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Page 4.1
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Human endeavour
Cycling is considered a beneficial form of exercise – many view it as a
competitive sport. This project moves the focus towards the science
of human endeavour and the technical development of the bicycle as
a machine.
In the introduction to this theme students will be asked to review
performance data from world record holders and encouraged to draw
inferences from the data which can be explored throughout the project.
Building on the work completed in Project three: The Big Debate, we will
explore the issues of fitness and diet from the perspective of preparing for
a competitive environment. Recognising that not everyone is excited by the
prospect of competitive cycling, it is possible for children to take on the
role of cycling team manager and assist their team in the preparations for
an event, for example the London 2012 Olympic and Paralympic Games.
This project will explore factors affecting the performance of the top
athletes in the sport of cycling. Opportunities will be available for students
to explore their own fitness levels and to develop fitness and diet regimes
which could prepare them (or their team) for a cycling challenge at the
appropriate level.
The application of science in the bicycle is explored; experiments into
forces in motion and materials technology form the last two sections
of 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 a
team for the event. This should enable them to appreciate that the final
selection of team, fitness and diet regimes, and cycle technologies will
be a compromise!
Science Teaching delivery map
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
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Page 4.3
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Page 4.4
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Human endeavour
The project has four main sections following a short introductory session,
each containing activity plans, references and support material.
Activity 1
Fitness
Activity 2
Diet
Activity 3
Techniques/methods of cycling
Activity 4
Bicycle technology
Note
Project three: The Big Debate focuses on the levels of health and fitness
of the UK population. There may be some overlap between this and the
first two activities of Project four: Looking Beyond the UK. However, the
latter focuses on elite performance with the aim of looking forward to
performances at the London 2012 Olympic and Paralympic Games. It is
possible to go straight to Activity 3: ‘Techniques/methods of cycling’ and
Activity 4: ‘Bicycle technology’ of this project if required.
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.5
Teachers
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if time permits.
The main purpose of the introductory activity is to lead the students to
focus 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 of
the class (or the whole school), or they can be completed as a ‘circus’
of investigations over a period of time where all students complete
all 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 chosen
Olympic team and come up with a timeline of activities and developments
to ensure they reach peak performance for the 2012 Games.
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.6
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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 included
on the CD in ‘Additional resources’. If you want the students to find this
information 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
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Science
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
Looking
Beyond
the UK...
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
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Questions
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Fitness
In this activity fitness and fitness regimes related to elite performers are
explored. Simple practical tasks can be conducted by the students to give
a basic indication of their own fitness levels. A longer-term project is
available where fitness indicators are taken at the beginning of the project
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
and a fitness regime is then followed for several weeks, after which fitness
indicators are taken again.
Objective
Students should learn:
• To relate fitness to the systems of the human body
• That ‘fitness’ is different for different individuals
Starter activity
What constitutes a fit person? Discuss the ways in which a person’s fitness
can be determined.
Possibly use YouTube video clips as students come into the room to draw
their 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?
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.20
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Fitness (continued)
Main activity
If Project three, Activity 3: ‘Investigating the benefits of exercise’ has been
completed ask students to review their graphs of pulse rate against time
Page 4.21
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Fitness (continued)
Extension activity: How to become fit
Students plan a fitness schedule, for example cycling to school every day.
A good reference source for them to use is the KidsHealth website:
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
www.kidshealth.org/kid/exercise/fit/work_it_out.html
This could be run as a long-term project, beginning with students
researching and sourcing advice on a fitness regime for themselves. As a
whole-class activity or divided into groups, they could take measurements
of each other’s heart and breathing rates in a controlled exercise test
before undertaking their individual fitness regimes over a period of several
weeks. Students could then re-do the original exercise test to see how
much their fitness level has improved.
Plenary
Group discussion
Consider the variation in exercise performance in the class. Plot recovery
rates on a graph. How would this compare with top athletes?
Students look at the cycling exercise schedule of Chris Moores, a Transport
for London (TfL) planning engineer (see the Cycling Weekly article of 20 March
2008 included on the CD in ‘Additional resources’) and consider what fitness
means for top athletes.
If a top cyclist were to do the same fitness activity (as the students have
performed in the main activity) what would be different from our activity?
• Top athletes may have to exercise faster or for longer to achieve
a 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
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.22
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Fitness (continued)
Equipment required
• Data logging equipment with heart rate monitors
Resources:
Additional resource Training plans,
Cycling Weekly 20 March 2008
Note
Be aware of the need to be sensitive to the circumstances of individual
students and their families, and the need to encourage students to be
sensitive to differences between them.
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.23
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Diet
Depending when in Key Stage 3 this activity is completed it could be used
as an exploration of the body’s nutritional requirements, including the main
food groups, balanced diets and the process of digestion.
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Objective
Students should learn:
• That foods are a source of raw materials for the body
• That foods are the energy resource to maintain the body’s 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
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.24
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Diet (continued)
Starter activity
Students look at the body’s nutritional needs, classifying different foods
and food types into the main food groups. This could be done in the form
Main activity
Students 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 range
of foods and ask students to work in groups to use food tests to identify
the presence of each food type. Present the data gathered graphically to
explore the most common food types present.
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.25
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Diet (continued)
Plenary
Group discussion
Students consider the body’s requirements when competing in a sports
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
event such as the Tour de France and develop an appropriate diet regime
to ensure a rider in the Tour de France has their full complement of
nutrients 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 body’s nutrition demands as a result of exercise – see
Cycling Weekly article: ‘Eating for success’.
Equipment required
A range of practical equipment for the food tests required.
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Diet (continued)
Resources:
Handout 1 Nutrition information sheet
References
www.kidshealth.org/kid/stay_healthy
www.brianmac.co.uk/nutrit.htm
Note
There is a wide range of websites that can be explored on the subject
of sport-specific diets. If you intend to use a web search tool to locate
appropriate sites you are advised to check these sites before directing
students to them as many go into a high level of detail, which will be
beyond the scope of Key Stage 3.
Science
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
Looking
Beyond
the UK...
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Page 4.29
is the main source of fuel used by the muscles to enable you to undertake
both aerobic and anaerobic exercise. If you train with low glycogen stores,
you will feel constantly tired, training performance will be lower and you
will be more prone to injury and illness.
A calorie (cal) is the amount of heat energy required to raise the temperature
of 1g of water 1°C from 14° to 15°C. A kcal is the amount of heat required
to raise the temperature of 1000g of water 1°C.
Nutrient balance
Carefully planned nutrition must provide an energy balance and
a nutrient balance.
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Energy fuel
Like fuel for a car, the energy we need has to be blended.
The blend that we require is as follows:
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
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 and
78 grams of protein.
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Techniques/methods of cycling
In this activity students learn that a lever is a simple machine which uses
a pivot and that the turning effect of a lever depends on the force applied
and its distance from the pivot. They also look at the uses of levers.
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Objectives
In this activity students:
• Consolidate and build on their concept of force and its measurement
• Identify the origin of friction, air resistance and describe situations in
which 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 discussion
What 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.
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.34
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Plenary
If possible have a bike in the laboratory to look closely at the range of levers
on the bike and consider what they do and how they do it. This would be
useful as a starter resource too.
If practical using a real bicycle in the laboratory, students apply what they
have 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 mechanical
advantage and wind resistance?
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.35
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Resources:
PowerPoint How do pedals work?
References
Simple lever experiments:
www.practicalphysics.org/go/Experiment_850.html
www.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
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Science
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
Looking
Beyond
the UK...
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Page 4.39
Levers
chain force
lever
distance
fulcrum
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9cm
chain force
6.5cm
lever
4.5cm
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Bicycle technology
This activity provides an opportunity to see ‘How science works’. It is an
exploration of materials and their use in the context of the machine we
call a bicycle.
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Starter activity
A whole-class review of forces and the study of materials science. This is
intended to help teachers find out what students know and understand
about forces from work in Key Stage 2. Teachers will need to take this
into account in later work. Using product catalogues of cycle shops or
the PowerPoint slides ‘Bike frames’ or worksheets showing silhouette
images 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 strength
or reducing its weight?
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.42
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Page 4.43
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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 optimum
solution for each of the four key areas of fitness, diet, cycling techniques
and cycle technology to apply to their chosen Olympic team and come up
with a timeline of activities and developments to ensure this team reach
peak performance for the London 2012 Olympic and Paralympic Games.
They should be encouraged to come to the conclusion that there is no
single correct answer and that choosing the optimum solution under the
current circumstances is the best we can do – such is the dilemma for
team coaches!
Equipment required
• Masses/force meters
• Retort stands
• G-clamps
• String or other equipment as required
• Construction kits (such as K’NEX, or drinking straws and glue gun)
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.44
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References
Pedalling History Bicycle Museum:
www.pedalinghistory.com/PHhistory.html
Wikipedia – Bicycle parts:
http://en.wikipedia.org/wiki/Shifter_(bicycle_part)
Science
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
Looking
Beyond
the UK...
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Page 4.47
Bike frames
Bike frames
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
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Bike frames
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Bike frames
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Science Activity 4
KS3 Cycle Curriculum Pack Handout 1
Project four – Looking Beyond the UK Page 2 of 4
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Bike frames
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Bike frames
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Science Activity 4
KS3 Cycle Curriculum Pack Handout 1
Project four – Looking Beyond the UK Page 4 of 4
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Bike frames