Teenagers

Finland & Spain

 * Anticipatory Regret (12-30 yrs)**

__Learning objectives:__ The learning objective is to teach students to think about the consequences of their actions

__Learning methods:__ Anticipatory regret is a method to teach effectively some issue that is generally or morally reprehensible.

__Required time:__ Depends on the number of issues and students.

__Learning environment:__ A classroom or any other peaceful setting.

__Description of the assignment:__ The topic to be taught can be any morally or otherwise reprehensible deed that causes regret. Carrying out this assignment requires the teacher to be able to convincingly describe the situation that sets the ground for the discussion. An example could be given of drunken driving with two follow-up questions:

//Story: ”Imagine that you are going out with your friends on a Friday night. You don't have a car of your own, so you borrow your father's. The night passes very nicely and your friends enjoy wine and beer. You drink a little bit as well, at your friends' urging, but less than the others since you are the driver. After a long night, sometime in the early morning hours, you wind up in an accident where you run over a pedestrian on a zebra crossing. The car gets some damage and the windshield cracks. The pedestrian is seriously hurt. The police tests your breath and finds that you are over the prescribed alcohol limit.”//

Question 1: ”Imagine what you would feel like on the next morning, telling your parents about the pedestrian and the car and how and why everything happened.” Question 2: ”How do you make sure that you will not wind up in such a situation?”

The goal of the story and the questions is to create a genuine feelings of regret for the students – feelings that they do not want to feel again in the future. The questions can also strengthen the meaningfulness of the decisions that the students will make in the future.

__Learning objectives:__ To learn the problems that can occur with tuned mopeds. To learn to maintain a moped and understand the meaning of maintenance from the perspective of traffic safety. __Learning methods:__ The main goal of activating teaching is to learn. A pupil takes part in the learning situation instead of being just a passive recipient. However, the purpose of activating teaching method is in essence not to activate pupils to do but to learn.
 * Moped tuning and maintenance – illustrating the meaning of moped tuning and maintenance (13-17 yrs)**

__Required time:__ 3 – 4 hours

__Learning environment:__ Shop classroom

__Description of the assignment:__

__For example:__ Moped tuning: The moped model has to be permitted and more or less all types of tuning are prohibited. The front wheel can be modified at most 51 mm from the original. However, it cannot be smaller than the rear wheel and the wheel diameters cannot differ from each other more than 76 mm. The diameter of the drive wheel cannot be changed. Moped tuning is legal only in a very small scale. Brake gear can be changed to a one that is meant for a vehicle of at least the same weight and engine capacity provided that the frame and suspension are neither welded nor holes are made. If the moped goes between 45km/h and 60km/h on a level road it is against the regulations. The driver of this kind of moped gets a fine and a note to the registration document in which it is ruled that the moped has to be repaired before it can be driven again.

__Moped maintenance:__ The moped has to be maintained regularly.
 * 1) Chains should be maintained and checked often. Proper tension is about 10-20mm when lifted from the centre.
 * 2) From a liquid cooling moped the amount of coolant has to be checked.
 * 3) Four-stroke engine usually has motor oil and transmission oil. Too little amount of transmission oil can cause expensive damage to the moped.
 * 4) If the light is broken it must be changed immediately.
 * 5) Badly oiled cables should be oiled properly or changed if needed.
 * 6) The spark plug gap should be checked and, if necessary, plugs should be cleaned.
 * 7) Brake fluid should be checked and, if necessary, added.
 * 8) Tire pressure should be correct for the sake of durability and grip.
 * 9) Check the amount of battery fluid. A clean and dry battery maintains its capacity better than a wet and dirty one.

Learning Assignment
Students should: - demonstrate knowledge about traffic rules - demonstrate skills to run bicycle, to respect the traffic signs, streets lights and traffic policeman directions - demonstrate skills and knowledge on the technical tests of a bicycle  Competitions give public visibility to the problem and create a favorable environment for Medias (TV, Internet etc.) to present them.
 * How to organize competition for master control of bicycle with students 13 – 17 years old **
 * I. Aims of the competition**

//First stage - a theoretical exam// Solving test (20 questions) covering the material studied on traffic safety, rules for pedestrians, cyclists and passengers in vehicles. //Second stage – practical exam: bicycle testing// Bikes are created on 4 or 5 malfunctions. (Deficiencies do not mean missing of individual elements according to the Law on Road Traffic.) For example: lack of bell, lamp, reflector, technical malfunction in the assemblies and parts that are loose and should be fixed. The players check technical condition of elements and give those who consider themselves damaged. They do that for a certain time (for example 3 – 4 minutes) and obtain points for any element. //Third stage - practical exam: run of the bicycle// Bicycle master control is carried out under a appropriate scheme (un example is given below) Any player goes through the elements arranged in the scheme, which is realized in the school yard (or special playground). The distance between elements positioned / arranged / scheme shall be 4 – 5 meters. Penalty points are awarded (for example, step with a leg - 2 points; steps with both feet - 4 points; demolition of part of the obstacle - 2 points; in part through an obstacle - 5 points; omission of obstacle -10 points) //Fourth stage - Practical exam: bicycle control on a modular platform or in a real road environment.// This stage is carried out on imitation of real traffic condition or on real road with traffic signs and lights. It is important for each player to be observing: how to move on site; compliance with road signs and traffic lights and traffic policeman; how to make sing when direction start or stop and any infringement shall be given by 5 penalty points.
 * II. Stages of competition**

Teachers choose chief referee of the competition and assistances, representatives of nongovernmental organizations concerned with protecting children in traffic can participate as well. The competition is held between teams of students from 5th to 8 th grade (or 12 to 15 years old) Documentation for the conduct of the competition must be pre-prepared. The final position is a team and individually and is based on number of the points of the players on the team in all stages of the competition. It is good to have material prizes for the winners – for example, accessories for bicycles, as well as certificates. As guests on the competition can be invited: students from the school; the Mayor of municipality and representatives; sponsors of the competition; representatives of the Traffic Police; parents; representatives of local media - journalists from the press, cable television etc.
 * III. Common features**

Learning Assignment
Aim of this material is to propose ideas and concrete problems for implementing regular education on Physics and Mathematics, thematically connected to Traffic Safety mater.
 * How to organize lessons on Physics and Mathematics by using Physics parameters as “Speed” and “Acceleration” with students 13 – 17 years old **
 * Aim:**

One of the most important items of Traffic Safety participation is the right chosen speed. It allows possible emergency situations to be foreseen and the accident to be avoided. The right speed of driving is a part of as named “defensive driving” activities and it is continuously chousing by the drivers. Preventing of hit in a hurdle (a vehicle, a pedestrian for example) needs distance longer that the length of braking. From other point of view, the pedestrians should cross the street only if they a good field of vision and when fast moving vehicle are missing. Speed and acceleration (deceleration) are often used parameters in Physics and Mathematics. Main idea here is: Let do these educational problems more realistic! Realistic problems in science will prepare students for real traffic problems! Emergency stopping is about 5 – 10 % from entire number of stopping. It is realized by maximum effectiveness in modern vehicles for preventing traffic accidents. Breaking distance is the basic indicator for the breaking dynamics and it is very important for the Traffic Safety. The theoretical emergency breaking distance depends on number of factors, like times for reaction of driver, for breaks operation, for increasing the breaking force to the maximum value and time; time, determined by the physical low, coefficient of friction (named coefficient of adhesion and depends on quality and current situation of the road surface - density, roughness, and humidity; quality of runner rubber -elasticity, dimension, design; speed of driving; air pressure in the runner etc.).
 * Reason for use this Learning Assignment**

Students should learn foundation of vehicle stopping processes, basic Physical parameters and how they influence on consequences for participants in the traffic.
 * Learning objectives**

- Teacher make lecture and presents materials like: diagrams, pictures, video clips etc.; - Teacher solves a concrete problem on Traffic Safety matter and together with students reaches conclusions about right Traffic Safety behavior; - Students solves independently problems on Traffic Safety - Students make presentation on problems that they have solved.
 * Learning methods**

- 15 – 20 minutes for lecturing and presentations; - 10 – 15 minutes for solving an exemplary concrete problem Traffic Safety matter; - 10 – 15 minutes for students independently work; - 10 – 15 minutes for students presentations and discussions
 * Required time**

- Classroom; - Student’s home (for homework)
 * Learning environment**

In the classroom: //Introduction//: Teacher presents basic problems in Traffic Safety mater and more specifically speed and why it is important for traffic. //Theory//: Teacher presents basic relationships between speed, time, distance, acceleration (deceleration) including braking distance and processes that pass in this period. //Statistics//: Teacher present basic statistics data about times for reaction of driver, for breaks operation, for increasing the breaking force to the maximum value and time; time, determined by the physical low, coefficient of friction (named coefficient of adhesion and depends on quality and current situation of the road surface - density, roughness, and humidity; quality of runner rubber -elasticity, dimension, design; speed of driving; air pressure in the runner etc.). //Example//: Teacher solves an exemplary concrete problem in Traffic Safety matter. Main point in this example is stress on relations between drivers’ visibility distance and braking distance. Braking distance is calculated on the base statistics data. For example: When a driver remarks a junction he/she decreases the speed to …. and it helps to stop in a short distance and to prevent a traffic accident (without a dead or heavy injuring). But what would happen if there was rain or ice on road surfaces and the speed was the same? //Students independently work//: Students solve similar examples. They can do it in the classroom or at home (as homework). //Student’s presentation//: Students (or some of them) make presentations on their own work and defend their results on the base of statistics data. The rest of students and the teacher evaluate the presentations.
 * Description of the activity**