Marvellous Motion Episode 2 Jump and Run 1

You are going to work through four periods to test out this idea: Objective You are going to work through four periods to test out this idea: People who can jump higher can also run faster. - True or False? 2

Jump and Run You and your partner will be collecting data for 2 different activities. Then you will combine this with the data collected by the rest of your class, and analyse the data to find out if you can spot any trends in it. Then you will share your findings with your class. 2.1 3 3

Working with a partner you will both complete each activity 3 times. Jump and Run The two tests are: 1. The Vertical Jump Test 2. The Sprint Challenge Working with a partner you will both complete each activity 3 times. 2.1 4

Jump and Run You will need: A wall to jump against A 50-metre space to run in Measuring Tape/ Ruler Chalk Stopwatch Notebook and pencil 5 5

Jump and Run The Vertical Jump Test Vertical Jump height is the difference between your standing reach height and the highest point of your jump. 6 6

Jump and Run The Vertical Jump Test Put some chalk on the ends of the fingers of one hand. Stretching up as high as you can with both feet on the ground, mark the wall with the chalk. Then jump up as high as you can, to make a jump mark with one hand, above your stretch mark. Your partner does the same, a little away from your place. Both do two more jumps, each in your own place. Measure the distance between your stretch height and each jump height and note these down. Calculate the average for all three, and note it down. 7 7

Jump and Run The Vertical Jump Test 8 8

Jump and Run The Sprint Challenge First mark out a ‘sprint zone’ of a known length (20m or 30m) where your runs will be timed and your speeds calculated. Mark a starting point 15m before the start of the sprint zone. It’s important to have this run up, to allow you to get up to speed. 9 9

Jump and Run The Sprint Challenge Either you or your partner begins at the start point and sprints as fast as possible up to and through the sprint zone. Then the other one of you does the same thing. 10 10

Jump and Run The Sprint Challenge When each runner goes through the sprint zone, their partner should use a stopwatch to measure the time in the zone, and note this in the table. Do this three times each. Then work out the average time for each of you. Then use the formula Speed = Distance/Time Note the average speed in the table. 11 11

Jump and Run Record the data from your tests Copy these tables and complete each of them for you and your partner Jumper Jump height above stretch height (cm) Average height (cm) 1 2 3 You Your partner Runner Length of the Sprint Zone (m) Time to run the Sprint Zone (s) Average time (s) Average speed in the sprint zone (m/s) 1 2 3 You Your partner 12

Jump and Run List the data You will now have two items of data for you and for your partner: An average jump height in cm, and an average sprint speed in m/s. Make a table like this one, listing the data for yourself, your partner and your classmates. Name Jump Height (cm) Sprint Speed (m/s) You Your Partner Classmate 1 Classmate 2 13

Jump and Run Analyse the data and draw a conclusion On a sheet of graph paper, write ‘Jump height in cm’ up the left axis, and ‘Sprint speed in m/s’ along the bottom axis. Then number the axes from 0 to just over the highest numbers in your class data table. Using the data in that table, plot your class results; take care to plot all of them. Then look for a pattern in the results, and draw a line of best fit through the points. With your partner, discuss what you found out, and then write about it. 14 14 14

Complete the interactive distance–time graphs Jump and Run Complete the interactive distance–time graphs 15 15 15