Presentation on theme: "Lesson 1: Pedal power. Lesson 1: Pedal power Lesson 1: Pedal power Learning outcomes You will be able to: describe some of the improvements in bicycle."— Presentation transcript:
3Lesson 1: Pedal power Learning outcomes You will be able to: describe some of the improvements in bicycle technology over timeexplain why the rules of competition must change with new technologiesuse images to construct a timelinedraw and interpret a line graphmake an annotated diagram.
4Activity 1.1: Bicycle timeline In pairsArrange the bicycles on the cards into chronological order.Discuss the clues that helped you to make decisions about the correct order for the bikes.
5Activity 1.1: Bicycle timeline AnswersWalking machineVelocipedeHigh wheelQuadracycleSafety bicycle with hard tyresSafety bicycle with pneumatic tyresModern bicycleimage of modern bicycle by Ian Donaldson reproduced under the Creative Commons Attribution/Share-Alike 3.0 License
6Activity 1.2: The hour record In pairsAgree 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 graphthree questions you can ask another group about the information shown in your graph.Share your questions with another group.
10Lesson 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?
12Lesson 2: On the run Learning outcomes You will be able to: plan and carry out a controlled experimentdesign a posterinvestigate the grip of a range of sports shoesexplain how sports shoes are designed for their specific purpose.
13Activity 2.1: Get a grip! Fair testing You need to control these variables to compare grip in different sports shoes:weight of shoesize of shoesurface for pullinghow you apply the pulling force.ForcemeterBench
14Activity 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 shoea description of the materials used in the shoe and an explanation of the properties of the materialsan 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.
18Lesson 3: Testing equipment Learning outcomesYou will be able to:design an experiment to improve a simple piece of sports equipmentuse evidence to develop an explanationcommunicate the outcomes of an investigation.
23Lesson 4: Moving the goalposts Learning outcomesYou will be able to:use attributes analysisdesign a new version of a game for a particular set of participantsexplain how any changes have affected the gameproduce a storyboard.
26Activity 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.
27Activity 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, comedybe written for a named audience, for example top athletes, children, commutersexplain the changes to the rulesexplain why this new version is better than the old version for the new audience.
28Activity 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?
29Lesson 4: Plenary Discuss How useful is attributes analysis in helping to generate new ideas?
31Lesson 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 equipmentuse a chart to plan a fair testconstruct a table for collecting datadraw line graphs and bar chartsdesign a scientific research poster.
32temperature mass thickness roughness material force Lesson 5: The right kitmaterialtemperaturewidthroughnessforcelengthmassdiameterthicknessheight
33Lesson 5: The right kit Equipment Variables Balls Temperature of ball and height of bounceType of ball and height of bounceSurface and height of bounceBat (real or model)Mass of bat and distance hitLength of bat and frequency / accuracy / distance of hitRubber bandsLength and distance / accuracyThickness and distance / accuracy
34Activity 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.
35Height of bounce of a squash ball at different temperatures Independent variableTemp of squash ball (°C)Dependent variableHeight of bounce of squash ball (cm)103206309
36Height of bounce of a squash ball at different temperatures Independent variableSurfaceDependent variableHeight of bounce of squash ball (cm)Wood5Lino2Concrete9
39Activity 5.2: Making a scientific research poster IntroductionGoalsResearch questionsMethodsResultsConclusionsDiscussion
40Lesson 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?