SCI-4-Looking Beyond The UK

Science Summary
KS3 Cycle Curriculum Pack

Project four – Looking Beyond the UK
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Looking Beyond the UK

summary
This curriculum resource is designed to use cycling and aspects
relating to it in order to understand how science works. The
materials use cycling and associated resources to explore
scientific knowledge, theories and models to provide a deeper
understanding of the scientific process.
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Human endeavour
Cycling is considered a beneficial form of exercise – many view it as a
competitive sport. This project moves the focus towards the science
of human endeavour and the technical development of the bicycle as
a machine.
In the introduction to this theme students will be asked to review
performance data from world record holders and encouraged to draw
inferences from the data which can be explored throughout the project.
Building on the work completed in Project three: The Big Debate, we will
explore the issues of fitness and diet from the perspective of preparing for
a competitive environment. Recognising that not everyone is excited by the
prospect of competitive cycling, it is possible for children to take on the
role of cycling team manager and assist their team in the preparations for
an event, for example the London 2012 Olympic and Paralympic Games.
This project will explore factors affecting the performance of the top
athletes in the sport of cycling. Opportunities will be available for students
to explore their own fitness levels and to develop fitness and diet regimes
which could prepare them (or their team) for a cycling challenge at the
appropriate level.
The application of science in the bicycle is explored; experiments into
forces in motion and materials technology form the last two sections
of this project.
Finally, with the 2012 Games in mind, students can consider all that has
been explored in the four sections to produce their plan for preparing a
team for the event. This should enable them to appreciate that the final
selection of team, fitness and diet regimes, and cycle technologies will
be a compromise!
Science Teaching delivery map
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teaching delivery map
Areas within the Key Stage 3 (KS3) programme of study
Unit no. Unit summary
1.1a1 Scientific thinking – developing explanations using ideas and models.
1.2a Planning an approach.

1.2c Assessing risk and working safely.
1.2d Obtaining and presenting primary evidence.
1.2f Critical interpretation and evaluation of secondary evidence.
2.1 Life processes.
4.1 Forces – recognise how simple quantitative relationships can be applied
to the way:
• Objects move
• Forces can be spread out or concentrated
• Forces can have a turning effect
Forces – recognise forces acting on an object in different situations.

Science Teaching delivery map
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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 2 – Organisms, behaviour and health.
Section 3 – Chemical and material behaviour.

Section 4 – Energy, electricity and forces.
Every Child Matters (ECM) • Physically healthy
• Healthy lifestyles
• Enjoy and achieve
Healthy Schools (HS) • Personal, Social and Health Education (PSHE)
• Healthy eating
• Physical activity
Social and Emotional Aspects • Self-awareness
of Learning (SEAL) • Managing feelings
• Motivation
• Empathy
• Social skills
Sustainable Schools (SS) • Food and drink
• Travel and traffic
• Inclusion and participation
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 4.4
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lesson plans
Human endeavour
The project has four main sections following a short introductory session,
each containing activity plans, references and support material.
Setting the scene

Human achievement on a bicycle
Activity 1
Fitness
Activity 2
Diet
Activity 3
Techniques/methods of cycling
Activity 4
Bicycle technology
Note
Project three: The Big Debate focuses on the levels of health and fitness
of the UK population. There may be some overlap between this and the
first two activities of Project four: Looking Beyond the UK. However, the
latter focuses on elite performance with the aim of looking forward to
performances at the London 2012 Olympic and Paralympic Games. It is
possible to go straight to Activity 3: ‘Techniques/methods of cycling’ and
Activity 4: ‘Bicycle technology’ of this project if required.
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setting the scene – introduction
Human achievement on a bicycle

Objective
This can be a short introductory session that simply determines students’
prior knowledge. More in-depth work can be done with the data provided
if time permits.
The main purpose of the introductory activity is to lead the students to
focus on four key areas that may impact on cycling performance:
• Fitness
• Diet
• Techniques/methods of cycling
• Bicycle technology
The subsequent activities could be undertaken as small group activities,
with each group then producing a display or presentation to the rest of
the class (or the whole school), or they can be completed as a ‘circus’
of investigations over a period of time where all students complete
all activities.
At the end of the series of activities the group then decides on the
optimum solution for each of the four key areas to apply to their chosen
Olympic team and come up with a timeline of activities and developments
to ensure they reach peak performance for the 2012 Games.
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setting the scene – structure
Human achievement on a bicycle (continued)

Starter activity
Group discussion: Determine the prior knowledge of the group by asking key
questions about human achievement on a bicycle. Use PowerPoint slides:

‘When is a bike a bike?’ (see CD in ‘Additional resources’).
Students consider the following questions:
• How fast is the world’s fastest bicycle?
• What part of the world is likely to be the best place to attempt
a world record and why?
• What special design features would a bicycle have to attempt
a world record?
• Which is the fastest record – a solo cyclist or tandem cyclists?
Following this initial discussion ideas presented by students are recorded
on sticky notes and displayed for future reference. A ‘speedometer’ could
be created with each student’s suggested answers to these questions
placed at the appropriate point using a sticky note.
Main activity: Research

Using the data provided in the resources section and other data sets available
on the internet, students conduct an analysis of cycling performance data
over the past 50 years and then make predictions on anticipated performance
levels in the London 2012 Olympic and Paralympic Games.
This may include data analysis of cycle track records held over the years
and of any factors that may have influenced performance, such as:
• Location – effect of altitude on the human body
• Technology – advances in materials technology to provide
more efficient bikes
• Training programmes – links to health and fitness
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setting the scene – structure
Human achievement on a bicycle (continued)

Students will be given the opportunity to consider all of the trends in the
data sets and determine their own programme for success in the cycling
events of the 2012 Olympiads. Taking on the role of team coach/manager,
they will aim to ensure Britain has success in the medals table through:
• Effective use of available technologies

• Selection of elite performers
• Enhancement of performance levels through appropriate preparation
and planning
Equipment required
• IT facilities or printed sheets of data if analysis to be undertaken
Resources:
PowerPoint When is a bike a bike?
Additional resource Olympic record pdfs
Additional resource World record progression spreadsheets and pdfs
Spreadsheets and pdf files of the current cycling track records are included
on the CD in ‘Additional resources’. If you want the students to find this
information for themselves, it can be accessed on the following websites:
Union Cycliste Internationale:
www.uci.ch
Beijing 2008 archived records:
http://en.beijing2008.cn/80/68/column211716880.shtml
Olympic movement official website:
www.olympic.org/uk/sports/records/results_uk.asp
www.olympic.org/uk/utilities/reports/index_uk.asp
Science
Looking
Beyond
the UK...
Handouts and worksheets for photocopying

Setting the scene
Science Setting the scene
KS3 Cycle Curriculum Pack PowerPoint 1
Project four – Looking Beyond the UK Page 1 of 7
Page 4.11
When is a bike a bike?
Science Looking Beyond the UK Setting the scene


Curriculum Focus on Cycling 2009 Transport for London



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Questions
– How fast is the world’s fastest bike?

– Where would you attempt a world record?
– What design features would a world
record bike have?
– Which is the fastest record – a solo cyclist
or tandem cyclists?

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activity 1 – structure
Fitness
In this activity fitness and fitness regimes related to elite performers are
explored. Simple practical tasks can be conducted by the students to give
a basic indication of their own fitness levels. A longer-term project is
available where fitness indicators are taken at the beginning of the project
and a fitness regime is then followed for several weeks, after which fitness
indicators are taken again.
Objective
Students should learn:
• To relate fitness to the systems of the human body
• That ‘fitness’ is different for different individuals
Starter activity
What constitutes a fit person? Discuss the ways in which a person’s fitness
can be determined.
Possibly use YouTube video clips as students come into the room to draw
their attention and set the scene of the theme.
Group activity
Question and answer session to establish prior knowledge:
• How do we know we are fit?
• How can we measure fitness?
• How can we become fitter?
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Fitness (continued)
Main activity
If Project three, Activity 3: ‘Investigating the benefits of exercise’ has been
completed ask students to review their graphs of pulse rate against time

for each of their journeys. Alternatively, students can complete a series of
activities that give an indication of their level of fitness. If available, use
data loggers with a heart rate monitor attachment to collect data during
exercise and analyse the data on a graph.
Encourage the students to design their own fitness test. This could be
cycling around the school field or running across the playground; the actual
tasks completed will depend on the available equipment. Here is an
example of one that could be done:
• Take resting heart rates and record for future reference
• Step test – locate a stable step or bench (approximately 30cm high)
• Step up to full height, with both feet on the step and then step down
with both feet on the ground
• Repeat at a comfortable pace for five minutes (longer if necessary)
to achieve approximately 70 per cent of maximum heart rate
• Take heart rate immediately after exercise and repeat measurement
every minute until heart rate returns to resting level
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Fitness (continued)
Extension activity: How to become fit
Students plan a fitness schedule, for example cycling to school every day.
A good reference source for them to use is the KidsHealth website:
www.kidshealth.org/kid/exercise/fit/work_it_out.html
This could be run as a long-term project, beginning with students
researching and sourcing advice on a fitness regime for themselves. As a
whole-class activity or divided into groups, they could take measurements
of each other’s heart and breathing rates in a controlled exercise test
before undertaking their individual fitness regimes over a period of several
weeks. Students could then re-do the original exercise test to see how
much their fitness level has improved.
Plenary
Group discussion
Consider the variation in exercise performance in the class. Plot recovery
rates on a graph. How would this compare with top athletes?
Students look at the cycling exercise schedule of Chris Moores, a Transport
for London (TfL) planning engineer (see the Cycling Weekly article of 20 March
2008 included on the CD in ‘Additional resources’) and consider what fitness
means for top athletes.
If a top cyclist were to do the same fitness activity (as the students have
performed in the main activity) what would be different from our activity?
• Top athletes may have to exercise faster or for longer to achieve
a 70 per cent maximum heart rate
• They may be able to maintain a high exercise level for longer
• They may recover to a resting heart rate more quickly
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Fitness (continued)
Equipment required
• Data logging equipment with heart rate monitors

• Stopwatches
• Access to a stable step
Health and safety

Consideration must be given to completing the physical activities safely
and within the capabilities of each individual.
Resources:
Additional resource Training plans,
Cycling Weekly 20 March 2008
Note
Be aware of the need to be sensitive to the circumstances of individual
students and their families, and the need to encourage students to be
sensitive to differences between them.
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Diet
Depending when in Key Stage 3 this activity is completed it could be used
as an exploration of the body’s nutritional requirements, including the main
food groups, balanced diets and the process of digestion.
For the purposes of this activity students consider two areas:

a) The body’s requirements when completing strenuous exercise; and
b) Developing a convenient diet to ensure the body is kept in good
condition during a long period of exercise, for example competing
in the Tour de France
Objective
Students should learn:
• That foods are a source of raw materials for the body
• That foods are the energy resource to maintain the body’s activities
(growth, repair and movement)
• That foods contain a mix of proteins, carbohydrates, fats, vitamins,
minerals, fibre and water
• To use chemical tests to identify proteins, carbohydrates and fats
• To work safely with chemicals
• To present results to highlight significant points
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Diet (continued)
Starter activity
Students look at the body’s nutritional needs, classifying different foods
and food types into the main food groups. This could be done in the form

of a quiz as a group activity.
Group activity
A quiz about placing a range of foods into food groups. Students could
be asked to bring in pictures of different foods from magazines and
newspapers. A selection of pictures of typical foods can then be classified
into the main food groups. A poster display could also be produced.
Alternatively, ask students to bring in the nutritional information panel
from cereal packets to identify the main nutrients contained in food.
Main activity
Students use chemical tests to identify the different food types.
Demonstrate food tests to identify protein, starch, sugars, fats and water.
Highlight the health and safety issues with each procedure. Provide a range
of foods and ask students to work in groups to use food tests to identify
the presence of each food type. Present the data gathered graphically to
explore the most common food types present.
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Diet (continued)
Plenary
Group discussion
Students consider the body’s requirements when competing in a sports
event such as the Tour de France and develop an appropriate diet regime
to ensure a rider in the Tour de France has their full complement of
nutrients and energy to complete the race.
Alternatively, do an IT activity in which students play the nutrition game at:
www.kidshealth.org/kid/closet/games/mission_nutrition.html
Or look at the body’s nutrition demands as a result of exercise – see
Cycling Weekly article: ‘Eating for success’.
Equipment required
A range of practical equipment for the food tests required.
Health and safety

Consider the safety issues associated with all practical procedures.
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Diet (continued)
Resources:
Handout 1 Nutrition information sheet

Additional resource RDEE calculator
Additional resource ‘Eating for success’,
Additional resource ‘Food before rides’,
References
www.kidshealth.org/kid/stay_healthy
www.brianmac.co.uk/nutrit.htm
Note
There is a wide range of websites that can be explored on the subject
of sport-specific diets. If you intend to use a web search tool to locate
appropriate sites you are advised to check these sites before directing
students to them as many go into a high level of detail, which will be
beyond the scope of Key Stage 3.
Science
Looking
Beyond
the UK...

Activity 2
Science Activity 2
KS3 Cycle Curriculum Pack Handout 1
Page 4.29
Nutrition information sheet
Nutrition levels and energy used

For every physical activity, the body requires energy and the amount depends
on the duration and type of activity. Energy is measured in kilo calories
(kcal) and is obtained from the body’s stores or the food we eat. Glycogen
is the main source of fuel used by the muscles to enable you to undertake
both aerobic and anaerobic exercise. If you train with low glycogen stores,
you will feel constantly tired, training performance will be lower and you
will be more prone to injury and illness.
A calorie (cal) is the amount of heat energy required to raise the temperature
of 1g of water 1°C from 14° to 15°C. A kcal is the amount of heat required
to raise the temperature of 1000g of water 1°C.
Nutrient balance
Carefully planned nutrition must provide an energy balance and
a nutrient balance.
The nutrients are:

Proteins – essential for growth and repair of muscle and other
body tissues
Fats – one source of energy and important in relation to fat-
soluble vitamins
Carbohydrates – our main source of energy
Minerals – inorganic elements occurring in the body that are critical

to its normal function
Vitamins – water and fat-soluble vitamins play important roles in many
chemical processes in the body
Water – essential to normal body function – as a vehicle for carrying other
nutrients and because 60 per cent of the human body is water
Roughage – the fibrous, indigestible portion of our diet essential to
the health of the digestive system
Science Activity 2
Page 4.30
What are the daily energy requirements?

Personal energy requirement =
basic energy requirements + extra energy requirements.
Basic energy requirements (BER) includes your basal metabolic rate (BMR)

and general daily activities.
For every kilogram (kg) of body weight 1.3kcal are required every hour.
An athlete weighing 50kg would require 1.3 x 24hrs x 50kg = 1560kcal/day.
For a calculation of your BMR, see the calculator on the resting daily energy
expenditure (RDEE) spreadsheet in the ‘Additional resources’ section.
Extra energy requirements (EER)

For each hour’s training you require an additional 8.5kcal for each kilogram
of body weight. For a two-hour training session, our 50kg athlete would
require 8.5 x 2hrs x 50kg = 850kcal.
An athlete weighing 50kg who trains for two hours a day would require a
daily energy intake of approximately 2410kcal (BER + EER = 1560 + 850).
Science Activity 2
Page 4.31
Energy fuel
Like fuel for a car, the energy we need has to be blended.
The blend that we require is as follows:
57% carbohydrates (rice, pasta, bread, cakes, sugar)

30% fats (dairy products, oil)
13% protein (eggs, milk, meat, poultry, fish)
The energy yield per gram is as follows:

Carbohydrate 4kcal, fats 9kcal and protein 4kcal.
What does a 50kg athlete require in terms of carbohydrates, fats and protein?
Carbohydrates –
57% of 2410 = 1374kcal – at 4kcal per gram = 1374 ÷ 4 = 343 grams.
Fats –
Protein –
Our 50kg athlete requires 343 grams of carbohydrates, 80 grams of fat and
78 grams of protein.
Source: Sports Coach @ www.brianmac.co.uk

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Techniques/methods of cycling
In this activity students learn that a lever is a simple machine which uses
a pivot and that the turning effect of a lever depends on the force applied
and its distance from the pivot. They also look at the uses of levers.
Objectives
In this activity students:
• Consolidate and build on their concept of force and its measurement
• Identify the origin of friction, air resistance and describe situations in
which these forces act
• Use the concept of speed
• Identify situations in which forces are balanced and unbalanced
• Consider the relationship between forces (including balanced forces)
on an object, and its movement
Starter activity
Group discussion
What is a lever? Students identify levers on bikes – how do they help?
Students consider the mechanical processes of cycling:
• Forces in action
• Levers
• Gearing
PowerPoint images of bicycles and components can be used as a stimulus.
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Techniques/methods of cycling (continued)

Main activity
Students conduct simple lab-based experiments to understand forces and
levers and use models to replicate the action of gears.

Students investigate the function of a lever and factors affecting the lever
effect and apply this to bicycles.
Students design an investigation to explore the effect and efficiency of
simple levers as a small group activity.
When calculating moments, typical distances on a mountain bike are chain
set diameters 18cm, 13cm and 9cm, pedal length 18cm. The PowerPoint
slides: ‘How do pedals work?’ have chain set dimensions on them.
Plenary
If possible have a bike in the laboratory to look closely at the range of levers
on the bike and consider what they do and how they do it. This would be
useful as a starter resource too.
If practical using a real bicycle in the laboratory, students apply what they
have learnt in this activity to consider methods of cycling:
• Lying down or upright position?
• How do we get the best mechanical advantage from the human body?
• What is the optimum leg position and extension during cycling?
• Is there a compromise between cycling position for optimum mechanical
advantage and wind resistance?
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Techniques/methods of cycling (continued)

Equipment required
• Masses/force meters
• Rulers or lengths of wood

• Retort stands
• G-clamps
• String or other equipment as required
There is also a range of lever kits available which could be used for
this activity.
Health and safety

Care must be taken with masses and force meters. Make sure students use
eye protection and that all retort stands are set up securely.
Resources:
PowerPoint How do pedals work?
References
Simple lever experiments:
www.practicalphysics.org/go/Experiment_850.html
www.practicalphysics.org/go/Experiment_471.html
How bicycles work:
http://adventure.howstuffworks.com/bicycle1.htm
How mountain bikes work:
http://adventure.howstuffworks.com/mountain-bike.htm
Science
Looking
Beyond
the UK...

Activity 3
Science Activity 3
Page 4.39
How do pedals work?
Science Looking Beyond the UK Activity 3

How do pedals work?
How do pedals work?


How do pedals work?
Levers

How do pedals work?
Levers and moments

load
distance
chain force
lever
distance
fulcrum

Science Activity 3
Page 4.40
How do pedals work?

How do pedals work?
Levers and moments

load
9cm
chain force
6.5cm
lever
4.5cm

18cm
fulcrum

Page 4.41
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Bicycle technology
This activity provides an opportunity to see ‘How science works’. It is an
exploration of materials and their use in the context of the machine we
call a bicycle.
Starter activity
A whole-class review of forces and the study of materials science. This is
intended to help teachers find out what students know and understand
about forces from work in Key Stage 2. Teachers will need to take this
into account in later work. Using product catalogues of cycle shops or
the PowerPoint slides ‘Bike frames’ or worksheets showing silhouette
images of bicycle frames, students look at the following questions:
• What are bicycles made of?
• Why is the frame shaped the way it is?
• Can we improve on the design, for example by increasing its strength
or reducing its weight?
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Bicycle technology (continued)

Main activity: Investigating bike frames
An investigation into the strength of bike frames and what shape frame
provides the strongest structure. Students investigate frame strength using

models of bike frames. A definition of what constitutes a strong frame will
need to be agreed before students start the experiments. Make a set of
frames then use a fair test to determine which is the strongest in terms
of compression and tension.
Students should be given every opportunity to design the experimental
method for themselves but make sure they understand the aim of the
experiment and cover all health and safety aspects. To encourage good
practice, once they have designed their experiment they should conduct
a risk assessment before actually starting it.
Students record their findings and share them with the rest of the class, or
a display of frames and methods of testing could be made. Students could
also make recommendations on the best frame for different terrains and
this could be presented as sales literature for selling the bikes with the
best frames.
There is a range of kits on the market that can be used in this experiment,
but take care of the forces necessary on the kits to achieve some level of
deflection or break in the structure.
A simple drinking straw could be a suitable material which requires
relatively small forces to achieve a deflection.
Examples of set-ups:
Page 4.43
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Plenary
Group review of the test methods used. Are results comparable? Clarify
and agree what is the most appropriate use of the term ‘strongest frame’.
Get students to look at some adverts for bikes with a critical eye.
At the end of the series of activities the students decide on the optimum
solution for each of the four key areas of fitness, diet, cycling techniques
and cycle technology to apply to their chosen Olympic team and come up
with a timeline of activities and developments to ensure this team reach
peak performance for the London 2012 Olympic and Paralympic Games.
They should be encouraged to come to the conclusion that there is no
single correct answer and that choosing the optimum solution under the
current circumstances is the best we can do – such is the dilemma for
team coaches!
Equipment required
• Masses/force meters
• Retort stands
• G-clamps
• String or other equipment as required
• Construction kits (such as K’NEX, or drinking straws and glue gun)
Page 4.44
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Resources:
PowerPoint Bike frames

Handout 1 Bike frames
Additional resource Product catalogues of large cycle shops
(not provided)
References
Pedalling History Bicycle Museum:
www.pedalinghistory.com/PHhistory.html
Wikipedia – Bicycle parts:
http://en.wikipedia.org/wiki/Shifter_(bicycle_part)
Science
Looking
Beyond
the UK...

Activity 4
Science Activity 4
Page 4.47
Bike frames

Bike frames
Bike frames

Bike frames

Bike frames

Science Activity 4
Page 4.48
Bike frames

Bike frames


Bike frames

Science Activity 4
Page 4.49
Bike frames
Science Activity 4
Page 4.50
Bike frames

Science Activity 4
Page 4.51
Bike frames
Science Activity 4
Page 4.52
Bike frames

SCI-4-Looking Beyond The UK

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Science Summary

KS3 Cycle Curriculum Pack

Looking Beyond the UK

Looking Beyond the UK

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Forces – recognise forces acting on an object in different situations.

Looking Beyond the UK

Section 3 – Chemical and material behaviour.

Looking Beyond the UK

Setting the scene

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Human achievement on a bicycle

Looking Beyond the UK

Human achievement on a bicycle (continued)

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Main activity: Research

Looking Beyond the UK

Human achievement on a bicycle (continued)

• Effective use of available technologies

Handouts and worksheets for photocopying

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

When is a bike a bike?

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

When is a bike a bike?

Science Looking Beyond the UK Setting the scene

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Science Looking Beyond the UK Setting the scene

Curriculum Focus on Cycling 2009 Transport for London

Science Looking Beyond the UK Setting the scene