ECO-INNOVATORS COMPETITION: EDUCATOR PACK

Could your students be responsible for the next iconic piece of street design? The Government’s Office for Low Emission Vehicles (OLEV) is looking for students aged 14-19 to create a design for on-street electric vehicle chargepoints that is innovative, iconic and beautiful. The design should be user-friendly and fit in with the streetscape of the future. Students should use the entry template on pages 5-6 to design and explain

ECO-INNOVATORS COMPETITION

What you need to knowNational UK design competition focussed on climate change and air quality

Prizes for schools and students:

✓ 1st place – Winning design built as scale model by the National Transport Design Centre and displayed at the EV Experience Centre with STEM experience provided by BP Chargemaster

✓ 2nd place – Dual electric vehicle chargepoint installed at the school plus an Electric Vehicle Experience Day from Octopus Electric Vehicles

✓ 3rd place – Tesla Work Experience Day

✓ 4th-10th place – A STEM education kit

Simple to enter – a one-page template for students to use creatively to share their design

Cross-curricula learning with real-life context

Lessons plans included to inspire your students

Entries accepted from 20 May-18 Oct 2019

ECO-INNOVATORS COMPETITION: EDUCATOR PACK

14-19 age category

Reasons to participateWe firmly believe all young people are skilled creators. This competition is our ambition to offer them a platform to share their ideas through an exciting real-life project - a project that is tackling climate change and air quality and empowering young people to create. Taking part will support you to teach Science, Geography and Design and Technology objectives across key stages.

The competition can be run in class, across the school or with target groups such as STEM clubs. Each student entry received to the competition will be judged by senior industry professionals who cannot wait to see what ideas young people have for the chargepoints of the future.

Why are we launching this competition?The UK wants every new car and van to be effectively zero emission by 2040. To support this, many more public chargepoints will be needed to meet the demand from electric vehicle (EV) users. It’s crucial that these chargepoint designs use space efficiently, complement existing streetscapes and are user-friendly.

This competition aims to inspire young people to understand the growing role EVs will play in the coming years and to see engineering as a creative and exciting career

that enables them to improve society on a mass scale. Many of these children will never drive a petrol or diesel car in their lives – we want to give them the information to understand why and how the transition will take place in a fun and engaging way.

Running the competition in your classroomYour students will be given the following task to complete, with a template provided to submit their submission.

CREATE A DESIGN FOR ON-STREET ELECTRIC VEHICLE CHARGEPOINTS THAT IS INNOVATIVE, ICONIC AND BEAUTIFUL. THE DESIGN SHOULD BE USER-FRIENDLY AND FIT IN WITH THE STREETSCAPE OF THE FUTURE

For your students to be successful and for the full learning potential of the project to be reached, we have provided three lesson plans for you to use to set context and inspire your students:

• The lesson plans provide step by step guidance for the activities and comes with an accompanying set of editable slides. Where necessary, adapted versions of the activities are provided to be appropriate for the specific age range

• You can complete as many of the activities as you like, it’s up to you how you prepare students to take part, although we recommend completing at least one lesson as a primer before students complete their entries

• Curriculum links for England, Wales, Scotland and Northern Ireland are listed at the end of each lesson plan

Each of the three lessons provides up to an hour of activities offering students the opportunity to explore, ask questions and understand the world of EVs, all framed in a real-life context. They’re designed to encourage collaboration, discussion, debate and presentation:

1. Urban change Geography and ScienceStudents will conduct a research project, to look into EV uptake and EV infrastructure in different countries, the different challenges of transitioning to zero emission vehicles across the world. Students will be asked to present their findings to the rest of the class.

2. Good design Design & Technology and GeographyThrough this activity students will research the processes for creating products with highly specific technical requirements, investigating the design and manufacturing process of electric cars and chargepoints, looking at cradle to grave of the product and environmental impact.

3. The big picture ScienceStudents will research and evaluate implications of EVs and accompanying infrastructure, considering the real-world context of this technological application of science, including:

• Personal: costs, maintenance, charging logistics, battery life

• Social: noise, clean air, traffic congestion, tackling climate change


PrizesThe individual student who scores the highest according to the judging criteria below will be deemed the first-place winner, the two next-highest scoring students will claim second and third places. The remaining individuals up to, and including, 10th place will be deemed runners up.

1st placeFor the school and student:✓ A facilitated prototyping session at the

National Transport Design Centre for the winning student to bring their idea to life

✓ A scale, non-working prototype of the winning chargepoint design will be made by the National Transport Design Centre to be displayed at the EV Experience Centre in 2020

✓ A Funded STEM experience provided by BP Chargemaster at the EV Experience Centre

✓ A personalised certificate

2nd placeFor the school, provided by Octopus Electric Vehicles:✓ A Dual electric vehicle chargepoint

installed at the school up to value of £3,000 including installation (subject to surveys)

✓ An Electric Vehicle Experience hosted at the school, featuring:

- A fleet of electric vehicles to explore - EV Simulator for pupils to find out what

it’s like to get behind the wheel of an EV - An EV-related education workshop for

students For the student:✓ A Nintendo Switch ✓ A personalised certificate

3rd placeFor the school and student: ✓ An Engineering Work Experience Day

facilitated by Tesla engineers at the winning student’s school’s nearest Tesla service centre

✓ A personalised certificate

Runner up individuals (4th to 10th place)For the student: ✓ A STEM education kit


Deadline and how to submit entries• All entries must be submitted on the

official A4 design template on pages 5-6. Please note, it is a double-sided template; the front for the design (students can use this canvas however they like), the back for the student’s design explanation and teacher/student details (so we can notify you of winners)

• To be valid, hard copy entries must arrive at the postal address below by 23:59 on Friday 18 October 2019:

Eco-innovators Competition, c/o Hopscotch Consulting, 008 Metal Box Factory, 30 Great Guildford Street, London, SE1 0HS.

You can find a postage label to print on page 13.

• To validly enter the competition, teachers, or other individuals who provide home education must ensure the student is between 14-19 years old (age at 18/10/2019)

• Included within the package must be a teacher cover slip, which includes:

(a) Contact teacher name (b) Contact teacher email, school address

and phone number • Full Terms and Conditions can be found in

your competition download pack


Judging criteriaWe know a lot of time and energy will go into entering, so our judges have been selected as they’re experts in one or more of the following: innovation, infrastructure development and design. Judges will score and rank entries based on the following criteria:

Criteria Weighting Judges will be looking forCreativity: Innovative thinking demonstrated in an iconic, beautiful design

50%

✓ Is the design creative, attractive and beautiful?✓ Has the individual created something

unique, not done before?✓ Is there evidence of using consumer

behaviour to inform design? ✓ Is there evidence of thinking to the future?

Suitability and accessibility: The design complements the UK streetscape and considers public accessibility

20%

✓ Is there evidence of using insight/inspiration from UK’s street landscape?

✓ Has the design considered accessibility for a wide range of users, drivers or otherwise?

Persuasiveness and effective communication: Ability to explain/justify design details including evidence/statistics

20%

✓ Was the idea/solution showcased appropriately?✓ Did the individual communicate

persuasively and effectively within their written explanation?

✓ Did the individual use data and evidence to support their solution?

Sustainability: The design considers sustainability broadly, increased public awareness and uptake of EV

10%

✓ Has the design and/or explanation detailed how the design meets a wide range of sustainability considerations?

✓ Does the design promote and increase awareness of EVs?

The panel will consist of up to eight judges, full details of whom can be found at https://www.yearofengineering.gov.uk/feature/eco-innovators-competition

QuestionsIf you cannot find the answer to any questions you have within the competition pack or website, you can email [email protected].


First name:

Age:

School name:

Class:

14-19 age category


Students will conduct a research project, looking into existing EVs and EV infrastructure in different countries, and the different technical challenges of installing chargepoints. Students will be asked to present their findings to the rest of the class.

LESSON 1: Urban change

Learning outcomes• Gain understanding of a real-world

contemporary change in urban society • Identify ways in which urban change has

been managed differently in different types of economies

• Apply critical thinking to urban trends and their broad impact on the environment.

You’ll need:• PowerPoint slides (Urban change)• Internet access• Case study cards • Poster making materials

Activity stepsActivity 1: Background to EVs (5 mins)

• Introduced the topic of EVs and EV infrastructure using slides 1-7 and accompanying notes.

Activity 2: EVs Around the World - Quiz (5 mins)

• Students learn about EV car and infrastructure statistics through an interactive quiz.

• Bring up the quiz on slides 8 and 9, for each question take a few ideas from the class before revealing and discussing the answer.

Activity 3: EV Research Project (35 mins)

• In groups students conduct a research project and put together a case study for different locations around the world.

• Bring up slide 10 and explain that in the next activity the class will conduct a research project about EVs and EV infrastructure in different locations

• Split the class into small groups and hand out one case study research card location per group (found on slides 11-13) and poster making materials. Support the students to conduct their research and make a presentation, using the links provided as a starting point. Encourage them to search for:

- Key statistics - Information about incentives from the

government - EV benefits and challenges to your

specific location on your research card - Information about EV trends for the

future

Activity 4: Design process (10 mins)

• Students present their case studies and compare and contrast EV trends in different locations.

• Bring the class back together again and ask each group to come up and present their case study. Allow time for questions.

• Once all the groups have presented, facilitate a discussion, encouraging the students to compare and contrast the different case studies.

- How did the current statistics differ? - Why might the EV trends be different in

these locations?


- What are some of the challenges in different countries of moving to electric vehicles? how people might use electric cars differently globally - and therefore where might they need to charge them?

- What might electric car designs change in the future? How will chargepoints need to adapt?

Follow on activities

• Students can use what they have learnt to design and conduct a survey of parents and the local community to find out what types of designs would make EV chargepoints appealing to them. Students could then present their findings and conclusions, and use what they have learnt here to inform their own EV chargepoint designs.

• Explore the world and wonder of engineering with your students to discover the amazing careers this sector can offer. Visit www.engineering.gov.uk/school for more classroom inspiration, videos and careers information.

Curriculum linksEngland (KS4): Geography: Human geography. Processes and changes. Cities and urban society, comparing and contrasting urban trends, examining ways of life and contemporary challenges influencing urban change. ICT: Networks and communication. English: Individual researched presentation, responding and interacting.

Scotland (CfE Fourth Level): Social Studies: People, place and environment. Assess the impact of developments in transport infrastructure in a selected area and can contribute to a discussion on the development of sustainable systems. Explain the development an urban area in and evaluate the implications for society concerned. Literacy and English: listening and talking.

Northern Ireland (KS4): Language and Literacy: research and present ideas. Environment and Society: Human geography, urban issues and urban change. Science and Technology: evaluating social and economic implications of applied science.

Wales (KS4): Science: present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, collect data from primary or secondary sources, including using ICT sources and tools. English: Oracy, developing and presenting information and ideas, locating, selecting and using information. Geography: analyse and evaluate ideas and evidence, answer questions and justify conclusions, communicate findings, ideas and information using geographical terminology, maps and visual images.


Through this activity students will research the processes for creating products with highly specific technical requirements, investigating the design and manufacturing process of electric cars and chargepoints, looking at cradle to grave of the product and environmental impact.

LESSON 2: Good design

Learning outcomesKnowledge:

• Recognise and describe the challenges of design and manufacture in tech products.

• Reflect on the importance of considering manufacturing costs and logistics during the design process.

• Understand the importance of prototypes and testing in terms of utility and design appeal.

• Explain the difference between the role of designers and product developers.

• Evaluate and interpret research to inform product design.

You’ll need:• PowerPoint slides (Good design)• Research handout• Specification template handout



Activity 2: Cradle to Grave (10 mins)

• Students discuss the lifecycle of EVs and develop their understanding of the ‘Cradle to Grave’ concept in design.

• Show the infographic on slide 8 to the class. Ask if they have heard of the concept of ‘Cradle to Grave’ before. What do they think about it? Have they ever done a lifecycle assessment of a product?

• Show the video and the infographics on slide 9 to the class, discuss the life cycle assessment of EVs. Where is it strong? Where could it be improved? Where has it already been improved?

Activity 3: EV chargepoint design and manufacture (30 mins)

• Students conduct a research project into the technical requirements of an EV chargepoint and put together a design specification. Students reflect on what the potential challenges might be for the designer.

• Bring up slides 10 and 11. Explain to the class that their challenge is to put together a design and manufacture specification for an EV chargepoint. Use slide 11 to go over some key considerations that they might not have come across.

• Split the class into small groups and give out the research handouts (found on slide 12) and the design spec template (found on slide 13). Support the class to conduct research into the design requirements of an EV chargepoint and put together their specifications using the template provided. Encourage them to consider:

- Aesthetics: Appearance, style, shape, finish, layout. Students should specify how the EV chargepoint will fit in with the local environment whilst also being visible.

- User/ audience: Students should consider who the EV charger needs to appeal to, and consider the different users of the streetscape e.g. wheelchair users.

- Environmental considerations: Students should think about the carbon footprint of materials and manufacturing e.g. at least X% needs to be made from recyclable materials.

- Function: what are the technical requirements for the EV chargepoint to function?

- Materials: What properties do materials need to have e.g. waterproofing.

- Size: students should specify any dimensions

Activity 4: Presentations (15 mins)

• Students present the spec they have put together and receive feedback from the rest of the class.

• Bring the class back together again and ask each group to come up and present their specification. Allow time for questions.


• Explore the world and wonder of engineering with your students to discover the amazing careers this sector can offer. Visit www.engineering.gov.uk/school for more classroom inspiration, videos and careers information.

Curriculum linksEngland (KS4): Design and Technology: Design in response to needs, problems and opportunities. Impact of D&T on daily life and wider world. Design considerations, form, function and fitness for purpose. Geography: Urban issues and challenges, changing economic world, challenge of resource management. English: Individual researched presentation, responding and interacting.

Scotland (CfE Fourth Level): Technologies: Craft, Design, Engineering and Graphics. Consider the material performance as well as sustainability of materials and apply these to real world tasks. Solve problems through the application of engineering principles. Literacy and English: listening and talking.

Northern Ireland (KS4): Language and Literacy: research and present ideas. Environment and Society: Human geography, urban issues and urban change. Science and Technology: evaluating social and economic implications of applied science, design considerations, design specifications.

Wales (KS4): Science: present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, collect data from primary or secondary sources, including using ICT sources and tools. Design and Technology: develop their own design brief to clarify their ideas for products, investigate, analyse and evaluate products in order to acquire technological knowledge. English: Oracy, developing and presenting information and ideas, locating, selecting and using information. Geography: analyse and evaluate ideas and evidence, answer questions and justify conclusions, communicate findings, ideas and information using geographical terminology, maps and visual images.



Students will research and evaluate implications of EVs and accompanying infrastructure, considering the real-world context of this technological application of science, including:

• Personal: costs, maintenance, charging logistics, battery life• Social: noise, clean air, traffic congestion, tackling climate change• Economic: infrastructure, tax incentives, industry development• Environmental: emissions, clean air, noise and tackling climate change

LESSON PLAN 3: The big picture

Learning outcomes• Understand a wide range of factors that

impact decision making around EVs• Evaluate a range of considerations about

the environmental impact of EVs and associated infrastructure in light of the broader environmental context

• Form nuanced opinions on applications of science in a real-world context

You’ll need: • PowerPoint slides (The big picture)• Internet access• Research project cards• Poster making materials



Activity 2: EV stats around the world (5 mins)

• Students learn about EV car and infrastructure statistics using slide 8.

Activity 3: EV Research Project (35 mins) • In groups students conduct a research

project and put together arguments about the benefits and challenges of EVs from different perspectives.

• Bring up slide 9 and explain that in the next activity the class will conduct a research project about EVs and EV infrastructure from different perspectives. They will need to research either the personal, social, economic or environmental implications of EVs and EV infrastructure, to answer the question ‘What does the UK need to do to prepare for more EVs on its roads?’

• Split the class into small groups and hand out the research cards (found on slide 10) and poster making materials. Support the students to conduct their research and make a presentation.

Activity 4: Presentations (15 mins)

• Students present their findings and compare and contrast the benefits and challenges of EVs from different perspectives.

• Bring the class back together again and ask each group to come up and present their findings. Allow time for questions.

• Once all the groups have presented, facilitate a discussion, encouraging the students to compare and contrast the different perspectives. What does the UK need to do to prepare for the transition to EVs? Which user groups will need to be helped and how?




• Explore the world and wonder of engineering with your students to discover the amazing careers this sector can offer. Visit www.engineering.gov.uk/school for more classroom inspiration, videos and careers information

Curriculum linksEngland (KS4): Geography: Challenges in the human environment, urban issues and challenges, the changing economic world, the challenge of resource management. Sciences: Every day and technological applications of science, evaluating associated personal, social, economic and environmental implications. Physics: Renewable and non-renewable energy sources. ICT: Networks and communication. English: Individual researched presentation, responding and interacting.

Scotland (CfE Fourth Level): Social Studies: People, place and environment. Assess the impact of developments in transport infrastructure in a selected area and can contribute to a discussion on the development of sustainable systems. Explain the development an urban area in and evaluate the implications for society concerned. Literacy and English: listening and talking.

Northern Ireland (KS4): Language and Literacy: research and present ideas. Environment and Society: Human geography, urban issues and urban change. Science and Technology: evaluating social and economic implications of applied science.

Wales (KS4): Science: present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, collect data from primary or secondary sources, including using ICT sources and tools. English: Oracy, developing and presenting information and ideas, locating, selecting and using information. Geography: analyse and evaluate ideas and evidence, answer questions and justify conclusions, communicate findings, ideas and information using geographical terminology, maps and visual images.

Eco-innovators Competition c/o Hopscotch Consulting 008 Metal Box Factory 30 Great Guildford StreetLondonSE1 0HS

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ECO-INNOVATORS COMPETITION: EDUCATOR PACK