In cities and urban areas, moving people from one place to another, whether from home, work, school or to places where they can relax, is a continuous problem that city leaders face. In this activity, students will investigate how transportation has evolved through the years and how it may continue to change to include more green and sustainable technologies. After viewing the National Design Triennial: Why Design Now? students will see new projects and ideas that address some of these urban issues. Students will also work in small teams to solve a current New York City transportation problem.

Geography

Standard 10. Level II. Understands the nature and complexity of Earth's cultural mosaics 4. Understands cultural change (in terms of, e. g. , the role of women in society, the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources) Standard 15. Level II. Understands how physical systems affect human systems 1. Knows how humans adapt to variations in the physical environment (e. g. , choices of clothing, housing styles, agricultural practices, recreational activities, food, daily and seasonal patterns of life)

History

Historical Understanding. Standard 1. Level II. Understands and knows how to analyze chronological relationships and patterns 4. Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today 5. Distinguishes between past, present, and future time 

Technology

Standard 3. Level II. Understands the relationships among science, technology, society, and the individual 2. Knows areas in which technology has improved human lives (e. g. , transportation, communication, nutrition, sanitation, health care, entertainment) 3. Knows that new inventions often lead to other new inventions and ways of doing things Standard 4. Level II. Understands the nature of technological design 2. Knows that group collaboration is useful as the combination of multiple creative minds can yield more possible design solutions 3. Knows that the design process is a series of methodical steps for turning ideas into useful products and systems 7. Evaluates a product or design (e. g. , considers how well the product or design met the challenge to solve a problem; considers the ability of the product or design to meet constraints), and makes modifications based on results

Students will do the following:                            

• Visit the National Design Triennial: Why Design Now? and look at projects in the Mobility section

 

• analyze the progression of inventions in the area of green or energy efficient transportation

   

• in small teams, be assigned two locations in New York City that are currently underserved by mass transit (or in some cases, any transit)

   

• consider ways to solve this current-day transportation problem with energy efficient transportation options

   

•   ChargePoint ^TM Networked Charging Station . U. S. and Denmark. Peter H. Muller, Interform for Coulomb Technologies, Inc. U. S.
• IDEA Plug-in Hybrid Electric Fleet Vehicle . David Busch and Rollin Nothwehr, Bright Automotive, Inc. U. S.
• IF Mode Folding Bicycle . Mark Sanders, MAS Design and Ryan Carroll and Michael Lin, Studio Design by Pacific Cycles. United Kingdom and Taiwan.
• MIT CityCar . Smart Cities, MIT Media Laboratory, with MIT Department of Architecture and MIT Department of Urban Studies & Planning. U. S.
• NYC Hoop Rack . Ian Mahaffy and Maarten de Greeve for New York City Department of Transportation. Denmark and U. S.
• Samarth Bicycle Trailer . India. Radhika Bhalla. U. S.
• Metropolitan Transit Authority Website. Use website for finding NYC subway maps: https://www. mta. info/nyct/maps/submap. htm

• Copies of NYC five boroughs map

   

• Tracing paper to indicate locations

   

• Markers

   

• Drawing paper

   

• Pencils

   

• Optional model building supplies

   

• Transportation- the business of conveying people, goods, etc

   

• Sustainable transportation- a concept , an ideology and, in some countries, a governmental policy that consists of strengthening or replacing the current transport systems of an urban / suburban area with more fuel-efficient , space-saving and healthy lifestyle-promoting alternatives

   

• Green energy- the provision of energy such that it meets the needs of the present without compromising the ability of future generations to meet their needs

   

• Biofuel- Fuel produced from renewable resources, especially plant biomass, vegetable oils, and treated municipal and industrial wastes

   

The purpose of this activity is to provide students with an opportunity to analyze a problem and brainstorm ways to solve it.

1. Divide the class into small groups. Give each team a set of maps of New York City with two locations marked on these maps (CHOOSE: 1. Eastern Parkway (Brklyn) to Flushing Meadows (Qns); Van Cortland Park (Mnhttn) to Pelham Bay (Brnx); Brooklyn College (Brklyn) to Jamaica Bay (Qns); Bronx Zoo (Brnx) to Roosevelt Island (Mnhttn); Silver Lake Park (Sttn Isl. ) to Battery Park (Mnhttn)). Tell students that they need to come up with a system to move people from one site to another that is economical, environmentally friendly, and energy efficient. They should consider whether one of these locations is for work or for recreation and if the means of transport lends itself to the experience (for example, quiet for work travel, fun and relaxation for recreational trip). Explain to students that the goal is to think creatively about an existing problem. It's the thinking process that is important NOT the feasibility of the idea.

2. Have teams write down all their ideas. Ask students to select one of the ideas and draw an illustration of the idea. If time permits and it makes sense with their proposal, you can provide materials for students to be able to create models for their transportation system.

3. Provide time for students to share their ideas.

• What sustainable features does your transportation system include?

• Is your system scalable - can it get bigger or smaller depending on use or population?

• Does your system take into account the destination of the rider?

• Does the system work in conjunction with the NYC Metro? Is it separate from all other forms of transportation?

• Would this system be an adjustment for people or is it similar (inspired by) a current system in use?

• CHNDM Green Design Lesson Plans

                  Mobility: Moving to a  Green Beat                         A Green City: Past, Present and Future                          Fuel for Change                          Bike Rack Remix                          Traveling Lightly: What’ s My Footprint?

• Decide on most creative and applicable transportation design.

   

• Find areas in school to display poster boards.

   

• Discuss means of better and more efficient transportation (i. e. carpooling).

   

• Write letters to City Council expressing needs of more efficient transportation.