Peter Wood from Christ the King Sixth Form College,
says "At the beginning of the year, I get the students to make the
race car, using a 3D software package (Solidworks). This software
is capable of analysing the structural strength of the existing
chassis design, and highlights areas that are weak. The students
then change the design of the chassis, and note any improvements.
One student realised that the roll cage design was flawed and,
after we had shown the evidence to the race authorities, the race
regulations were changed - and the competitors have now had to
change their race car to the CTK specification.
At the race track, students gain first hand experience of health
and safety at work, carrying out risk assessments, and putting
control measures in place - in a way that no teacher could achieve
in a classroom.
I have done a deal with our local KwikFit centre,
where students can compare the work carried out in a garage, to
that of a race mechanic. The differences in the working environment
are then assessed by the students, who carry out a presentation on
how any workplace can be made safer.
We use the idea of the race car across the whole
department so, for example, my colleague (PRY) gets students to
cast items that they have designed as 'souvenirs you might find in
the shop at a race track that would appeal to auto sport
enthusiasts. Math takes on a different meaning when you are doing
acceleration equations, also.
We teach the students to weld at CTK. So when the
race car gets damaged, which happens quite frequently, then the
students get first hand experience of cutting out the twisted metal
- and welding in a fresh piece, all perfectly aligned (as poor work
could result in slower times, and be a danger to the driver). It
really brings home the importance of doing the job right - and not
just making a pretty exemplar for the purposes of pleasing a
teacher.
As a teacher, I can bang on about fuel systems and
try to explain how a differential works. But nothing beats the
"pooch" and "ahhhhhh" when you fire up an engine, while everyone
queues up to sit in the 'hot seat.'
As an enrichment tool, the race car is also a winner.
It gives my students the chance to meet their peers from the upper
and lower sixth engineering classes - as well as the BTEC First
group. In addition, a number of the A-level students, who are
interested in studying engineering at University, accompany us on
the weekend trips to different race tracks all over the UK. So I
have taken students from Business, Tourism, Photography, and Media
on these mini breaks.
We camp out on the edge of the race track, and do all our own
cooking. I get the students to share the chores, collecting water,
chopping onions, and doing the washing up etc. It gives many their
first opportunity to look after themselves and, I believe, improves
their social skills. I still marvel at the number of students who
tell me that it is their first time out of London.
I feel I now better understand my students, being
able to speak to them outside of the confines of the college gates.
They also better understand me, and why I keep harping on about the
need for safety and precision."
If you would like to speak to Peter Wood regarding
this project please contact
him at Christ the King Sixth Form College.