5-E CLASSROOM STEM ACTIVITY: GOING PRO WITH PHYSICSEllen Egley Education Content Manager, STEM Jobs

22 EARLY FALL 2016 // STEMJOBS.COM

In the United States and around the globe, the great, big world of sports generates a lot of business. While professional baseball yields billions of dollars in revenue every year, all-star athletes don’t simply appear overnight. Equipping Little League ballplayers with the tools to excel requires a large investment of time and money. As technology advances, products that can help players improve their game - yet still play legally by the rules - are changing the way they train and providing greater understanding of how to properly use the human body’s strength and skill.

One manufacturer that is producing these products is Diamond Kinetics, a Pittsburgh-based company that builds SwingTracker. This innovative product utilizes sensor-based motion analytics to record data regarding a batter’s swing. Through a sensor that is affixed to the end of a bat, players and coaches can analyze the data during every moment of a swing to improve their chances of success by addressing weaknesses and developing a plan for improvement. This technology isn’t only fun for the jocks. To

improve the game-day abilities of their clients, Diamond Kinetics’ STEM professionals blend baseball enthusiasm with refined STEM skills.

“I was a three-sport athlete in high school and played every sport I could before then,” reveals Michael Ressler, director of engineering. “My high-school volleyball team won the New Jersey state title in 1999 and in 2000, and I was selected to the All-State teams both years. It was my ambition to play volleyball in college, but getting into Carnegie Mellon’s School of Computer Science was too good an opportunity to pass up. I like telling people that “I went D1 nerd instead of D1 athlete.”

In his role at Diamond Kinetics, Ressler reveals that a strong software and hardware development background is not the only important asset that leads to success. He emphasizes that while studies in computer science, mechanical engineering, and physics are important, the nature of this business also requires

strong interpersonal skills. Learning about the needs of players requires an affinity for speaking with and learning about athletes and their needs.

Working with colleagues who possess these social skills is also important for mechanical engineer Jeremy Rittenhouse, who feels being a team player is integral to properly perform his heavily STEM-based job. Though the Diamond Kinetics team is made up of many gifted STEM professionals, there is no room for egos at the company and employees happily assist wherever their expertise or help is required.

“In my role at Diamond Kinetics I am most proud of the number of different areas that I am able to impact. While I don’t have direct experience in a large

SPORTS // DIAMOND KINETICS

STEP UP YOUR SWING GAME

Building a Better STEM-based Batting Average BY DOROTHY CROUCH

STEMJOBS.COM // EARLY FALL 2016 23

corporate environment, I have heard enough stories to know that it is rare to get to work and collaborate with as many others as I do on a regular basis. Since our team is small everyone needs to help out where it is needed,” he says.

As things are always changing, the technology industry requires its STEM professionals to look toward the next cutting-edge breakthrough. Ressler feels that simplifying the tools that reveal how baseball players can maximize performance is the direction

in which sports technology is headed. “Sports will inevitably continue

to see a series of ‘leveling up’ in technology, as baseball did through ‘Moneyball.’ There is too much value to be had in the coupling of statistics, data, and technology for teams, coaches, and owners to not invest and invest heavily in this area. Sports technology as a whole needs to do a better job of consolidating the information into smaller, actionable chunks, and then monitoring performance over time.”

Within sports performance technology, students are able to find many directions into which their STEM enthusiasm can be channeled. Though Ressler’s focus includes software and hardware development, Rittenhouse manages the development of the plastics used for sensor mounting on baseball bats, which incorporates math, physics, and chemistry concepts. Through his role with Diamond Kinetics, Rittenhouse has developed an insightful outlook regarding the future of sports technology.

“The price of the sensors that are used in sports is going to continue to decrease, eventually leading to sensors being embedded in the majority of high-end sporting equipment. As this continues to happen we will see statistical learning take a larger role in making players better. With the massive amount of data coming off thousands of athletes it will be possible to analyze what makes for a better player as well as what practice leads to the greatest increase in performance.”

He also advises students who are interested in sports technology career fields to take ownership over their own future. By building products that draw upon personal inspiration, students can become familiar with the role of other STEM concepts within engineering.

He says, “Find a project that you are interested in and go do it for yourself. I have always found math and science easiest to learn when I have an application in mind for what to use it on. With access to the Internet you can learn almost anything and get connected with others who are working on similar things.”

By increasing their knowledge of sports-technology manufacturing processes, high school students gain an advantage over their competition for undergraduate programs and, eventually, the job market. In baseball, less than one percent of high school athletes get to go pro, but STEM can give you a starring role in the sports industry.

JEREMY RITTENHOUSE MECHANICAL ENGINEER DEGREE: BACHELOR’S IN MECHANICAL ENGINEERING YEARS IN THE INDUSTRY: 1STEM TYPE: INVESTIGATOR

MICHAEL RESSLERDIRECTOR OF ENGINEERINGDEGREE: BACHELOR’S IN COMPUTER SCIENCE YEARS IN THE INDUSTRY: 7STEM TYPE: EXPLORER

TRACK YOUR SWING SWINGTRACKER

SIMPLY ATTACHES TO YOUR BASEBALL BAT

ARE YOU AN ADRENALINE JUNKIE? CHECK OUT STEMjobs.com/extreme-sports-whitewater-rafting

5-E CLASSROOM STEM ACTIVITY: GOING PRO WITH PHYSICS

Here are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

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Have students read the article “Building a Better STEM-based Batting Average” in STEM Jobs magazine. Discuss with students: What physics principles are involved in baseball? What other sports involve a lot of physics? Show students the two short videos on the physics in baseball and basketball that can be found at edu.STEMjobs.com/teacher-resources.

Part 1: Engage

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Split students into four equal groups. Two groups will be exploring baseball while the other two explore basketball. a. Baseball groups - Conduct research to answer the following questions: i. If a baseball is traveling 90 miles per hour, how long does it take to get from the pitcher’s mound to home plate? ii. If a baseball is traveling 90 miles per hour, how long does it take to cross home plate? iii. What is the average speed of a professional baseball player’s swing? iv. What is the typical batting average in professional baseball? How is batting average calculated? v. Research your local professional baseball stadium. How far is it from home plate to the closest outfield wall? How far from home plate is the farthest outfield wall? How high is each wall? At what speed does the batter need to swing to get a home run in each location? b. Basketball groups - Conduct research to answer the following questions: i. Calculate the mean height of the members of your group. Use that height for calculations when answering the remainder of the questions. ii. Think about the distance between the 3-point line and the hoop in professional basketball. Using graph paper, create a scale drawing that incorporates the height of the player, the height of the hoop, and the distance from the line to the hoop. Sketch the optimal arc of the ball from the player to the hoop (you can use the angles given in the video as a baseline). iii. Think about the distance between the free-throw line and the hoop in professional basketball. Using graph paper, create a scale drawing that incorporates the height of the player, the height of the hoop, and the distance from the line to the hoop. Sketch the optimal arc of the ball from the player to the hoop. iv. How are these situations different? How does the angle of the shot change? Pair the two baseball groups. Pair the two basketball groups. Have the groups discuss their answers. Are there any discrepancies? If so, groups should share their calculations and determine the reason for the differences, making adjustments as necessary.

Part 2: Explore

Part 3: ExplainEach group will create a tri-fold presentation of their findings to be displayed in the classroom or somewhere prevalent in the school. Presentations should include a scale diagram of a baseball field or basketball court. Each group will discuss their calculations and main ideas with the class using their presentation boards. The teacher should ask clarifying questions as necessary.

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Group research and presentations and individual contributions will be scored according to the rubric below.

Part 5: Evaluate

Discuss the findings with students. How are the physics in baseball and basketball the same? How are they different?

Have students reconvene in their groups and graph the line created by the height of the ball over time. Think about the starting and ending heights of the ball. In the baseball groups, have them graph the line of a home run that goes over the highest wall in the stadium. The teacher can decide whether students should include air resistance in their calculations or record the way the ball would behave in a vacuum.

Pair the two baseball groups. Pair the two basketball groups. Have them compare graphs and discuss any differences.

Pair each baseball group with a basketball group and have them compare their graphs. How are they the same? How are they different? Compare key attributes.

Part 4: Elaborate1

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Next Generation Science Standards

Common Core State Standards - Math

Texas Essential Knowledge and Skills - Science

Texas Essential Knowledge and Skills - Math

Standards Addressed:

HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.F.BF.A.1 Write a function that describes a relationship between two quantities.F.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context.

P.3.F express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector additionP.4.A generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogatesP.4.B describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and accelerationP.4.C analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examplesP.4.D calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects

AI.7.A graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetryAI.8.A solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formulaAI.12.E solve mathematic and scientific formulas, and other literal equations, for a specified variable

Going Pro with Physics

The presentation was clear, concise, and thorough. It provided precise information and explanations.

The student contributed to the group’s research, understanding, and presentation in meaningful ways.

The presentation was informative. It answered most of the questions posed in the prompt in an understandable way.

The student contributed somewhat to the group’s research and/or presentation.

The presentation was unclear and only provided a small portion of the required information.

The student did not contribute to the group’s research or presentation.

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