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© Nuffield Foundation 2010. Lesson 1: Pedal power.

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Presentation on theme: "© Nuffield Foundation 2010. Lesson 1: Pedal power."— Presentation transcript:

1 © Nuffield Foundation 2010

2 Lesson 1: Pedal power

3 © 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.

4 © Nuffield Foundation 2010 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.

5 © Nuffield Foundation 2010 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 Creative Commons Attribution/Share-Alike 3.0 License Answers

6 © Nuffield Foundation 2010 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 others 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.

7 © Nuffield Foundation 2010 Activity 1.2: The hour record

8 © Nuffield Foundation 2010 Activity 1.2: The hour record Merckxs bike from 1972Boardman in 1996 Image by David Edgar reproduced under the Creative Commons Attribution/Share-Alike License Creative Commons Attribution/Share-Alike License

9 © Nuffield Foundation 2010 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

10 © Nuffield Foundation 2010 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?

11 © Nuffield Foundation 2010 Lesson 2: On the run

12 © Nuffield Foundation 2010 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.

13 © Nuffield Foundation 2010 Activity 2.1: Get a grip! Fair testing 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. ForcemeterBench

14 © Nuffield Foundation 2010 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 shoes use and features. Your advert will be assessed against a set of agreed criteria.

15 © Nuffield Foundation 2010 Activity 2.2: Fit for purpose

16 © Nuffield Foundation 2010 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?

17 © Nuffield Foundation 2010 Lesson 3: Testing equipment

18 © Nuffield Foundation 2010 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.

19 © Nuffield Foundation 2010 Lesson 3: Testing equipment

20 © Nuffield Foundation 2010 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

21 © Nuffield Foundation 2010 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?

22 © Nuffield Foundation 2010 Lesson 4: Moving the goalposts

23 © Nuffield Foundation 2010 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.

24 © Nuffield Foundation 2010 Lesson 4: Moving the goalposts

25 © Nuffield Foundation 2010 Activity 4.1: Attributes analysis

26 © Nuffield Foundation 2010 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.

27 © Nuffield Foundation 2010 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.

28 © Nuffield Foundation 2010 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?

29 © Nuffield Foundation 2010 Lesson 4: Plenary Discuss How useful is attributes analysis in helping to generate new ideas?

30 © Nuffield Foundation 2010 Lesson 5: The right kit

31 © Nuffield Foundation 2010 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.

32 © Nuffield Foundation 2010 Lesson 5: The right kit lengthlength mass force temperature

33 © Nuffield Foundation 2010 Lesson 5: The right kit EquipmentVariables BallsTemperature 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 bandsLength and distance / accuracy Thickness and distance / accuracy

34 © Nuffield Foundation 2010 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.

35 © Nuffield Foundation 2010 Height of bounce of a squash ball at different temperatures Independent variable Temp of squash ball (°C) Dependent variable Height of bounce of squash ball (cm)

36 © Nuffield Foundation 2010 Height of bounce of a squash ball at different temperatures Independent variable Surface Dependent variable Height of bounce of squash ball (cm) Wood5 Lino2 Concrete9

37 © Nuffield Foundation 2010 Advertising poster

38 © Nuffield Foundation 2010 Advertising poster

39 © Nuffield Foundation 2010 Activity 5.2: Making a scientific research poster Introduction Goals Research questions Methods Results Conclusions Discussion

40 © Nuffield Foundation 2010 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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