sci 1 young dragons

8/8/2019 SCI 1 Young Dragons

http://slidepdf.com/reader/full/sci-1-young-dragons 1/32

S c i en c e .K S 3 C y c l e C ur r i c u l um P a ck .V er s i on1 .A pr i l 2 0 0 9

Science

KS3 Cycle Curriculum PackProject one – Young Dragons

.1

Summary

This curriculum resource is designed to use cycling and aspectsrelating to it in order to understand how science works. Thematerials use cycling and associated resources to explorescientific knowledge, theories and models to provide a deeperunderstanding of the scientific process.

Batteries not included

Students will use and develop their knowledge of electricity in developing asafe lighting system for cycle users. This context requires them to exploreways of accessing energy that does not include batteries. Once the scientific

aspects have been explored students will have the opportunity to developtheir business skills as they take their initial ideas of a lighting system andgo into production, then marketing, of this new product.

Young Dragonssummary

Teachersonly



S c i e n c e .

K S 3 C y c l e

C u r r i c u l u m P a c k . V e r s i o n 1 . A p r i l 2 0 0 9

Science


Page 1.2

Teaching delivery map

Areas within government initiatives/programmes

Initiative/programme How the project links to this initiative/programme

Key Stage 3 (KS3) science Section 1 – How science works.Section 4 – Energy, electricity and forces.

Every Child Matters (ECM) • Safe from accident, injury and death• Develop enterprising behaviour• Enjoy and achieve

Healthy Schools (HS) • Personal, Social and Health Education (PSHE)

Social and Emotional Aspects • Motivation

of Learning (SEAL) • Social skills

Sustainable Schools (SS) • Energy and water• Traffic and travel• Inclusion and participation

Young Dragonsteaching delivery map

Teachersonly




Science


Page 1.3

Teaching notes and

lesson plans

Young Dragonslesson plans

Teachersonly

Batteries not included!Context: The Mayor of London bans batteries because of their environmentaldamage. Students have to decide how they are going to overcome theproblems of cycling to school on dark mornings or home in the twilight byusing and/or developing a cycle lighting product that is more environmentallysustainable. This will include an enterprise activity that will require studentsto go through the processes of either developing a new product or sellingthe new product.

Knowledge: Students will need to have some understanding of the history

of cycle lamps, how they developed and the types currently available.

Investigative science skills: Students will need to use their science skills toinvestigate different types of electrical energy generation.

Business skills: Students will be required to develop their business skills inthe product development area or in the sales and marketing area.



S c i e n c e .

K S 3 C y c l e


Science


Page 1.4

Teaching notes and

lesson plans

Young Dragonslesson plans

Teachersonly

Batteries not included! (continued)Activity 1Setting the scene

Activity 2History of cycle lamps and safety

Activity 3What are the alternative sources of energy for cycle lamps?

Activity 4Developing the cycle lamp business

Resources:

Handout 1 History of cycle lamps

Worksheet 1 Solar experiment

Handout 2 Trevor Baylis

PowerPoint 1 Inducing an electrical current

Worksheet 2 Producing an induced currentPowerPoint 2 The traditional cycle dynamo

Handout 3 Developing the cycle lamp business




Science


Page 1.5

Teaching notes and

lesson plans

Setting the sceneThe Mayor of London, in line with the need to helpsave global resources, has banned all batteries!*

Why has he done this? Teacher-led discussion on the problem withbatteries and the benefits of using non-battery lights. Helpful informationis set out below:

• What takes 10 times more energy to produce than it gives out?The answer is a domestic non-rechargeable battery

• Over 400 million batteries are thrown away each year

• Recycling facilities are very limited

• There are two main types of batteries: rechargeable and non-rechargeable,each with their own physical and chemical properties. Batteries of all typesare made from various heavy metal compounds and do not biodegradeafter disposal

• In 1991, the European Union passed a directive to limit the pollutionpotential of batteries. Since then, battery manufacturers have reduced theamounts of heavy metals required to manufacture batteries and some,

such as mercury, have been almost eliminated entirely. Although this hashad the effect of reducing the pollution potential, the batteries are alsomuch less valuable, making recycling a more expensive proposition

• Non-rechargeable batteries disposed of through the normal householdwaste stream are not classed as hazardous waste, as long as they arenot thrown away in bulk

• Rechargeable batteries including car batteries, mercury dry cell types andso-called NiCd are classed as hazardous waste, no matter how small thequantity. Once collected they can be recycled: the cadmium from NiCdbatteries is separated and refined so that it is 99.99 per cent pure and is

used again for battery manufacture. The salvaged nickel is used for theproduction of stainless steel

Young Dragonsactivity 1 – structure

Teachersonly

* Note: This is a fictitious headline to set the scene for this activity. At the time ofwriting the Mayor of London has not banned all batteries.



S c i e n c e .

K S 3 C y c l e


Science


Page 1.6

Teaching notes and

lesson plans

Setting the scene (continued)• Some larger shops offer recycling facilities for rechargeable batteries,

although it is best to contact the manufacturer for guidance.

• In terms of environmental benefit, it is best to avoid using disposablebatteries where possible

• See also the Bitesize website:www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electricityintheory/advancesinelectricaldevicesrev3.shtml


Teachersonly




Science


Page 1.7

Teaching notes and

lesson plans

History of cycle lamps and safetyStudents investigate cycling safety issues with special reference to lightsand also review some of the history of cycle lighting.

Starter questions:

• Is it safe to ride home on your bike if you have no lights?

• Is it legal to do so?

• What did cyclists do before batteries were invented?

THINK!Advice for cyclists

Cyclists and drivers both have a right to use our roads – but sometimesthey need to give a bit more thought to each other. The following is takenfrom the Department for Transport’s Think Road Safety website:www.dft.gov.uk/think/

Dos and don’ts for cyclists

• Be visible. Ride well clear of the kerb, wear bright clothing and always

use lights after dark or in poor weather conditions• Show drivers what you plan to do. Always look and signal before you

start, stop or turn

• Ride a straight line past parked cars rather than dodging between them

• Don’t jump red lights

• Don’t ride on pavements

• Don’t ride the wrong way up one-way streets, unless there’s a signsaying cyclists can

• Don’t ride across pedestrian crossings


Teachersonly

Source: www.dft.gov.uk/think/© Crown copyright 2009



S c i e n c e .

K S 3 C y c l e


Science


Page 1.8

Teaching notes and

lesson plans

History of cycle lamps and safety (continued)Dos and don’ts for motorists

• Expect sudden movements by cyclists, especially in windy weather andon bad road surfaces

• Watch for cyclists on the inside when you turn left

• Always look for cyclists before opening a car door

• Give cyclists turning right extra consideration

• Don’t squeeze past cyclists – give them space, at least half a car’s width

• Don’t dazzle cyclists – use dipped headlights, the way you would withanother car

• Don’t get annoyed when cyclists ride away from the kerb – they need toavoid drains and potholes, and be seen as they come to junctions withside roads

Source: www.dft.gov.uk/think/© Crown copyright 2009

Further help is available at:

www.whycycle.co.uk/safety-lights.htm

History of cycle lamps

Handout 1 shows some examples of old bicycles and bicycle lamps.


Teachersonly




Science


Page 1.9

Teaching notes and

lesson plans

What are the alternative sources of energy forcycle lamps?

There are two key areas for consideration:

• Discuss the possible options and solutions. Include: wind, solar, wind-upand dynamo. How do these work?

• Once electrical energy is generated how will the energy be stored if itneeds to be? Discuss this further with the students

1. Solar photovoltaic cells

Try using a solar panel to generate electricity – see Worksheet 1:‘Solar experiment’.

Students should research what else solar power can be used forat websites such as:

www.greenshop.co.uk(click on ‘Energy’, then ‘Gadgets’, then ‘Educational toys’)

www.solarshopper.co.uk/Products/toys.html

Encourage them to find as many novel uses as possible.

2. ‘Wind-up’ technology

How does this work? Look at Trevor Baylis and the wind-up revolution hecreated with the wind-up radio. More information about Trevor is containedin the box on Handout 2.

The clockwork radio is a radio powered by a clockwork wind-up mechanismthat powers an electrical generator inside the radio. How is the energystored? It’s not in batteries, so how? By using a constant velocity spring!This stores the generated energy as potential energy.

Students could make a wind-up cycle lamp but please note that thistechnology is not readily available for schools. You may only be able toshow the students a wind-up torch or radio.


Teachersonly



S c i e n c e .

K S 3 C y c l e


Science


Page 1.10

Teaching notes and

lesson plans

What are the alternative sources of energy forcycle lamps? (continued)

3. Dynamos

Students need to appreciate that there are two types of dynamos – thetraditional and the modern – although the scientific principles are the same.They first need to understand the concept of magnetic induction.

Michael Faraday (1791-1867)

Faraday was a British chemist and physicist who contributed significantly

to the study of electromagnetism and electrochemistry.

In 1821 he published his work on electromagnetic rotation (the principlebehind the electric motor).

In 1831, Faraday discovered electromagnetic induction, the principlebehind the electric transformer and generator. This discovery was crucial inallowing electricity to be transformed from a curiosity into a powerful newtechnology. During the remainder of the decade he worked on developinghis ideas about electricity.

Source: www.bbc.co.uk/history/historic_figures/faraday_michael.shtml


Teachersonly

Magnetic induction

• View the PowerPoint presentation about induced current

• Carry out a traditional experiment with a voltmeter to show how inducedcurrents are produced

• For graphed data, use a voltage sensor and a datalogger to show thevoltage produced and simply move the magnet in and out of the coil.Or drop a magnet through a coil in the traditional experimental procedure.See Worksheet 2: ‘Producing an induced current’

• Go back to the PowerPoint questions to show how the voltage canbe altered




Science


Page 1.11

Teaching notes and

lesson plans


Useful information can also be found on websites such as:

www.bbc.co.uk/schools/ks3bitesize/science/physics

www.gcse.com/energy/generation.htm

Traditional dynamos: How do they work?

See the PowerPoint presentation about dynamos.

Your science department apparatus will probably include a dynamo for the

students to see working. Demonstrate this to them.

A good working unit to demonstrate different forms of energy productionand transfer is available from the Science Enhancement Programme (SEP) at:www.sep.org.uk

New dynamos

The new generation of cycle dynamos work on the same principle as thetraditional ones – using a magnet and a coil – but here a moving magnet isencased inside the coil and a magnet is attached to the wheel of the cycle.As the wheel magnet passes the internal magnet it causes it to move/rotate

and this movement creates the electric current.

The ‘new’ dynamo

See: www.freelights.co.uk/how.html for more information about no-battery

bicycle lights.


Teachersonly

CoilLED LED

N S

N S

CoilLED LED

N S

N

S

CoilLED LED

N S

N S

CoilLED LED

N S

N

S

CoilLED LED

N S

N S



S c i e n c e .

K S 3 C y c l e


Science


Page 1.12

Teaching notes and

lesson plans


Students could make a ‘new’ dynamo of their own in the lab. There is aDIY kit available at: www.freelights.co.uk/kit.html with instructions at:www.freelights.co.uk/howmake.html

Summary

Students will now understand the different ways in which low-voltageelectricity can be generated by simple, cost-effective methods. They willnext need to consider which method is best for a cycle lamp.


Teachersonly




Science


Page 1.13

Teaching notes and

lesson plans

Developing the cycle lamp businessIn developing the cycle lamp business there are two options for students:

1. Invent a new type of bicycle lamp – they will have to design themechanism and outer casing, have it manufactured and then offer it tocompanies to sell (or sell it directly themselves).

2. They could market and sell a ‘ready-made’ product.

Outline of possible options

See Handout 3 for more information about the two options.


Teachersonly

Make your ownor sell someoneelse’s product?

Key pointsfor franchise/ supplier role:

What to sell?

Marketing

Advertising

Outlets: shop, direct,web, exhibitions,cycle events

Excel sheets,forecasts

Sales, margins, VAT

Key pointsfor buildingown product:

Research anddevelopment (R&D)

Design of mechanism

Design of casing

Where to build

Manufacturing costs

Assembly costs

Final costs

Marketing and sales



S c i e n c e .

K S 3 C y c l e





Science


Young

Dragons...Handouts and worksheets for photocopying



S c i e n c e .

K S 3 C y c l e





Science


Page 1.17

Activity 2

Handout 1

Page 1 of 1

History of cycle lamps

Old c ycle lamp

Old cycle lamp

Old dynamo lamp

Car bi de lamp

Modern c ycle lamp

W i nd -up cy cle lamp



S c i e n c e .

K S 3 C y c l e


Science


Page 1.18

Activity 3

Worksheet 1

Page 1 of 3

IntroductionUse a solar panel to show how electricity can be produced by a photovoltaic cell.

Safety

You must a) Check all health and safety regulations relating to this activity, andb) Carry out a risk assessment

Equipment list

Option 1: Voltmeter, solar cell, crocodile clips, 4mm leads, bench lamp or similar

light sourceOption 2: PC with datalogging software, datalogger voltage sensor, solar cell,

crocodile clips, 4mm leads, bench lamp or similar light source

Method

Option 1:

• Prepare the circuit as shown in the diagram

• Switch on voltmeter and face solar cell into window or usea bench lamp. Vary light source to show change in voltage output.

Record maximum and minimum voltages in different conditions

• Try full sun/lamp, shaded and normal room light levels. Does a 50 per cent reductionin cell surface area equal a 50 per cent reduction in voltage?

Option 2:

• Set up the apparatus as for Option 1 but connect a voltage sensor to the solar cell ratherthan a voltmeter. Connect the sensor to the datalogger and then to the PC. Open software

• Start recording and vary the light source to show how the datalogging software graphsthe changes

• Use the PC to do an hour-long (or more) recording of the natural light changes withinthe room. This can also be used to illustrate the diurnal rhythm changes in light

Solar experimentAn activity to show how a solaror photovoltaic cell functions

Name Date

Class




Science


Page 1.19

Activity 3

Worksheet 1

Page 2 of 3

Option 1 diagram


Name Date

Class

solar panel

voltmeter



S c i e n c e .

K S 3 C y c l e


Science


Page 1.20

Activity 3

Worksheet 1

Page 3 of 3

Option 2 diagram


Name Date

Class

OR

solar panel

datalogger

computer

voltmeter




Science


Page 1.21

Activity 3

Handout 2

Page 1 of 2

Trevor G Baylis was born in Kilburn, London, in 1937 and spent hisboyhood in Southall near London. Trevor was always an avid swimmer andby the age of 15 he was swimming competitively for Britain. At 16 he joined the Soil Mechanics Laboratory in Southall and began studyingmechanical and structural engineering at the local technical college.

At 20 years of age he began his National Service as a physical traininginstructor, and he swam competitively for the Army and Imperial Services.Upon leaving the army in 1961, Trevor joined Purley Pools as a salesman.He quickly advanced in this firm and was soon involved in research anddevelopment. He went on to start his own successful swimming pool

company. His love of swimming led Trevor to work as a stuntman onvarious television shows, performing escape feats underwater. Trevor’shouse even has an indoor swimming pool where he can relax. His otherpassion has been inventing, especially inventing products that might helpthe physically handicapped. Another part of his house has a fullyequipped workshop.

In 1991, Trevor watched a programme about thespread of AIDS in Africa, which observed that inmany regions radio was the only available means ofcommunication, but the need for batteries orelectricity made them too expensive or toodifficult to access. There was a need for aneducational tool that did not rely on electricity.

Trevor picked up on the word ‘need’. Need is thecatalyst for an inventor’s ‘raison d’être’ and Trevorrose to the occasion. In his workshop at homehe experimented with a hand brace, an electricmotor and a small radio. He found that the braceturning the motor would act as a generator that would supply sufficientelectricity to power the radio. The addition of a clockwork mechanismmeant that a spring could be wound up and that as the spring unwoundthe radio would play. His first working prototype ran for 14 minutes on atwo-minute wind. Trevor had invented a clockwork (wind-up) radio!

Trevor BaylisInventor of the wind-up technology



S c i e n c e .

K S 3 C y c l e


Science


Page 1.22

Activity 3

Handout 2

Page 2 of 2

Trevor attempted to promote his invention, but manufacturers were notconvinced of its commercial value. After many rejections Trevor got lucky.In April 1994 Trevor’s invention was featured on the BBC programmeTomorrow’s World. The product’s potential was immediately recognised bycorporate accountant Christopher Staines and South African entrepreneurRory Stear. In South Africa, the details of the invention were broadcastover a Johannesburg radio station. Hylton Appelbaum, head of the LibertyLife Group, heard the broadcast and was immediately impressed by therelevance the ‘Freeplay’ technology had to South Africa, a country wherethe vast majority of people are rural and poor, and do not have access toelectricity. With funding from the Liberty Group, Staines and Stear in 1995,

Trevor set up BayGen Power Industries in Cape Town. Next, the possibility ofhaving disabled people do the radio assembly was considered. Dr WilliamRowland, President of Disabled People South Africa endorsed the idea.Liberty Life provided the funding to begin production in conjunction with agroup of organisations for the disabled, who became business partners inthe venture. Technical development was provided by the Bristol UniversityElectronics Engineering Department. Shortly thereafter production of theradio began in Cape Town by BayGen Products PTY South Africa.

In June of 1996 the Freeplay radio was awarded the BBC Design Awardfor Best Product and Best Design. Trevor Baylis met Queen Elizabeth and

Nelson Mandela at a state banquet and went to South Africa with theDutch Television Service for a programme that documented his life. Hetook part in the BBC’s update of the QED programme ‘The ClockworkRadio’, which was broadcast in September 1996.

In 1997, the new-generation Freeplay Radio 2 rolled off the production line inSouth Africa. Smaller and lighter than the original model, the new radio hadbeen designed specially for the Western consumer market and would run forup to an hour with a 30-second wind-up. Trevor participated in the Sky TVprogramme Beyond 2000 featuring his inventions. He was awarded thePresident’s Medal by the Institute of Mechanical Engineers and addressed

the Conference of Commonwealth Ministers in Botswana for the BritishCouncil. In October, Trevor was awarded the OBE by the Princess Royal atBuckingham Palace, and was featured in an edition of This Is Your Life.

Trevor BaylisInventor of the wind-up technology

Source: http://windupradio.com




Science


Page 1.23

Activity 3

PowerPoint 1

Page 1 of 2

Inducing an electrical current

Science Young Dragons Activity 3Inducing an electrical current

Dynamos –

How they work.

Curriculum Focus on Cycling 2009 Transport for London


Induced current



Induced current

– What happens when you move a magnet into a coilof wire?

– What happens when you hold the magnet in the coilof wire?

– In what direction is the current produced when youpush the magnet into the coil?

… and when you pull the magnet from the coil,keeping the magnet pole in the same direction?

– What happens when you reverse the poles andrepeat the actions above?




S c i e n c e .

K S 3 C y c l e


Science


Page 1.24

Activity 3

PowerPoint 1

Page 2 of 2

Inducing an electrical current


How can you increase the current?

– Move the magnet in and out faster?

– Use a stronger magnet?

– Increase the number of ‘turns’ on the coil?

– Increase the size of the coil?



Questions

– Does it matter if the magnet is insidethe coil?

– Can the magnet be outside the coil?

– Can you move the coil, not the magnet?

– Can you use a magnetic field rather than a bar magnet?





Science


Page 1.25

Activity 3

Worksheet 2

Page 1 of 3

Introduction

Use a magnet and coil to show how a current can be induced.

Safety

You must a) Check all health and safety regulations relating to this activity andb) Carry out a risk assessment

Equipment list

Option 1: Voltmeter, bar magnet, coil (or wire to make your own coil), crocodile clips,4mm leads

Option 2: PC with datalogging software, datalogger voltage sensor, bar magnet, coil

(or wire to make your own coil), crocodile clips, 4mm leads

Method

Option 1:

• Prepare the circuit as shown in the diagram

• Connect the voltmeter and move the magnet into the coil. Record what happens on thevoltmeter. Hold the magnet steady in the coil – what is happening to the voltmeter?Pull the magnet out from the coil – record what is happening on the voltmeter

• Try moving the magnet in and out of the coil quickly; use a stronger magnet; increasethe number of turns on the coil. In each case record the changes that take place

Option 2:

• Set up the apparatus as shown in the diagram. Open the software

• Start recording and move the magnet into the coil. Any changes will be recorded on themonitor screen. Hold the magnet steady in the coil then pull the magnet out from the coil.Look at the graph to see the results

• Try moving the magnet in and out of the coil quickly; use a stronger magnet; increase thenumber of turns on the coil. Look at the graphed data and explain the differences

• Use the fast-capture capacity of the PC and datalogger to show what happens when themagnet is dropped through the coil – make sure you catch it! Repeat with different coilsand magnets and overlay the graphs to show the differences

Producing an induced current

Name Date

Class



S c i e n c e .

K S 3 C y c l e


Science


Page 1.26

Activity 3

Worksheet 2

Page 2 of 3


Name Date

Class

Option 1 diagram

Induced current using a voltmeter and produced by

simple movement of magnet into and out of coil

voltmeter




Science


Page 1.27

Activity 3

Worksheet 2

Page 3 of 3


Name Date

Class

Option 2 diagram

Induced current produced by:

a) simple movement of magnet into and out of coil orb) by dropping a magnet through the coil

datalogger

computer

voltmeter



S c i e n c e .

K S 3 C y c l e


Science


Page 1.28

Activity 3

PowerPoint 2

Page 1 of 1

The traditional cycle dynamo

Science Young Dragons Activity 3The traditional cycle dynamo

Dynamos –

How they work.



Cycle dynamo


tyre

to thelightingcircuit

coil of insulated wire

soft iron core

magnetattachedto rotor

rotor


Cycle dynamo


tyre

to the lighting circuit

front lightrear light

dynamo

coil of insulated wire

soft iron core

magnet attached to rotor

rotor




Science


Page 1.29

Activity 4

Handout 3

Page 1 of 4

Key points for building own product:

• Research and development of product type: You should use theinformation gathered from the experimental activities to decide on theenergy source for the cycle lighting, for example, solar, dynamo, etc

• Design of mechanisms: You need to decide how you will design theinternal mechanisms to a size that will be ideal for a cycle lamp.It must be small and light yet robust and durable

• Design of casing: The outer casing or enclosure will be determinedto some extent by the mechanism used. How big does it need to be?Shape is important because it needs to be streamlined and attractive

to cyclists. Is it waterproof, strong and durable in case it is dropped orknocked or the bicycle falls over?

• Talking to other specialists: Your cycle lamp business may beresponsible for and very good at research and development but is itequally good at design, marketing and selling? You need to discuss thedevelopment with the different teams involved, or use external helpif there is a small company nearby. Outside specialists may knowmore about the market trend, design, what’s ‘cool’, etc. It is not justa question of making a product but making sure that everyone wantsone (even if they do not need one!)

• Where to build: Will the cycle light be built in-house, or is it to bemade elsewhere? Many products are now manufactured in the Far Eastto take advantage of lower labour costs. You need to decide if this issomething your business should do, or can the product be built in theUK, or possibly Eastern Europe? You should consider what this meansin terms of monitoring quality and manufacturing

• Manufacturing costs: The manufacturing costs will be a major factorin the final price of the cycle lamp. You should research what price your

‘competitors’ sell cycle lamps for

Developing the cycle lamp business



S c i e n c e .

K S 3 C y c l e


Science


Page 1.30

Activity 4

Handout 3

Page 2 of 4

Key points for building own product (continued):

• Assembly costs: The manufacturing costs relate to the actual productionof the lighting mechanism, but this then has to be fitted into the casingand the casing put together to make the final lamp. Decide whether themanufacturing and assembly can be done in the same place/factory,or whether the parts need to be moved to the new business’s or yourown premises for assembly. What implications does this have?

• Final costs: The final cost is a combination of the manufacturing costsplus the assembly costs, and possibly the cost of shipping if the productis made overseas. How does this cost compare with competitors?Have you included import taxes if the product is being made overseas?

Making a spreadsheet to list the different costs involved will be a helpfulexercise. If this is shared among the different ‘departments’ you willbe able to decide the final cost to the customer as a group exercise –is the design too expensive, the right price or much cheaper thanthe competition?

• Other factors: Once the product is made then it can be handed over tothe Marketing and Sales department to begin the process of marketing,advertising and selling. Who is responsible for packaging and brandingof the product? Don’t forget about the cost of sales and delivery tocustomers. Are these costs already included in the final product costs,

or do they need to be added?





Science


Page 1.31

Activity 4

Handout 3

Page 3 of 4

Key points for selling someone else’s product:

• Decision time: You need to decide what you intend to sell and why?What product did you choose and what features made it attractive toyou? Did you choose it knowing there was going to be a big demand forthis product? Or simply because you are a cycle enthusiast with a shop?

• Sourcing the product: You also need to look at the arrangementswith the manufacturer. Are you the exclusive distributor of this product;are you one of many sellers or is it a formal franchise? If you are exclusivethen can you sell via other outlets, for example cycle shops, car partsretailers or garages

• Marketing the product – 1: What are the unique features of thisproduct? Why is it better than other similar products? Is it the design,robustness, innovative technology or price? You can list the features ofthe product and do some research into the competition’s specificationand price

• Marketing the product – 2: You must decide how you are goingto market the product – brochures, catalogues and mail order, flyers,exhibitions, cycle events, the internet, radio and TV adverts areall options

• Selling the product – 1: Price and costs! How have you priced yourproduct? Does your price include all the related costs of buying in,delivery, marketing, advertising, sales, premises, delivery to thecustomer, etc

• Selling the product – 2: Do you have your own retail outlet, forexample a cycle shop? Or will the product be sold by other methods,or a combination of methods? Look again at Marketing 2 above and list theways in which you may wish to sell and the costs that this might incur.For example, if you are selling via a website what does it cost to set up

and maintain the site and to provide a secure payment environment?Or if you are targeting cycle events what is the cost of attending theevent, travel, hiring a stall, etc




S c i e n c e .

K S 3 C y c l e


Science


Page 1.32

Activity 4

Handout 3

Page 4 of 4

Key points for selling someone else’s product(continued):

• Forecasts: Set up a spreadsheet to show the estimated costs andoverheads of the business and the margin you expect to make as profit.From this, you can calculate how many products you need to sell tofirst break even and then to make a profit

• VAT: Don’t forget this needs to be added to the product costs andfinal selling price


sci 1 young dragons

Documents