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Student Activities for Electronic Field Trip to Toyota
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- Make peanut butter sandwiches as a class for a local day care or homeless shelter. Time the length of time to make a sandwich as one person and in the production line.
- Create a time line for the development of the car.
- Design a robot to do something that is dangerous or inefficient for you to do.
- Investigate automation at food processing plants such as the peanut butter factory, the bread factory or the local bottling company.
- Visit a local business and create a flow chart that describes their process in creating their product. Examples: A student explores the process of a local restaurant for creating hamburgers or a bakery for making pies. How have they designed the process for efficiency?
- Students role-play the interview process to find a new team member. Students list criteria before the interview and formulate questions to ask the person being interviewed. Students will create resumes showing themselves to be good team members. Each student will role-play both parts: interviewer and interviewee.
Questions for follow-up: Which role did you like playing best? Why?
- Investigate how team work and collaboration were part of the creation of the Mars Sojourner and Pathfinder.
- Students brainstorm possible fuel sources for cars.
- Students examine road construction locally and determine how roads have influenced the development and growth of their town. What roads make Toyota's location in Georgetown possible?
- Students survey cars driven by faculty members and compare driver satisfaction. Students survey cars driven by students' families and survey satisfaction.
- Ask a local car dealer to discuss communication involved in selling a car and the information needed by potential buyers. Students could gather information about a car and role-play providing that information to a customer. The local car dealer may return to hear presentations and give advice.
- Determine and compare the area of a mini-van and the area of a family sedan. Each student finds the area for the family car and then find the average car area for the class.
- Have each student count traffic passing in front of their home for 10 minutes at 5:30. Estimate the high traffic areas. Create a map of high traffic areas of town.
- Study town accident reports and hypothesize cause. Develop a plan to decrease the number of car accidents in town.
- Talk with a local auto body repair shop about most frequently requested work and cost of repair.
- Ask a state or local police officer to discuss with students the effectiveness of seat belts and speed limits.
- Investigate the cause of accidents for new drivers.
- Talk with new drivers about lessons learned.
- Compare the cost and effectiveness of leasing a car, buying on a payment plan and paying with cash. Compare used cars to new cars.
- Design an assembly line for a class carwash and wax consider efficient use of people and water.
- Budget your individual family cost for owning and maintaining a car in your town. Include gas, insurance, and repairs. Determine how much it costs to bring you to school in a car and on the school bus.
- Select a car you'd like to own. Create a budget for using the car in your town. Determine monthly costs and minimal required salary to own the car.
- Students create a step by step picture diagram or photo sequence for a non-English speaker using directions from the car on how to change a flat tire.
- Determine the number of cds that will fit in your parents car, if you are on a special delivery from your favorite music group.
- Determine the daily average number of miles driven by each student's family. Determine the average distance of the family car vacation trip. Discuss how the mode, median and range also represent the data.
- Learn how steel is made and used. Discuss metal alloys and materials used in cars. Compare steel with plastic for use as a reusable material.
- Create a battery operated questionnaire, using basic information about circuits, about the process of making a car. This will be used as a learning center for a younger class.
- Ask a local seamstress or tailor to help direct a class sewing factory. Determine a product such as school vests or t-shirts to create and sell as a class. Design a flow chart for the creation of the product. Map out a production line. Set quality control measures and standards. Describe employee roles. Interview for job descriptions. Create a budget. Purchase the materials. Create the product. Sell the product.
[ Other KET Electronic Field Trips ]
Last Updated: Tuesday, 17-Jan-2006 16:02:39 EST
