SCI-4-Looking Beyond the UK

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Science.KS3CycleCurriculumPack.Version1.April2009

Science

KS3 Cycle Curriculum PackProject four Looking Beyond the UK

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Summary

This curriculum resource is designed to use cycling and aspectsrelating to it in order to understand how science works. Thematerials use cycling and associated resources to explorescientific knowledge, theories and models to provide a deeperunderstanding of the scientific process.

Human endeavour

Cycling is considered a beneficial form of exercise many view it as acompetitive sport. This project moves the focus towards the scienceof human endeavour and the technical development of the bicycle as

a machine.In the introduction to this theme students will be asked to reviewperformance data from world record holders and encouraged to drawinferences from the data which can be explored throughout the project.

Building on the work completed in Project three: The Big Debate, we willexplore the issues of fitness and diet from the perspective of preparing fora competitive environment. Recognising that not everyone is excited by theprospect of competitive cycling, it is possible for children to take on therole of cycling team manager and assist their team in the preparations foran event, for example the London 2012 Olympic and Paralympic Games.

This project will explore factors affecting the performance of the topathletes in the sport of cycling. Opportunities will be available for studentsto explore their own fitness levels and to develop fitness and diet regimeswhich could prepare them (or their team) for a cycling challenge at theappropriate level.

The application of science in the bicycle is explored; experiments intoforces in motion and materials technology form the last two sectionsof this project.

Finally, with the 2012 Games in mind, students can consider all that has

been explored in the four sections to produce their plan for preparing ateam for the event. This should enable them to appreciate that the finalselection of team, fitness and diet regimes, and cycle technologies willbe a compromise!

Looking Beyond the UKsummary

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Teaching delivery map

Areas within the Key Stage 3 (KS3) programme of study

Unit no. Unit summary

1.1a1 Scientific thinking developing explanations using ideas and models.

1.2a Planning an approach.

1.2c Assessing risk and working safely.

1.2d Obtaining and presenting primary evidence.

1.2f Critical interpretation and evaluation of secondary evidence.

2.1 Life processes.

4.1 Forces recognise how simple quantitative relationships can be appliedto the way: Objects move Forces can be spread out or concentrated Forces can have a turning effect

Forces recognise forces acting on an object in different situations.

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Teaching delivery map

Areas within government initiatives/programmes

Initiative/programme How the project links to this initiative/programme

Key Stage 3 (KS3) science Section 1 How science works.Section 2 Organisms, behaviour and health.Section 3 Chemical and material behaviour.Section 4 Energy, electricity and forces.

Every Child Matters (ECM) Physically healthy Healthy lifestyles Enjoy and achieve

Healthy Schools (HS) Personal, Social and Health Education (PSHE) Healthy eating Physical activity

Social and Emotional Aspects Self-awarenessof Learning (SEAL) Managing feelings

Motivation Empathy Social skills

Sustainable Schools (SS) Food and drink Travel and traffic

Inclusion and participation

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lesson plans

Human endeavourThe project has four main sections following a short introductory session,each containing activity plans, references and support material.

Setting the sceneHuman achievement on a bicycle

Activity 1Fitness

Activity 2Diet

Activity 3Techniques/methods of cycling

Activity 4Bicycle technology

NoteProject three: The Big Debate focuses on the levels of health and fitness

of the UK population. There may be some overlap between this and thefirst two activities of Project four: Looking Beyond the UK. However, thelatter focuses on elite performance with the aim of looking forward toperformances at the London 2012 Olympic and Paralympic Games. It ispossible to go straight to Activity 3: Techniques/methods of cycling andActivity 4: Bicycle technology of this project if required.

Looking Beyond the UKlesson plans

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lesson plans

Human achievement on a bicycleObjectiveThis can be a short introductory session that simply determines studentsprior knowledge. More in-depth work can be done with the data providedif time permits.

The main purpose of the introductory activity is to lead the students tofocus on four key areas that may impact on cycling performance:

Fitness

Diet

Techniques/methods of cycling

Bicycle technology

The subsequent activities could be undertaken as small group activities,with each group then producing a display or presentation to the rest ofthe class (or the whole school), or they can be completed as a circusof investigations over a period of time where all students completeall activities.

At the end of the series of activities the group then decides on the

optimum solution for each of the four key areas to apply to their chosenOlympic team and come up with a timeline of activities and developmentsto ensure they reach peak performance for the 2012 Games.

Looking Beyond the UKsetting the scene introduction

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Human achievement on a bicycle (continued)Starter activityGroup discussion: Determine the prior knowledge of the group by asking keyquestions about human achievement on a bicycle. Use PowerPoint slides:When is a bike a bike? (see CD in Additional resources).

Students consider the following questions:

How fast is the worlds fastest bicycle?

What part of the world is likely to be the best place to attempta world record and why?

What special design features would a bicycle have to attempta world record?

Which is the fastest record a solo cyclist or tandem cyclists?

Following this initial discussion ideas presented by students are recordedon sticky notes and displayed for future reference. A speedometer couldbe created with each students suggested answers to these questionsplaced at the appropriate point using a sticky note.

Main activity: Research

Using the data provided in the resources section and other data sets availableon the internet, students conduct an analysis of cycling performance dataover the past 50 years and then make predictions on anticipated performancelevels in the London 2012 Olympic and Paralympic Games.

This may include data analysis of cycle track records held over the yearsand of any factors that may have influenced performance, such as:

Location effect of altitude on the human body

Technology advances in materials technology to providemore efficient bikes

Training programmes links to health and fitness

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Human achievement on a bicycle (continued)Students will be given the opportunity to consider all of the trends in thedata sets and determine their own programme for success in the cyclingevents of the 2012 Olympiads. Taking on the role of team coach/manager,they will aim to ensure Britain has success in the medals table through:

Effective use of available technologies

Selection of elite performers

Enhancement of performance levels through appropriate preparationand planning

Equipment required IT facilities or printed sheets of data if analysis to be undertaken

Resources:

PowerPoint When is a bike a bike?

Additional resource Olympic record pdfs

Additional resource World record progression spreadsheets and pdfs

Spreadsheets and pdf files of the current cycling track records are includedon the CD in Additional resources. If you want the students to find thisinformation for themselves, it can be accessed on the following websites:

Union Cycliste Internationale:www.uci.ch

Beijing 2008 archived records:http://en.beijing2008.cn/80/68/column211716880.shtml

Olympic movement official website:www.olympic.org/uk/sports/records/results_uk.asp

www.olympic.org/uk/utilities/reports/index_uk.asp

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Looking

Beyondthe UK...Handouts and worksheets for photocopyingSetting the scene


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KS3 Cycle Curriculum Pack

Project four Looking Beyond the UK

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Setting the scene

PowerPoint 1

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When is a bike a bike?

Science Looking Beyond the UK Setting the sceneWhen is a bike a bike?


Curriculum Focus on Cycling 2009 Transport for London






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Questions

How fast is the worlds fastest bike?

Where would you attempt a world record?

What design features would a worldrecord bike have?

Which is the fastest record a solo cyclistor tandem cyclists?



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Teaching notes and

lesson plans

FitnessIn this activity fitness and fitness regimes related to elite performers areexplored. Simple practical tasks can be conducted by the students to givea basic indication of their own fitness levels. A longer-term project isavailable where fitness indicators are taken at the beginning of the projectand a fitness regime is then followed for several weeks, after which fitnessindicators are taken again.

ObjectiveStudents should learn:

To relate fitness to the systems of the human body That fitness is different for different individuals

Starter activityWhat constitutes a fit person? Discuss the ways in which a persons fitnesscan be determined.

Possibly use YouTube video clips as students come into the room to drawtheir attention and set the scene of the theme.

Group activity

Question and answer session to establish prior knowledge: How do we know we are fit?

How can we measure fitness?

How can we become fitter?

Looking Beyond the UKactivity 1 structure

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Fitness (continued)Main activityIf Project three, Activity 3: Investigating the benefits of exercise has beencompleted ask students to review their graphs of pulse rate against timefor each of their journeys. Alternatively, students can complete a series ofactivities that give an indication of their level of fitness. If available, usedata loggers with a heart rate monitor attachment to collect data duringexercise and analyse the data on a graph.

Encourage the students to design their own fitness test. This could becycling around the school field or running across the playground; the actualtasks completed will depend on the available equipment. Here is anexample of one that could be done:

Take resting heart rates and record for future reference

Step test locate a stable step or bench (approximately 30cm high)

Step up to full height, with both feet on the step and then step downwith both feet on the ground

Repeat at a comfortable pace for five minutes (longer if necessary)to achieve approximately 70 per cent of maximum heart rate

Take heart rate immediately after exercise and repeat measurementevery minute until heart rate returns to resting level


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Fitness (continued)Extension activity: How to become fitStudents plan a fitness schedule, for example cycling to school every day.A good reference source for them to use is the KidsHealth website:www.kidshealth.org/kid/exercise/fit/work_it_out.html

This could be run as a long-term project, beginning with studentsresearching and sourcing advice on a fitness regime for themselves. As awhole-class activity or divided into groups, they could take measurementsof each others heart and breathing rates in a controlled exercise testbefore undertaking their individual fitness regimes over a period of severalweeks. Students could then re-do the original exercise test to see howmuch their fitness level has improved.

Plenary

Group discussionConsider the variation in exercise performance in the class. Plot recoveryrates on a graph. How would this compare with top athletes?

Students look at the cycling exercise schedule of Chris Moores, a Transportfor London (TfL) planning engineer (see the Cycling Weekly article of 20 March

2008 included on the CD in Additional resources) and consider what fitnessmeans for top athletes.

If a top cyclist were to do the same fitness activity (as the students haveperformed in the main activity) what would be different from our activity?

Top athletes may have to exercise faster or for longer to achievea 70 per cent maximum heart rate

They may be able to maintain a high exercise level for longer

They may recover to a resting heart rate more quickly


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Fitness (continued)Equipment required

Data logging equipment with heart rate monitors

Stopwatches

Access to a stable step

Health and safetyConsideration must be given to completing the physical activities safelyand within the capabilities of each individual.

Resources:

Additional resource Training plans,Cycling Weekly 20 March 2008

NoteBe aware of the need to be sensitive to the circumstances of individualstudents and their families, and the need to encourage students to besensitive to differences between them.


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DietDepending when in Key Stage 3 this activity is completed it could be usedas an exploration of the bodys nutritional requirements, including the mainfood groups, balanced diets and the process of digestion.

For the purposes of this activity students consider two areas:

a) The bodys requirements when completing strenuous exercise; and

b)Developing a convenient diet to ensure the body is kept in goodcondition during a long period of exercise, for example competingin the Tour de France

ObjectiveStudents should learn:

That foods are a source of raw materials for the body

That foods are the energy resource to maintain the bodys activities(growth, repair and movement)

That foods contain a mix of proteins, carbohydrates, fats, vitamins,minerals, fibre and water

To use chemical tests to identify proteins, carbohydrates and fats

To work safely with chemicals

To present results to highlight significant points


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Diet (continued)Starter activityStudents look at the bodys nutritional needs, classifying different foodsand food types into the main food groups. This could be done in the formof a quiz as a group activity.

Group activityA quiz about placing a range of foods into food groups. Students couldbe asked to bring in pictures of different foods from magazines andnewspapers. A selection of pictures of typical foods can then be classifiedinto the main food groups. A poster display could also be produced.Alternatively, ask students to bring in the nutritional information panelfrom cereal packets to identify the main nutrients contained in food.

Main activityStudents use chemical tests to identify the different food types.Demonstrate food tests to identify protein, starch, sugars, fats and water.Highlight the health and safety issues with each procedure. Provide a rangeof foods and ask students to work in groups to use food tests to identifythe presence of each food type. Present the data gathered graphically toexplore the most common food types present.


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Diet (continued)Plenary

Group discussionStudents consider the bodys requirements when competing in a sportsevent such as the Tour de France and develop an appropriate diet regimeto ensure a rider in the Tour de France has their full complement ofnutrients and energy to complete the race.

Alternatively, do an IT activity in which students play the nutrition game at:www.kidshealth.org/kid/closet/games/mission_nutrition.html

Or look at the bodys nutrition demands as a result of exercise seeCycling Weekly article: Eating for success.

Equipment requiredA range of practical equipment for the food tests required.

Health and safetyConsider the safety issues associated with all practical procedures.


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Diet (continued)Resources:

Handout 1 Nutrition information sheet

Additional resource RDEE calculator

Additional resource Eating for success,Cycling Weekly 20 March 2008

Additional resource Food before rides,Cycling Weekly 20 March 2008

References

www.kidshealth.org/kid/stay_healthywww.brianmac.co.uk/nutrit.htm

NoteThere is a wide range of websites that can be explored on the subjectof sport-specific diets. If you intend to use a web search tool to locateappropriate sites you are advised to check these sites before directingstudents to them as many go into a high level of detail, which will be

beyond the scope of Key Stage 3.


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Beyondthe UK...Handouts and worksheets for photocopyingActivity 2


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Handout 1

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Nutrition levels and energy usedFor every physical activity, the body requires energy and the amount dependson the duration and type of activity. Energy is measured in kilo calories(kcal) and is obtained from the bodys stores or the food we eat. Glycogenis the main source of fuel used by the muscles to enable you to undertakeboth aerobic and anaerobic exercise. If you train with low glycogen stores,you will feel constantly tired, training performance will be lower and youwill be more prone to injury and illness.

A calorie (cal) is the amount of heat energy required to raise the temperatureof 1g of water 1C from 14 to 15C. A kcal is the amount of heat required

to raise the temperature of 1000g of water 1C.

Nutrient balance

Carefully planned nutrition must provide an energy balance anda nutrient balance.

The nutrients are:

Proteins essential for growth and repair of muscle and otherbody tissues

Fats one source of energy and important in relation to fat-soluble vitamins

Carbohydrates our main source of energy

Minerals inorganic elements occurring in the body that are criticalto its normal function

Vitamins water and fat-soluble vitamins play important roles in manychemical processes in the body

Water essential to normal body function as a vehicle for carrying othernutrients and because 60 per cent of the human body is water

Roughage the fibrous, indigestible portion of our diet essential tothe health of the digestive system

Nutrition information sheet


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What are the daily energy requirements?Personal energy requirement =basic energy requirements + extra energy requirements.

Basic energy requirements (BER) includes your basal metabolic rate (BMR)and general daily activities.

For every kilogram (kg) of body weight 1.3kcal are required every hour.An athlete weighing 50kg would require 1.3 x 24hrs x 50kg = 1560kcal/day.

For a calculation of your BMR, see the calculator on the resting daily energyexpenditure (RDEE) spreadsheet in the Additional resources section.

Extra energy requirements (EER)

For each hours training you require an additional 8.5kcal for each kilogramof body weight. For a two-hour training session, our 50kg athlete wouldrequire 8.5 x 2hrs x 50kg = 850kcal.

An athlete weighing 50kg who trains for two hours a day would require adaily energy intake of approximately 2410kcal (BER + EER = 1560 + 850).



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Handout 1

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Energy fuelLike fuel for a car, the energy we need has to be blended.The blend that we require is as follows:

57% carbohydrates (rice, pasta, bread, cakes, sugar)30% fats (dairy products, oil)13% protein (eggs, milk, meat, poultry, fish)

The energy yield per gram is as follows:Carbohydrate 4kcal, fats 9kcal and protein 4kcal.

What does a 50kg athlete require in terms of carbohydrates, fats and protein?

Carbohydrates 57% of 2410 = 1374kcal at 4kcal per gram = 1374 4 = 343 grams.

Fats 30% of 2410 = 723kcal at 9kcal per gram = 723 9 = 80 grams.

Protein 13% of 2410 = 313kcal at 4kcal per gram = 313 4 = 78 grams.

Our 50kg athlete requires 343 grams of carbohydrates, 80 grams of fat and78 grams of protein.


Source: Sports Coach @ www.brianmac.co.uk


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Techniques/methods of cyclingIn this activity students learn that a lever is a simple machine which usesa pivot and that the turning effect of a lever depends on the force appliedand its distance from the pivot. They also look at the uses of levers.

ObjectivesIn this activity students:

Consolidate and build on their concept of force and its measurement

Identify the origin of friction, air resistance and describe situations inwhich these forces act

Use the concept of speed

Identify situations in which forces are balanced and unbalanced

Consider the relationship between forces (including balanced forces)on an object, and its movement

Starter activity

Group discussionWhat is a lever? Students identify levers on bikes how do they help?

Students consider the mechanical processes of cycling: Forces in action

Levers

Gearing

PowerPoint images of bicycles and components can be used as a stimulus.


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Techniques/methods of cycling (continued)Main activityStudents conduct simple lab-based experiments to understand forces andlevers and use models to replicate the action of gears.

Students investigate the function of a lever and factors affecting the levereffect and apply this to bicycles.

Students design an investigation to explore the effect and efficiency ofsimple levers as a small group activity.

When calculating moments, typical distances on a mountain bike are chainset diameters 18cm, 13cm and 9cm, pedal length 18cm. The PowerPointslides: How do pedals work? have chain set dimensions on them.

PlenaryIf possible have a bike in the laboratory to look closely at the range of leverson the bike and consider what they do and how they do it. This would beuseful as a starter resource too.

If practical using a real bicycle in the laboratory, students apply what theyhave learnt in this activity to consider methods of cycling:

Lying down or upright position? How do we get the best mechanical advantage from the human body?

What is the optimum leg position and extension during cycling?

Is there a compromise between cycling position for optimum mechanicaladvantage and wind resistance?


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Techniques/methods of cycling (continued)Equipment required

Masses/force meters

Rulers or lengths of wood

Retort stands

G-clamps

String or other equipment as required

There is also a range of lever kits available which could be used forthis activity.

Health and safetyCare must be taken with masses and force meters. Make sure students useeye protection and that all retort stands are set up securely.

Resources:

PowerPoint How do pedals work?

References

Simple lever experiments:www.practicalphysics.org/go/Experiment_850.htmlwww.practicalphysics.org/go/Experiment_471.html

How bicycles work:http://adventure.howstuffworks.com/bicycle1.htm

How mountain bikes work:http://adventure.howstuffworks.com/mountain-bike.htm


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Activity 3

PowerPoint 1

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How do pedals work?

Science Looking Beyond the UK Activity 3How do pedals work?

How do pedals work?



Levers



Levers and moments


chain

lever

fulcrum

load

distance

distance

force


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How do pedals work?


Levers and moments


chain

lever

fulcrum

load

18cm

force

9cm

6.5cm

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Bicycle technologyThis activity provides an opportunity to see How science works. It is anexploration of materials and their use in the context of the machine wecall a bicycle.

Starter activityA whole-class review of forces and the study of materials science. This isintended to help teachers find out what students know and understandabout forces from work in Key Stage 2. Teachers will need to take thisinto account in later work. Using product catalogues of cycle shops orthe PowerPoint slides Bike frames or worksheets showing silhouetteimages of bicycle frames, students look at the following questions:

What are bicycles made of?

Why is the frame shaped the way it is?

Can we improve on the design, for example by increasing its strengthor reducing its weight?


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Bicycle technology (continued)Main activity: Investigating bike framesAn investigation into the strength of bike frames and what shape frameprovides the strongest structure. Students investigate frame strength usingmodels of bike frames. A definition of what constitutes a strong frame willneed to be agreed before students start the experiments. Make a set offrames then use a fair test to determine which is the strongest in termsof compression and tension.

Students should be given every opportunity to design the experimentalmethod for themselves but make sure they understand the aim of theexperiment and cover all health and safety aspects. To encourage goodpractice, once they have designed their experiment they should conducta risk assessment before actually starting it.

Students record their findings and share them with the rest of the class, ora display of frames and methods of testing could be made. Students couldalso make recommendations on the best frame for different terrains andthis could be presented as sales literature for selling the bikes with thebest frames.

There is a range of kits on the market that can be used in this experiment,

but take care of the forces necessary on the kits to achieve some level ofdeflection or break in the structure.

A simple drinking straw could be a suitable material which requiresrelatively small forces to achieve a deflection.

Examples of set-ups:


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Bicycle technology (continued)PlenaryGroup review of the test methods used. Are results comparable? Clarifyand agree what is the most appropriate use of the term strongest frame.Get students to look at some adverts for bikes with a critical eye.

At the end of the series of activities the students decide on the optimumsolution for each of the four key areas of fitness, diet, cycling techniquesand cycle technology to apply to their chosen Olympic team and come upwith a timeline of activities and developments to ensure this team reachpeak performance for the London 2012 Olympic and Paralympic Games.They should be encouraged to come to the conclusion that there is nosingle correct answer and that choosing the optimum solution under thecurrent circumstances is the best we can do such is the dilemma forteam coaches!

Equipment required

Masses/force meters

Retort stands

G-clamps

String or other equipment as required

Construction kits (such as KNEX, or drinking straws and glue gun)


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Bicycle technology (continued)Resources:

PowerPoint Bike frames

Handout 1 Bike frames

Additional resource Product catalogues of large cycle shops(not provided)

References

Pedalling History Bicycle Museum:www.pedalinghistory.com/PHhistory.html

Wikipedia Bicycle parts:http://en.wikipedia.org/wiki/Shifter_(bicycle_part)


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SCI-4-Looking Beyond the UK