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HOW DOES YOUR BICYCLE WORK?
Activity #4
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A Forceful PairApproximate Time Required
1 hour
Key Questions
What is an action-reaction? When you walk, jump, skip, or hop, does theground react to your action?
Student Learning
In addition to the competencies listed in the next section, students will:• predict what will happen when they jump on a trampoline, a springboard, andthe floor;• observe what happens when they jump on a trampoline, a springboard, and thefloor;• draw conclusions about the effect of mass on action-reaction pairs; and• apply their knowledge of action-reaction pairs to describe how their bike moves.
Competencies
Science andTechnology
Competency 1: To take action, bearing in mind thedifferent types of reasoning specific to science andtechnology• The student defines a problem related to science andtechnology• Characteristic: Highlights scientific and technologicalelements of the problem• The student proposes a solution to the problem• Characteristics: Clarifies his/her tentative explanationsthat are consistent with ideas recognized by thescientific and technological communityCompetency 3: To propose acceptable explanations inappropriate scientific and technological languages
Cross-CurricularIntellectualMethodologicalPersonal and SocialCommunication-Related
Competency 1: To use informationCompetency 3: To exercise critical judgmentCompetency 1: To use effective work methodsCompetency 3: To work with othersCompetency 1: To communicate appropriately
Areas of LifelongLearningEnvironmentalAwareness
The student takes action in the natural and builtenvironment to foster harmony and sustainabledevelopment.Focuses:• awareness and understanding of the characteristics ofthe natural and built environment• awareness of interdependence between systems and
 
human activity
Links to other SubjectAreasLanguage ArtsPhysical Educationand Health
Competency 4: The student interacts in the role of senderand receiverCompetency 1: To perform movement skills in differentphysical activity settings
MaterialsPer class Per student Per group
 
• Balls of the same size and weight(mass)• Bottles of water of differentweights [masses], but the samesize• Worksheet
Constructivist Activity StepsRole of Teacher Role ofStudent
Engage
Ask the students to walk. Ask them to describewhat they did. (Ans: pushing ground). Ask thestudents to jump. Ask them to describe what theydid. (Ans: pushing ground with more force).Following this activity, ask students how one canapply more force to the ground. (Ans:by jumping,skipping, etc.). Make sure that studentsunderstand that the more force they apply, thestronger the movement. (For example, the furtheryou are pushed back, the higher you jump.)Engage inteacher-directedactivities.Answerteacherquestions.
Individualpredictions
Ask students what happens when they jump on atrampoline, a springboard, and the floor. Guidestudents using appropriate questions anddemonstrations (on thetrampoline) to understandthatthere is an opposite reaction forevery action. (The student pushes down and thengoesup; the more force s/he applies, the highers/he jumps.) Because the trampoline “floor”isstretchy and light, and its mass and a child’s massare somewhat equal, one can see the reaction tothe action.(Mass is the quantity of matterin a body. See the definition in the vocabulary listfor the distinction between mass andPredict whatwill happenwhen s/hejumps on atrampoline, aspringboard,and the floor.
 
weight. For simplicity for these young students,you may want to explain the difference butthen use the more familiar term weight instead ofmass.) In the case of earth, one cannot seeit react (push back) because the mass of theearth and the child are extremely unequal.Acceleration is inversely proportional to mass.(The bigger the mass, the less the acceleration.)Therefore, we cannot see the very smallacceleration of the earth (the movement of theearth as it reacts).
Group predictionsActivity/Experiment
By means of questioning techniques, lead studentsto conclude that the trampoline reacts to theiraction of pushing down by pushing back up. Havethe student jump on a springboard and explainwhat is happening (What is theaction? What is the reaction? )Ask students what the difference is between thespringboard experiment and the trampolineexperiment. (Ans: The spring board does notreact with as much force as the trampolinebecause it is has more mass; one has to applymore force because it has more mass. It requiresmore force to push it, and a child willpush it less far than s/he will the trampoline.Therefore, the springboard sends the child lesshigh. Also, the springboard has more mass thanthe child.)Repeat the same activity on the ground. Ask thestudents to explain why the ground does notreact. (They should now know that the ground hasmuch more mass than the student. There is areaction, but it is not visible).Go to the gymand, under theteacher’sdirection, jumpon thetrampoline, thespringboard,and the floor.Answerteacherquestions.
Group discussion
To be done during the experiment.
Group reports why predictions were accurate or inaccurate.Short explanationApply to a newsituation
Set up materials (balls and bottles). Hand outworksheet #1. Guide the students throughout theexperiment. Have students predict reactionsto actions and then verify their results:1. Hit empty bottle by rollingConductexperimentunderteacher’sdirection, fill

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