© Nuffield Foundation 2010. Lesson 1: Pedal power.

© Nuffield Foundation 2010

Lesson 1:Pedal power


Lesson 1: Pedal power

Learning outcomesYou 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.


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.


Activity 1.1: Bicycle timeline

Walking machine

Velocipede High wheel Safety bicycle with hard

tyres

Quadracycle Safety bicycle with

pneumatic tyres

Modern bicycle

image of modern bicycle by Ian Donaldson reproduced under the Creative Commons Attribution/Share-Alike 3.0 License

Answers


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.



Merckx’s bike from 1972 Boardman in 1996

Image by D

avid Edgar reproduced under the Creative Com

mons Att

ribution/Share-Alike License


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


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?


Lesson 2: On the run


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.


Activity 2.1: Get a grip!Fair testingYou 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.

Forcemeter Bench


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.


Activity 2.2: Fit for purpose


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?


Lesson 3: Testing

equipment


Lesson 3: Testing equipment

Learning outcomesYou 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.


Lesson 3: Testing equipment


Activity 3.1: Batting challenge

What variables can be changed to investigate the bat and ball system?

foil ball

G clamp

table

metre rule

ruler


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?


Lesson 4: Moving the

goalposts


Lesson 4: Moving the goalposts

Learning outcomesYou 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.


Lesson 4: Moving the goalposts


Activity 4.1: Attributes analysis


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.


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.


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?


Lesson 4: Plenary

Discuss• How useful is attributes analysis in helping to

generate new ideas?


Lesson 5: The right kit



Learning outcomesYou 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.



diameterdiameter massforce

temperature


Lesson 5: The right kitEquipment Variables

Balls Temperature of ball and height of bounceType of ball and height of bounceSurface and height of bounce

Bat (real or model) Mass of bat and distance hitLength of bat and frequency / accuracy / distance of hit

Rubber bands Length and distance / accuracyThickness and distance / accuracy


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.


Height of bounce of a squash ball at different temperatures

Independent variableTemp of squash ball (°C)

Dependent variableHeight of bounce of squash ball (cm)

10 3

20 6

30 9


Height of bounce of a squash ball at different temperatures

Independent variableSurface

Dependent variableHeight of bounce of squash ball (cm)

Wood 5

Lino 2

Concrete 9


Advertising poster


Activity 5.2: Making a scientific research poster

• Introduction• Goals• Research questions• Methods• Results• Conclusions• Discussion


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?

© Nuffield Foundation 2010. Lesson 1: Pedal power.

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Transcript of © Nuffield Foundation 2010. Lesson 1: Pedal power.