A great piece by Leah:

Theme Review

‘Do You Understand The Magic Of Motion?’

As part of our exploration “Do You Understand The Magic Of Motion?” we focused our learning on three Case Studies: Science, History and Art. Using our skills, we have produced a high-energy product based on rail heritage in my local area. Our text – Harry Potter and the Philosopher’s Stone – was used throughout English and Theme to immerse us; it was also used to theme a writing genre. At the beginning of the term, we took a trip to Harry Potter studios to energize our imagination.

Case Study 1 – Science

This study was particularly enjoyable. We began by completing tasks to help us define the term ‘reversible and irreversible changes’. This featured sorting specific objects and their changed forms into groups to find out whether the change is reversible (able to change to its original state) or not. An example of an irreversible change is baking cupcakes. Another large aspect of this study was creating and describing circuits. Whilst experimenting I was an Exploring Eddie. I found that a cell, also known as a battery, powered the entities connected to the wires. In addition, the more cells used increased the energy levels and voltage. Insulators, such as wood, do not conduct electricity however a conductor does. Conductors are varied types of metal which is why most wires are fashioned from this.

Case Study 2 – History

I believe I was a Curious Cleo during this section of my thematic learning as we completed research multiple times. We began by placing trains onto a timeline based on the dates of when they were made and the technology they had. The earliest railways did not have engines but, in fact, were powered by horse! The timeline continued to the modern day where the Azuma train (often seen in Doncaster Railway Station) was placed. Doncaster also had a great legacy during the Industrial Revolution and a large impact towards both World Wars. Doncaster Plant Works was a famous industry where a few record-breaking trains were built. I looked into the stages it went through and how it was used over time (continuity and change). I found that new demands at around the 1980s led to the Industrial Decline.

The Industrial Revolution played a large part in the evolution of travel and the steam engine. An especially important innovation to design was made by James Watt in 1764 as he was given a model to repair. He pondered on the idea of improving the system as the current locomotives were inefficient and expensive to transport goods. With his business partner he eventually perfected the design and soon began patenting others. He inspired the country and left a lasting impact towards travel and trade. Even though this was a positive outcome, Industrial Britain was a polluted, crowded environment and people worked in terrible conditions for little money.

Case Study 3 – Artwork    

I believe this was my favourite Case Study. I learnt how to portray one point perspective and use different techniques to depict light, shadow and detail. A vanishing point was placed upon the horizon line and ghost lines were used to guide me when drawing. We looked at different styles that belonged to the artist Quentin Blake and used watercolour and pen to create a truly interesting piece. Once I fully understood the skill, I used it to sketch a famous train – George Stephenson’s ‘Rocket’.

Do You Understand The Magic Of Motion?

So, now to answer the question “Do You Understand The Magic Of Motion?”. I can answer this through my knowledge of Science and History. The work of Sir Nigel Grelsey and the Doncaster Plant Works was like magic in action as they built speed defying trains and worked long hours to contribute in the Wars. It also showed us the development of trains from then to now.  The motion of the trains relied on heat and coal being burnt ( an irreversible change ) which pushed the pistons to move the wheels. This motion urbanized the world and turned parts of Britain – especially Doncaster and Thorne – into industrial powerhouses.

Here is Crew 17’s contribution to the beautiful work displayed at Thorne North and South train stations:

The Industrial Revolution

The Industrial Revolution kick started in the late 1700s in Great Britain.  Big cities such as: Liverpool, Leeds, London and Manchester converted to power houses and other rural societies made big changes by moving to the cities.

The Industrial Revolution was a time when the manufacturing of goods transformed from small shops and homes to large factories.  It was a change to people’s lives; machinery was used instead of making goods by hand.

What was it like living during the Industrial Revolution?

Life was unsanitary and challenging once the Industrial Revolution was underway.  People lived very differently to how most people live now. Terrible living conditions reigned throughout the period as people inhabited polluted, overcrowded cities.   Terraced houses were cheap to build and had no running water. However, up to 12 people lived in one house sharing a water pump and lavatory with the street; over one hundred people would share these facilities.  It was reported that some families living in the cellar had to sleep above sewage that was over a metre deep because it had leaked in from the street.

James Watt

James Watt was born in Greenock (Scotland) on the 18th January 1736 and was home schooled by his mother.  In 1755 – when Watt was 19 – he went to London to become a scientific instrument manufacturer and returned to Glasgow in 1756.  By 1764, he was given an unreliable, expensive model steam engine to repair; instead he thought of ways to improve it. Along with Matthew Boulton, he perfected the engine by making it less prone to breaking down and cheaper to run.  There were high demands in many industries for his work. Watt modelled the Industrial Revolution and left his legacy behind – he died in 1819.

Factory life

The Bourgeoisie were rich and powerful men of the industrial era who had a lot of money due to trade. Originally from France, they took advantage of the industrial period and fled to England to make more money;  they were the first men to build and invest in the factories, they also invested in new technology. 

During working hours, workers painstakingly powered machinery in a dangerous setting.  Unsurprisingly, there were few laws to protect workers from the terrible, risky conditions that the machines created.  Black smoke would leak out of the chimneys, this meant that buildings were often polluted. Injuries, which were common, used to be ignored and workers were often fired until the Factory Act was introduced in 1833.

Children as young as five would be expected to work in factories for up to 18 hours per day, working day and night meant they had no schooling.  After the government introduced the Factory Act, children only worked up to nine hours a day and also received two hours of schooling each day. New laws prevented children under the age of nine from working in factories and all children were forbidden to work at night. 

How did life change?

Before the Industrial Revolution, life had changed very little since the middle ages.  Largely, rural societies, which were ruled by nobility, began to industrialise due to the steam engine.  This introduced a new lifestyle for millions, altering the face of the landscape with mint-condition machinery and factories.  Furthermore, new means of travel were premiered around this era; including: railways, roads and canals.