2. Lesson 1: Pedal power

3. 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. 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. Activity 1.1: Bicycle timeline
Answers
Walking machine
Velocipede
High wheel
Quadracycle
Safety bicycle with hard tyres
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

6. 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.

7. Activity 1.2: The hour record

8. Activity 1.2: The hour record
Image by David Edgar reproduced under the Creative Commons Attribution/Share-Alike License
Merckx’s bike from 1972
Boardman in 1996

9. 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. 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. Lesson 2: On the run

12. 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. 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.
Forcemeter
Bench

14. 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.

15. Activity 2.2: Fit for purpose

16. 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. Lesson 3: Testing equipment

18. 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. Lesson 3: Testing equipment

20. Activity 3.1: Batting challenge
What variables can be changed to investigate the bat and ball system?
metre rule
ruler
table
foil ball
G clamp

21. 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. Lesson 4: Moving the goalposts

23. 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. Lesson 4: Moving the goalposts

25. Activity 4.1: Attributes analysis

26. 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. 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. 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. Lesson 4: Plenary Discuss
How useful is attributes analysis in helping to generate new ideas?

30. Lesson 5: The right kit

31. 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. temperature mass thickness roughness material force
Lesson 5: The right kit
material
temperature
width
roughness
force
length
mass
diameter
thickness
height

33. Lesson 5: The right kit Equipment Variables Balls
Temperature 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 bands
Length and distance / accuracy
Thickness and distance / accuracy

34. 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. 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) 10 3 20 6 30 9

36. Height of bounce of a squash ball at different temperatures
Independent variable
Surface
Dependent variable
Height of bounce of squash ball (cm)
Wood 5
Lino 2
Concrete 9

37. Advertising poster

38. Advertising poster

39. Activity 5.2: Making a scientific research poster
Introduction
Goals
Research questions
Methods
Results
Conclusions
Discussion

40. 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?