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Project Collaboration A.

HOW DOES YOUR BICYCLE WORK?

Activity #1 - The Sled & Brick Experiments


Approximate Time Required 1 1/2 hours
Key Questions
• What are the effects of surfaces on movement?
• On which types of surfaces is it easiest to ride your bike?
• What are the characteristics of these surfaces?
Student Will Learn To:
• predict the effects of various surface types on the movement of substances
across those surfaces.
• conduct experiments to determine the effects of various surface types on
the movement of substances across them.
• apply their knowledge of the effects of surface type on movement to
determine the appropriateness of the type of tires on their bicycles.

Materials
Per class Per student Per group of students
As many different types 1 of each of the following • Sled for every two students
of tires as possible. worksheets: #i,ii,iii,iv,v,vi (or more than two students
per sled depending on the
availability of sleds)
• A brick and substances
having different surfaces,
such as glass, sand, wood,
and sandpaper.
Constructivist Activity Steps
Role of Teacher Role of Student

Engage For Activity A, have students bring in one sled for Bring in sleds.
each group.

As an introduction to the brick experiment Brainstorm.


(described below), ask the students to brainstorm
other situations (based on movies, personal
experience, computer games, sports, etc.) in
which the type of surface affects movement. If
feasible, some of the situations can be simulated.
Then introduce the brick experiment.
Individual
predictions
Group Monitor predictions. Observe and listen. ACTIVITY A
prediction PRE-TEST:
s In groups, complete
worksheet
#i (predictions of the
effect of surface on
movement of sleds).

ACTIVITY B
(Complete after doing
Activity A). With the
knowledge gained
from Activity A, predict
the effect of surface on
the movement of a brick
across that surface.
See worksheet #iv.

Activity/ In general: Observe, ask questions, and encourage ACTIVITY A


Experiment students to explain and question the different Have the students pull each
results. other on a sled on different
surfaces outside and inside
Suggestions: (snow, gravel, grass, etc.).
• Activity A may not meet the students' See attached worksheet
expectations. (You're not going sledding, class!) To #ii.
prevent this from happening, the teacher can
suggest that the students find out the distance that
they can cover in a limited time, pulling the sled with
another student on it. The quantitative results
should focus the students on the different effects
surfaces have on movement (i.e., the effect of
friction).

• The best time of the year to begin Activity A is


early spring or late fall (when snow starts to melt or
fall) so that you have as many varied surfaces
outside as possible.
• The teacher can also encourage the students to
consider the influence of other factors on their
distance and speed, such as the weight of the
student being pulled, the type of sled, and the boots
they are wearing. Encourage students to control
these variables by always using the same sled, pulling
the same student, and wearing the same boots.

For Activity B, display different surfaces and


provide each group with a brick. Have them ACTIVITY B
experiment with the effects of the various surfaces See activity #1 worksheet
on the sliding of the brick. Depending on the ability #v.
of the group, the teacher may decide to provide
or not provide the group with specific instructions
(worksheet #5). You can have students tie a string
around the brick to pull it along the surface, or place
the surface so it forms an incline and have students
slide the brick down the surface.

Facilitate discussion ACTIVITY A


Group Discuss along which kinds of
discussion surfaces the sled moved
more easily and why
(worksheet #3).
.
ACTIVITY B
Discuss along which kinds of
surfaces the brick slid
more easily and why. See
work sheet#v.

Group Listen to reports. Using questioning techniques, have Activity A See worksheet #iii.
reports students correct their own misconceptions, if any are
why identified. Provide students with the appropriate
predictions terminology as needed. Have students fill out
were worksheets for activity B throughout the experiment. Activity B Share results using
accurate If students are of high ability, consider having them worksheets provided or student-made
or create their own worksheets worksheets
inaccurate

Short Help students use scientific terminology and apply Children should be able to conclude
explanation their understanding to their own type of bicycles. that the more grip there is on a
surface (adherence, “stick-to-
ittiveness”), the more friction there
is.

Apply to Lead discussion through key questions so that students • See worksheet #v. Discuss
a new can link this information to how their why people need different
types of tires for different
situation
bicycle tires differ depending on the surface on which surfaces (i.e. race cars,
the bicycle is ridden (i.e. Race bike = thin tires for tractors, motorcycles, race
velodrome; mountain bike tires = thick tires to grip bikes, etc.).
• Have students examine the
gravel and go up hills;etc.).
tires that were brought in.
• Students should be able to
conclude that the less contact with
the surface there is, the more grip
one needs. If possible, ride
bicycles on different types of
surfaces.
• Role play: Imagine you are the safety
representative of your school. Your
task is to inform your classmates of
cautions they should take when riding
on specific surfaces. Include in your
report how to ride in various
conditions (braking, speed, types of
tires, etc.).

Vocabulary List
Friction: the force that resists the rolling or Surface: the external part of anything
sliding of one object on another. that has length and breadth (smooth,
Grip: adherence; “stick-to-it-tiveness” rough,icy,slippery)

Evaluation Ideas

• Evaluate student observations and their ability to draw conclusions using their observations.
• Evaluate work sheets, making particular note of student explanations
Extensions

• Discuss how animals use their paws and claws to help them manage movement and grip various surfaces. Give
students worksheet #vi and have them work in small groups and share their results.
• Review descriptions of different types of surfaces. Have the students use paper and charcoal or pencil to
make rubbings of different surfaces. Have the students exchange papers, label each surface, and justify
their predictions (e.g., Why do you think this is a smooth surface? What is special about the drawing?)
Teacher Comments from Field Testing

• materials may be scarce (other resources include kindergarten, daycare, … to get the sleds needed)
• students very motivated because it was a new teaching strategy and they got to go outside and be active
learners
• everyone was successful and was able to participate
• all students were inclined to draw scientific conclusions
• interest level was high for everyone (boys and girls)

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