BEST COPY AVAILABLE


PROBLEMS CREATED BY THE AUTOMOBILE

Today the greatest transporter of people is the auto-mobile. Cars have created certain problems. Here are someof them:

1. We now need more and still more roads. We needwider roads and bridges. Each year additionalfarmland is covered with concrete and asphalt.As our population grows, we shall need morecropland for raising food.

2. Automobiles are clogging city streets. In theMetropolitan St. Louis area (especially duringrush hour), the average speed of street trafficon working days is only about five miles perhour. This is scarcely faster than a man canwalk!

3. Motor vehicles are a principal cause of airpollution. Fumes from automobile engines;especially during rush hours, when people aregoing to or from work: are not only unpleasantbut a danger to health.

4. Automobile accidents kill one hundred Americansdaily, injure more than 5,000 a day, and damagethousands of dollars worth of property.

Select one of these four problems and write a two-page essay stating some ideas that might lead to itssolution. Here are a few thoughts that may help you:

A. People ricing to work in packed buses Jon'ttake up nearly as much road space as thosedriving their own cars. Train passengers areoff the road completely. Why do many peopleuse cars when they could travel by bus or train?

B. Widening rural highways is easier than wideningcity streets. Why is this? Today broad newhighways are funneling more and more cars intonarrow old city streets. What is the result?

C. Years ago, when your grandparents were children,a few people drove around town in cars that burnedno gasoline. These cars were powered by electricstorage batteries. They could not go very fast,and their batteries had to be recharged often.

D. In a great many of our fatal automobile accidents,either the driver or the struck pedestrian hasbeen drinking alcohol.

161

'17.7 COPY AVAILABLE


A PROBLEM AND ITS SOLUTION ILLUSTRATED BY AN ART ACTIVITY

Divide a sheet of paper (17" by 22") in half. Onone half prepare a sketch or collage portraying oneproblem caused by the automobile. On the other half ofthe paper prepare a sketch or collage (whatever you chosefor the first half) showing a solution to the problem.

BEST COPY MIME -7


THE EVER-CHANGING WORLD OF RAPID TRANSIT

Assignment:

Examine The Readers' Guide to Periodical Literature forarticles on the various phases of Rapid Transit. (Suggestion:Look up "Rapid Transit" or "Transportation.")

After you have located an article, report on it using theform below:

Name of Article

Name of Magazine Date of Issue

What type of Rapid Transit was discussed in the article?

Is this type of rapid transit now in existence or is itplanned for the future?

What are the advantages of this form of rapid transit?

What are the problems of this form of rapid transit?

Do you think you would use this form of rapid transit if itwere available in the St. Louis Metropolitan Area? Why orWhy not?

STUDENT WORKSHEET *48

DESIGNS FOR THE FUTURE

C:5 COPY AMALE

Rapid transit will someday become a reality in theSt. Louis Metropolitan Area. Because of fierce competitionwith the automobile and other means of private transportation,it will be necessary for the rapid transit authority tomaintain an image of progress.

Design one of the following items that will be neededby rapid transit planners in 1990:

1. terminal2. a vehicle for rapid transit (either exterior or

interior)3. uniforms to be worn by drivers or stewardesses

(Your designs may be models that you make yourselfor they may be done in sketch form)

164

p

BEST COPY NABABtSTUDENT WORKSHEET #49

USING THE.CAR COUNT TO GATHER DATA

Working in teams of two, make a 10 minute car counton the collector street of your subdivision at thefollowing times:

1. 7:30 A.M. any weekday2. ' :30 A.M. Saturday3. 7:30 A.M. Sunday4. 5:30 P.M. any weekday5. 5:30 P.M. Saturday6. 5:30 P.M. Sunday7. 8:00 P.M. any weekday8. 8:00 P.M. Saturday9. 8:00 P.M. Sunday

Watch for the (1) number of cars passing; (2) numberof cars with only family occupants (speculate); (3) numberof cars with occupants obviously riding in pools.

Even though there are two of you working on theseprojects, the same area should be observed in order toestablish reliable data.

When you accumulate your data, do the following:

1. Graph your findings for 1, 2, and 3 above. (Each onseparate graphs)

2. How much are car pools being used in your neighbor-hood?

UST COP? MITI!STUDENT WORKSHEET #50

SURVEYING THE NEED FOR CAR POOLS

Create a survey that will ask questions which will measurethe following:

a. the number of persons now using carpools in yourneighborhood

b. those interested in riding in a car pool ifone existed

c. explain the Oakland Bridge idea, how many feelthat this would work on Highway 40 (or any majorthoroughfare in your area)

d. questions to be supplied by you

Now do the following:1. survey 15 people2. note if the person interviewed is the major

breadwinner driving into the city or a house-wife shopping

3. graph your results (by percentages)4. list advantages and disadvantages that people

gave you for car pools in the conversations youhad

KU COPY. AVAILABLE


FIELD TRIP TO LACLEDE GAS COMPANY

Take notes on the following questions:

1. Why is Laclede Gas Co. experimenting with C.N.G.fuel as an alternate to gasoline?

2. How is an automobile converted to compressed gas?

3. What are the advantages of operating on C.N.G.?

4. What are the disadvantages of using C.N.G.?

5. What controls are on the dash to inform the driverabout the amount of gas in his tanks?

6. Are plans being made (or being considered) to convertbusses to C.N.G.?

Cal CriP7 ATTICIESTUDENT WORKSHEET *52

NATURAL RESOURCES USED IN AUTOMOBILES

There are two activities to do in the chart below. Inthe column on the left, you are to list a natural resource(as, copper) which is used in the manufacture of automobiles.In the column on the right, you are to list how thisresource is used in the automobile (as, electrical system).

Natural ResourcesHow Used in Automobile

1.1.

2.2.

3.3.

4.4.

5.5.

6.6.

7.7.

8.8.

Is N

o-Fa

ult

Aut

o In

sura

nce

the

Ans

wer

?

OC

R a

utom

o-bi

lein

sur-

ance

sys

tem

:las

beco

me

anun

cons

cion

able

mes

s. T

houg

hw

e're

payi

ngso

me

$15

billi

ona

year

in p

re-

miu

ms,

and

rate

s ar

e sk

y-

Con

dens

ed f

rom

TH

E K

IWA

NIS

MA

GA

ZIN

E

PA L

' I. R

R I

GG

EN

S

.irnt

i:z1

resu

lts o

fth

is r

evol

utio

nari

:ne

wco

ncpt

are

s.-

ncou

ragi

ng.

but o

ut it

nat

iona

lst

anda

rds

are

set,

the'

jury

isou

t

rock

etin

g. a

ccid

ent v

ictim

s ar

ege

t-tin

g ba

ck a

s lit

tle a

s 42

cen

ts o

f ea

chci

,lia

r ex

pend

ed ti

erlia

bilit

y pr

otec

-tio

n, a

nd r

ecov

erin

g on

ly 2

0pe

rcen

tof

thei

r ac

tual

eco

nom

ic lo

sses

. The

big

,har

e of

the

prem

ium

dol

lar g

oes

t;)r

mea

ts' c

omm

issi

ons,

adju

ster

s,la

wye

rs' t

ees

(law

yers

poc

ket o

ver

Stbi

llion

aye

ar f

rom

aut

o lit

igat

ion

abou

t one

quar

ter

of th

eir

inco

me)

and

the

othe

r en

orni

coov

erhe

adex

pens

e,in

sura

nce

com

pani

es.

on to

p of

this

, som

e2o

0,00

0 au

toac

cide

nt. c

ases

aye

ar n

ow c

log

our

zonr

is; t

he a

vera

ge c

ase

does

n't c

ome

to tr

ial

for

i6m

onth

s. T

hou-

sand

s se

ttle

out

of c

ourt

for

far

less

than

thei

rre

al lo

sses

, or

goba

nkru

pt w

hile

they

are

hos

pi-

taliz

ed a

nd o

utof

wor

k. B

e-ca

use

inm

ost

stat

es th

e in

sura

nce

com

pani

es n

eed

pay

for

pers

onal

inju

ry o

nly

if th

eir

insu

red

driv

er is

who

lly b

lam

eles

s,a

grea

t man

y of

toda

y's

vict

ims

nev-

er c

olle

ct a

dim

e. (

Just

try

to p

rove

who

's to

bla

me

ina

15-c

ar p

ileup

on

a fo

ggy

free

way

!) F

urth

er,

man

y in

-su

ranc

e co

mpa

nies

, bla

min

g th

eso

arin

g ac

cide

nt r

ate

and

clai

min

gfi

nanc

ial l

oss,

are

now

arb

itrar

ilyca

ncel

ing

or r

efus

ing

to r

enew

pol

i-ci

es to

r th

e ag

ed a

nd"h

igh-

risk

"in

divi

dual

s.*

In s

hort

, we

now

sut

ler

Sc-

"Why

Ins

uran

ce I

s So

Har

dto

Gct

,-T

he R

cAdc

r s

L)a

gcst

, Apr

il"7

1.11

0te

at..a

tuat

ma

IItos

.LJ

L t.

(Lee

,C

k.C

AC

C. 1

K. O

C11

.:

- .

-.

a)'

IS N

O-F

AL

..T A

UT

O I

NSU

RA

NC

E T

HE

AN

SWE

R?

from

a s

cand

alou

ssy

stem

whi

ch, a

sth

e Ph

ilade

lphi

a In

quir

ersa

ys, "

pri-

mar

ily in

sure

s gr

ief,

unf

airn

ess

and

expe

nse.

"O

ne h

opef

ul s

tep

tow

ard

alle

via-

tion

of th

is d

istr

ess

is th

e re

volu

-tio

nary

idea

cal

led

no-f

ault

auto

insu

ranc

e. U

nder

its

prov

isio

ns, i

nca

se o

f ac

cide

nt, y

our

insu

ranc

e co

m-

pany

will

pay

you

with

out d

elay

a lim

ited,

bas

ic c

ompe

nsat

ion

for

your

act

ual m

edic

al e

xpen

ses,

lost

wag

es a

nd p

rope

rty

dam

age

whe

th-

er y

ou w

ere

at f

ault

or n

ot. (

You

are

free

to s

ue f

or a

dditi

onal

dam

ages

.)N

o-fa

ult

may

cov

er b

oth

bodi

ly in

-ju

ry a

nd p

rope

rty

liabi

lity.

Thu

s,w

hen

both

are

as a

re c

over

ed b

y no

-fa

ult,

ther

e is

a g

uara

ntee

of

som

epa

ymen

t for

eve

rybo

dy in

volv

ed in

an a

utom

obile

acc

iden

t.M

assa

chus

etts

has

now

pio

ncef

tdm

ore

than

a y

ear

of li

mite

d no

-fau

ltfo

r bo

dily

inju

ry, a

nd la

st J

anua

ryex

tend

ed ,h

eco

vera

ge to

pro

pert

yda

mag

e. F

lori

da, I

llino

is, D

elaw

are

and

Ore

gon

have

als

o in

trod

uced

vary

ing

form

s of

no-

faul

t, w

hile

Min

neso

ta a

nd S

outh

Dak

ota

of-

fer

an "

optio

nal"

bra

nd. S

till o

ther

stat

es a

re m

akin

g st

udie

s or

, lik

eN

ew Y

ork,

con

side

ring

legi

slat

ion.

Aut

hori

ties

pred

ict t

hat,

with

stro

ngFa

lk s

uppo

rt, m

ost s

tate

s w

ill p

rob-

ably

hav

e ad

opte

d so

me

form

of

no-

faul

t with

in f

ive

year

s.R

ecen

tly, I

vis

ited

Sask

atch

ewan

,C

anad

a, w

here

the

firs

t no-

faul

t aut

oin

sura

nce

bega

n ju

st o

ver

25 y

ears

ago.

The

re y

ouob

tain

your

ow

ner's

regi

stra

tion

and

com

puls

ory

no-f

ault

'Upo

licy

at th

e sa

me

timea

ll on

acr

edit

- ca

rd -

size

for

m. F

or y

our

pre-

miu

m, y

ou g

et li

mite

d ba

sic

in-

sura

nce:

Sto

op o

n th

e de

ath

of th

em

ajor

inco

me

earn

er, $

a000

on

the

deat

h of

the

spou

se, a

nd W

oo f

orea

ch d

epen

dent

chi

ld; t

oo f

or f

u-ne

ral e

xpen

ses;

dea

th b

enef

its r

ang-

ing

from

$co

o to

Woo

on

each

chi

ld(t

he a

mou

nt s

et a

ccor

ding

to a

ge);

$25-

a-w

eek

disa

bilit

y pa

ymen

ts f

orup

to to

y w

eeks

; and

$2o

o de

duct

ible

for

dam

age

toyo

ur c

ar. (

You

lose

prot

ectio

n on

ly f

or d

rivi

ng u

nder

the

infl

uenc

e of

alc

ohol

, dri

ving

with

out a

lice

nse

or r

idin

g ou

tsid

eyo

ur v

ehic

le.)

In a

dditi

on, t

he s

tate

-ow

ned

com

-pa

ny,

the

Sask

atch

ewan

Gov

ern-

men

t Ins

uran

ce O

ffic

e (S

GIO

), p

ays

up to

Si0

00fo

rpe

rman

ent b

odily

impa

irm

ent,

and

up to

Sa0

00 f

orm

edic

alex

pens

es, a

tw

hich

poi

ntSa

skat

chew

an's

soc

ializ

ed h

ealth

care

pic

ks u

p th

e bi

ll. (

In a

ser

ious

acci

dent

whe

re th

e ot

her

driv

er is

at

faul

t and

you

see

k ad

ditio

nal c

om-

pens

atio

n, y

ou m

ay s

ue.)

Las

tly,

ever

y m

otor

ist i

s pr

otec

ted

with

$35,

000

in li

abili

ty in

sura

nce;

if h

ede

sire

s ad

ditio

nal c

over

age,

or

todo

uble

his

wee

kly

bene

fits

, he

may

buy

extr

a in

sura

nce

from

the

gov-

ernm

ent o

r a

priv

ate

com

pany

.(A

bout

hal

f of

the

driv

ers

do b

uyex

tra

cove

rage

.) A

ll to

ld, t

he ty

pica

lan

nual

cos

t of

basi

c no

-fau

lt in

Sas

-ka

tche

wan

, inc

ludi

ng e

xtra

cov

er-

age

that

bri

ngs

the

tota

l lia

bilit

yup

to 5

200,

000,

ran

ges

from

St t

o to

$13

5.ju

st h

ow d

oes

all t

his

wor

k in

-

' Iv-

1 I

:12

TH

E R

F.1D

ER

S D

IGFS

T

prac

ti:e?

I ie

reis

cne

exam

ple:

Las

: sur

aTie

r. a

ea:

Icad

L.f

six

ti..c

r.-a

gz:s

was

hi:

b.: a

Four

wei

rtw

ou-

e..1

. SG

IOat

Iera

pts

fix

Int..

with

out

ti.za

tin.:o

stl%

liti-

g.17

10n.

it p

.::d

dear

!ìn

7.u

nc7.

,1 e

xpen

ses

for

ea.4

1(an

d. ii

rar!

,52.

surv

i% o

r f,

:rn

edic

al e

x-re

tk:.'

spu

s 5;

4;7

tor

loss

ot t

he:a

:.Sa

ska-

.:hew

anin

this

man

ner

Ma.

c;th

r(,u

,:b A

prE

l t97

). "

We

paid

utce

nts

in c

laim

ben

efits

for

e1 t.

t7-.

p:er

itiur

nsa

es J

ames

SGIO

ge:

-.e7

:1!

man

ager

. He

for

h% th

efa

s:t.

that

SG

IO p

aYs

azen

t cor

n-:ts

11;:b

.-,,,

n an

d sp

eeds

set

tlem

ent.

th.;7

.1:

ke is

the

of ,-

-7;,t

zci

a;m

s. S

ay%

(..ta

't.e

h....

!n.

'11)

uar

e:h

e nz

:.:re

st :!

:ens

ser

vice

Whe

-: .1

..liu

s7cr

i por

eov

er:7

..! .1

f:r

.pr

.iple

are

pre

tt.su

ker.

, eigh

tII

)-C

.,:rd

r.1.

,t7 c

i7:e

s an

d ad

iust

ers

%is

:7 7

ern.

ste

rura

l sec

tions

.Pr

.-A

iri..

.es

have

now

sf

of ti

c fa

t+a

rft.-

:::.t

natio

nal s

ur.'t

b%

the

In-

st::.

:1 c

c.:i,

:re.

11: o

f C

anad

a sh

ows

supp

ort

the

st s

tem

. The

gtle

bar

ana

l the

ir:s

ur-

attie

iral

i:str

: als

o se

em to

app

rove

.re

cent

!:. m

os: b

ig C

.S.

in-

ltay

sura

uce

com

nani

es, s

tate

legi

slat

ors

and

tria

l law

yers

1.1

Eor

ousl

y op

pose

dno

-fau

lt in

this

coun

try.

It w

as o

nly

afte

r d

long

bitt

er b

attle

that

Mas

sa-

chus

etts

bec

ame,

inup

!. th

e fi

rst

stat

e to

put

a li

mite

d fo

rm o

fno

-fa

ult i

nto

effe

ct.

Ove

ns h

elm

ed w

ithso

me

34o,

oco

auto

-acc

iden

t cla

ims

a .e

ar, M

assa

-ch

uset

:s h

adth

ehi

ghes

t bod

ily-

iniu

ry a

nd p

rone

rtti

clai

m f

requ

ency

in th

e U

nite

d St

ates

mor

eth

ando

uble

the

natio

nal

aver

age.

In

ig27

,th

e R

at S

tate

had

bee

n th

efi

rst i

nth

e na

tion

to d

ecre

e co

mpu

lsor

yau

toin

sura

nce.

"E

vers

one

knew

that

ever

yone

eke

was

insu

red,

" sa

ys M

il-to

n G

. McD

onal

d, c

hief

act

uary

inth

est

ares

insu

ranc

e de

part

men

t,"s

and

peop

le b

ecam

eve

ry c

laim

-con

-sc

ious

, tili

ng in

flat

ed c

laim

s fo

ral

-le

ged

pain

and

suf

feri

ng."

Ins

uran

cera

tes

soar

ed to

cov

er th

e "M

assa

chu-

setts

nec

k" o

r -N

fass

achu

setts

bac

k,"

and

yet c

ompa

nies

rep

orte

da

Sm

illio

n lo

ss b

etw

een

i,)6I

and

1971

.Fa

ced

with

this

sho

ckiii

g si

tua-

tion,

the

Mas

sach

uset

ts le

gisl

atur

epa

sse

limite

dno

-fau

lt. a

ndcu

tpr

emiu

m r

ates

a f

lat

15 p

erce

nt. T

hela

w n

ow r

equi

res

the

mot

oris

t'sow

nin

sura

nce

com

pany

to p

ay u

p to

S20o

o in

bod

ilv-i

niur

y cl

aim

s, in

clud

-in

g m

edic

al. e

xpen

ses,

reg

ardl

ess

offa

ultw

hile

gra

ntin

g th

e ri

ght

tosu

e fo

r hi

gher

loss

esan

d to

com

-pe

nsat

e fo

r 75

per

cent

of

lost

wag

esup

to a

tota

l of

Sa00

0. U

sing

a s

im-.

ple,

sta

ndar

d fo

rm, t

he in

sure

d su

b-m

its a

med

ical

cla

imto

his

insu

ranc

eco

mpa

ny, a

nd is

pai

d w

ithin

45

to 6

oda

ys. H

e m

ust s

ubm

it hi

s em

ploy

-

4

2972

IS N

O-F

eff.

7.7

AL

TO

IN

SUR

AX

CE

TH

E A

NSW

ER

?:x

i.

er's

sta

tem

ent t

o co

llect

lost

wag

es;

but i

f th

e bi

lls a

re r

easo

nabl

e, n

oin

vest

igat

or is

sen

t out

and

the

who

lecl

aim

is s

ettle

d in

30

to 6

o da

ys.

Mas

sach

uset

ts G

uy. F

ranc

is W

.Sa

rgen

t, st

ate

insu

ranc

e co

mm

issi

on-

er J

ohn

G. R

yan

and

insu

ranc

e-in

dust

ry s

poke

smen

see

m to

agr

eeth

at th

e no

-fau

lt pl

an is

hig

hly

suc-

cess

ful t

o da

te. I

t has

spe

eded

up

cash

settl

emen

t in

abou

t go

perc

ent o

fpe

rson

al-i

njur

y ca

ses,

sub

stan

tialls

,re

duce

d ra

tes,

sto

pped

the

infl

ated

clai

ms

and

effe

cted

sur

pris

ing

re-

form

. In

1971

, for

exa

mpl

e, M

as-

sach

uset

tsre

port

ed50

,000

few

erpe

rson

al in

juri

es th

an in

197

0-2n

asto

undi

ng 3

5-pe

rcen

t dro

ptog

eth-

er w

ith a

6o-

perc

ent r

educ

tion

inth

e co

st o

f th

e av

erag

e pa

id c

laim

.M

otor

ists

are

get

ting

prom

pt s

ettle

-m

ents

of

5i50

to $

2:30

for

cla

ims

that

once

cos

t ins

uran

ce c

ompa

nies

thre

eor

fou

r tim

es a

s m

uchm

ainl

y be

-ca

use

the

new

law

man

date

s th

atm

edic

al e

xpen

ses

mus

t exc

eed

$5.-

to e

nabl

e a

pers

on to

cla

im r

ecov

ery

for

"pai

n an

d su

ffer

ing:

* T

he s

tate

.an

noun

ced

a fu

rthe

r 27

.6-p

erce

ntcu

t in

prem

ium

rat

es th

is 'y

eara

l-to

geth

er a

who

ppin

g .;2

.6-

perc

ent

redu

ctio

n in

two

year

s.N

ot e

very

body

is h

appy

. Aut

hori

-tie

s in

the

insu

ranc

e fi

eld

caut

ion

that

the

Mas

sach

uset

ts s

ituat

ion

was

extr

eme,

and

that

oth

er s

tate

s m

ayno

t nec

essa

rily

be

able

to r

ealiz

esi

mila

r sa

ving

s. A

lso,

cri

tics

assa

ilno

:faU

lt's

limite

d be

nefi

ts.-

cal

ling

them

inad

equa

tean

d re

stri

ctio

nson

-the

rig

ht to

sue

. Mor

eove

r, th

ey

ey

char

ge th

at n

o-fa

ult r

ewar

ds th

e ca

re-

less

dri

ver

and,

in m

ost c

ases

, fai

ts to

brin

g ge

nuin

e re

form

to th

e au

to-

insu

ranc

e in

dust

ry. T

hey

poin

t to

the

bew

ilder

ing

arra

y of

no-

faul

tpr

opos

als

now

off

ered

by

a go

od p

art

of th

e in

sura

nce

indu

stry

, cha

rgin

g.th

at m

uch

of it

is s

ham

ref

orm

cloa

ked

in n

o-fa

ult l

abel

s.M

eanw

hile

, the

re is

legi

slat

ion

be-

fore

Con

gres

s th

at w

ould

be

vast

lym

ore

liber

al a

nd f

ar-r

each

ing

than

pres

ent s

tate

sta

tute

s. T

his

is th

eN

atio

nal N

o-Fa

ult M

otor

Veh

icle

Insu

ranc

e A

ct. c

o-sp

onso

red

by S

en-

ator

s Ph

ilip

A. H

art (

D.,

Mic

h.)

and

War

ren

G. M

agnu

son

(D.,

Was

h.).

The

Nix

on A

dmin

istr

atio

n fa

vors

ana

tiona

l no-

faul

t sys

tem

that

wou

ldpr

ovid

e re

ason

able

med

ical

ben

efits

,pl

us in

com

e -l

oss

bene

fits

of

up to

Stoc

o a

mon

th f

or a

max

irnu

r.: c

fth

ree

year

s. T

he r

ight

to s

ue w

ould

bere

stri

cted

. but

not

abo

lishe

d.M

any

thou

ghtf

ul in

dust

r:.

pec.

ple

and

'legi

slat

ors

agre

e th

at a

t the

ver

yle

ast w

e ou

ght t

o se

t fed

eral

sta

nd-

ards

for

no-

faul

t. T

he s

tate

s w

ould

then

be

give

n tw

o ye

ars

in w

hich

topa

ss c

onfo

rmin

g le

gisl

atio

n. o

r to

com

ply

with

the

fede

ral g

uide

lines

.W

ith m

o a

ntin

g sl

augh

ter

and

mis

-er

y on

our

hig

hway

s, it

s in

evita

ble

that

eith

er C

ongr

ess

or th

e st

ates

mus

t tak

e st

eps

to c

lean

up

our

auto

-in

sura

nce

mes

s. F

rom

all

the

evi..

denc

e, m

eani

ngfi

d no

-fau

lt w

ould

appe

ar to

off

er a

hop

eful

rem

edy.

u, F

or in

form

atio

n oa

rep

rint

s at

."I

"at

this

art

icle

, see

pag

e 24

"1

447.

404-

4-4.

4

SESI tOrt10020.STUDENT WORKSHEET #53c

1. Why do some accident victims never collect anything from aninsurance company.

2. Why are some accident victims only recovering as little as20% of their actual economic loss?

3. What is the basic concept of no-fault insurance?

4. What are the reasons why a driver might lose protection ofno-fault insurance in Saskatchewan, Canada? Should therebe other reasons for the loss of this insurance?

5. What are some of the noticeable benefits of the Massachusettsno-fault insurance plan in its first year of operation?

6. On what basis do the opponents of no-fault insurance claimthat it will not work?

168c

ZEST COPY AVAILABLE


LETTER TO STATE REPRESENTATIVE

You are to write a letter to your representative inthe Missouri State Legislature. In this letter you areto state if you favor or are opposed to a no-faultinsurance plan for the automobile drivers of Missouri.In your letter, you should include:

1. your position on no-fault insurance.2. your specific reasons for favoring or opposing

a no-fault plan.3. a request for pending legislation on no-fault

insurance in the State Legislature.

169


FIELD TRIP TO AUTOMOBILE MANUFACTURING PLANT

BEST COPY. AVPALACLE

I. THE PLANT ITSELF

A. How large an area does the plant cover?

B. Why do automobile manufacturing plants such as thisrequire such a large area?

C. How has the space been carefully utilized at the plant?(exp. is the plant multi-level?)

D. Is this plant located in a suitable area? Why?

E. Where does the plant get its power supply?

F. What comparison can you make concerning the use of powerat the plant with the use of power in a city?

II. THE MANUFACTURING OPERATION

A. How many people are employed at the plant?

E. How many shifts manufacture automobiles?

C. What types of automobiles are manufactured at the plant?(e.g. cars, etc.)

D. How many of each type of automobile is manufactured perhour in the plant?

E. What stages of automobile production did you see?

III. YOUR OBSERVATIONS

A. List items, people, or operations you have seen on thistour that help justify the high cost of automobiles.

B. List some improvements you could make in the followingareas:

1. physical plant

2. assembly plant operations

3. this tour

17.0

pr, PT '4!') 11,1!ATILESTUDENT WORKSHEET 406

A CAREER IN THE AUTOMOBILE INDUSTRY

If I chose a career in the automobile industry (or relatedfield), I would choose:

Using the above topic sentence, write a two-page essaystating WHY you would make your particular choice. Alsoinclude the EDUCATION (years and type) you would need forthis occupation.

171

BEST COPY AVARABLESTUDENT WORKiHEET #57

"THE AUTOMOBILE AND THE LIFE STYLE OF AMERICANS"

1. List some drive-in facilities in the Parkway area whichperform services that could be performed in a way which didnot necessitate the use of the automobile other than as ameans of transportation?

2. What type of pollution problems are increased or intensifiedby the usage of such drive-in facilities?

3. What are the local ordinances with respect to the construc-tion and operation of such drive-in facilities?

172

Documents

DOCUMENT RESUME - ERIC · 2014-01-14 · Additional Ideas and Activities. ... offered by most insurance companies to fit. an. individual's automobile insurance needs. B. One hundred