Transcript Pod 2 In top gear presentation

© Nuffield Foundation 2010
Lesson 1:
Pedal power
© Nuffield Foundation 2010
Lesson 1: Pedal power
Learning outcomes
You will be able to:
• describe some of the improvements in bicycle
technology over time
• explain why the rules of competition must
change with new technologies
• use images to construct a timeline
• draw and interpret a line graph
• make an annotated diagram.
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Activity 1.1: Bicycle timeline
In pairs
• Arrange the bicycles on the cards into
chronological order.
• Discuss the clues that helped you to make
decisions about the correct order for the bikes.
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Activity 1.1: Bicycle timeline
Answers
Walking
machine
Velocipede
High wheel
Quadracycle
Safety bicycle
with hard
tyres
Safety bicycle
with
pneumatic
tyres
Modern
bicycle
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image of modern bicycle by Ian Donaldson reproduced under the
Creative Commons Attribution/Share-Alike 3.0 License
Activity 1.2: The hour record
In pairs
•
•
•
•
Agree on the type of graph that will show the data effectively.
Agree on the scales for your graph.
Check each other’s work after every five points plotted.
When you have plotted all your points, decide how you will
join them. Talk to another group before making your decision.
• Write down:
- three pieces of information you can get from your graph
- three questions you can ask another group about the
information shown in your graph.
• Share your questions with another group.
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Activity 1.2: The hour record
Distance travelled in one hour
60
50
Distance (km)
40
30
20
10
Year
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2002
1995
1988
1981
1974
1967
1960
1953
1946
1939
1932
1925
1918
1911
1904
1897
1890
1883
1876
0
Activity 1.2: The hour record
Image by David Edgar reproduced under the Creative
Commons Attribution/Share-Alike License
Merckx’s bike from 1972
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Boardman in 1996
Activity 1.3: Bikes of the future
• Make a sketch of this concept bike of the future.
Add labels to show its special features and how these might
improve performance.
© Boardman Bikes
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Lesson 1: Plenary
Discuss
• What are the main features that have improved
cycling performance?
• How do these features improve performance?
• What other sports require frequent revision of
the rules to adjust to new technologies?
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Lesson 2:
On the run
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Lesson 2: On the run
Learning outcomes
You will be able to:
• plan and carry out a controlled experiment
• design a poster
• investigate the grip of a range of sports shoes
• explain how sports shoes are designed for their
specific purpose.
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Activity 2.1: Get a grip!
Fair testing
Forcemeter
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Bench
You need to control
these variables to
compare grip in different
sports shoes:
• weight of shoe
• size of shoe
• surface for pulling
• how you apply the
pulling force.
Activity 2.2: Fit for purpose
• You will be allocated a shoe from an Olympic sport. Prepare a
poster explaining how it is designed to do its job. The poster is
an advert for your shoe for a sports magazine. Your advert
must include:
- an image of the shoe
- a description of the materials used in the shoe and an
explanation of the properties of the materials
- an explanation of how the overall shoe design makes it fit
for its purpose.
• Use the internet to research your shoe’s use and features.
• Your advert will be assessed against a set of agreed
criteria.
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Activity 2.2: Fit for purpose
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Lesson 2: Plenary
Discuss
• What are the general principles of designing good
sports footwear?
• Are there any principles used for designing
particular categories of sports footwear?
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Lesson 3:
Testing
equipment
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Lesson 3: Testing equipment
Learning outcomes
You will be able to:
• design an experiment to improve a simple piece
of sports equipment
• use evidence to develop an explanation
• communicate the outcomes of an investigation.
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Lesson 3: Testing equipment
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Activity 3.1: Batting challenge
What variables can be changed to investigate the
bat and ball system?
metre rule
ruler
table
foil ball
G clamp
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Lesson 3: Plenary
Discuss
• Which of the three independent variables had
the most effect?
• Did everyone get the same results?
• Is it possible to compare results between groups?
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Lesson 4:
Moving the
goalposts
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Lesson 4: Moving the goalposts
Learning outcomes
You will be able to:
• use attributes analysis
• design a new version of a game for a particular
set of participants
• explain how any changes have affected the game
• produce a storyboard.
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Lesson 4: Moving the goalposts
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Activity 4.1: Attributes analysis
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Activity 4.1: Attributes analysis
• In pairs, conduct an internet search to find the
attributes of your allocated Olympic sport.
• Agree on the key attributes to fill in the top row
of the blank attributes table.
• Fill in the details of these attributes for your
game. Use the second row of the table.
• Now design a new version of your game. Describe
how you think changes to values of the attributes
will affect the game and its tactics.
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Activity 4.2: Promoting your game
Produce a storyboard for a video about your new
game. Your video must:
• present information in an engaging way, for
example using cartoons, comedy
• be written for a named audience, for example top
athletes, children, commuters
• explain the changes to the rules
• explain why this new version is better than the
old version for the new audience.
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Activity 4.2: Promoting your game
Feed back on the storyboard of one other group.
Make comments on:
• Is the new game better than the original for its
intended audience?
• How successful was the storyboard in conveying
the ideas behind the new games?
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Lesson 4: Plenary
Discuss
• How useful is attributes analysis in helping to
generate new ideas?
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Lesson 5:
The right kit
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Lesson 5: The right kit
Learning outcomes
You will be able to:
• Design, carry out and present a scientific
investigation to improve a piece of games
equipment
• use a chart to plan a fair test
• construct a table for collecting data
• draw line graphs and bar charts
• design a scientific research poster.
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Lesson 5: The right kit
m e a
l
e
a r l
n
t force
i
g
t
diameter
h
temperature
mass
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Lesson 5: The right kit
Equipment
Variables
Balls
Temperature of ball and height of bounce
Type of ball and height of bounce
Surface and height of bounce
Bat (real or model)
Mass of bat and distance hit
Length of bat and frequency / accuracy / distance of hit
Rubber bands
Length and distance / accuracy
Thickness and distance / accuracy
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Activity 5.1: Testing the kit –
What are the variables?
• Independent variable − the variable the scientist
changes.
• Dependent variable − the measurement that
changes when the independent variable is
changed.
• Controlled variables − the variables that the
scientist needs to keep the same so that they do
not interfere with the measurements or
observations.
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Independent variable
Dependent variable
Temp of squash
ball (°C)
Height of bounce
of squash ball (cm)
10
3
20
6
30
9
Height of bounce (cm)
Height of bounce of a squash ball at different temperatures
10
9
8
7
6
5
4
3
2
1
0
Height of bounce at different
temperatures
Height of
bounce (cm)
10
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20
Temp of ball (°C)
30
Height of bounce of a squash ball at different temperatures
Dependent variable
Surface
Height of bounce
of squash ball (cm)
Wood
5
Lino
2
Concrete
9
Height of bounce on different surfaces
10
Height of bounce (cm)
Independent variable
8
6
4
2
0
Wood
Lino
Surface
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Concrete
Advertising poster
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Advertising poster
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Activity 5.2: Making a scientific
research poster
•
•
•
•
•
•
•
Introduction
Goals
Research questions
Methods
Results
Conclusions
Discussion
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Lesson 5: Plenary
Discuss
• What were the most significant feedback
comments left on the posters?
• What were the main benefits of dividing the tasks
between researchers and communicators?
• What were the difficulties in dividing the roles
like this?
• Is there a more effective way of conducting and
communicating scientific research?
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