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Competition Suits for the Twenty First Century

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 6,7,8
  Time: 55 minutes
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/8/Focus on Physical Science
1.0 The velocity of an object is the rate of change of its position. As a basis for understanding this concept: a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions. b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary. c. Students know how to solve problems involving distance, time, and average speed. d. Students know the velocity of an object must be described by specifying both the direction and the speed of the object. e. Students know changes in velocity may be due to changes in speed, direction, or both. f. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction.
 
BRIEF DESCRIPTION
Students will learn about aerodynamic suit technology. They will choose a sport and propose gear design and material changes to enhance performance. They will give a 2 minute presentation to the class on their design ideas.

 

 
PROCEDURES
 
Goal(s):
Students will learn about cutting edge polymer materials used in the Winter Olympics. They will work in small groups to incorporate what they learn into redesigning a piece of sports equipment or gear. They will clearly present their design idea to their peers.
 
Specific Objectives:
Students will be able to:
  1. Formulate define a polymer.
  2. Describe two very different types of polymer structures (Spandex and Kevlar).
  3. Work in a small group to create and propose a design enhancement that utilizes a modern technology or material.
  4. Work in a small group to present their design idea to the class.
 
Required Materials:
Something to make a visual for their presentation: Whiteboard, large piece of paper, computer with projector, overhead projector, etc.
 
Anticipatory Set (Lead-in):
Ask if any of the students have heard of Michael Phelps. Discuss his accomplishments at the 2008 Beijing Olympics (8 golds, 7 world records, and the 8th was an Olympic record.) Of course he is a phenomenal athlete, certainly one of the greatest, but ask if anyone knows what helped him compete at that level (answer, in part, was his bathing suit. In fact, so many swimming world records were recently shattered, that new rules recently took effect banning the use of these high tech suits in many world swimming competitions.)
 
Lesson Plan Procedure:
  1. Before showing the video summarize the day’s activity. Tell them to listen carefully and take notes of any new terms because, after the video, they will be asked to use the materials and strategies they hear about to redesign a piece of sports gear or equipment.
  2. Show the NBC Learn Video: Competition Suits.
  3. After the video, clarify any questions, and check that they took notes on the main vocabulary terms and understand aerodynamics, spandex, Kevlar, polymer, monomer, air drag, and air lift.
  4. Have them work in small groups to complete the following task: Choose a sport and make a design improvement or improvements to a piece of gear or equipment.  Your improvement must utilize cutting edge technologies such as those discussed in the video or others that you might want to propose.  Try to be creative, think outside-of -the-box.  Before creating your presentation, read over your copy of the grading rubric.  Create a presentation for your proposed ideas, and be sure to explain the technology and the specific advantages your athlete will have over the opponents.  Have Fun.
  5. Give them time (15-20 minutes) in small groups to brainstorm their sport, and ideas, and create a short presentation. Encourage them to practice quietly once finished.
  6. Depending upon the class size and time remaining, you may have groups pair up and present to each other, (and evaluate each other by using the rubric.) Or you may want to have presentations given to the entire class and choose random students graders, multiple graders for each presentation, and also choosing different ones for each presentation.
 
Closure (Reflect Anticipatory Set):
Going back to the Michael Phelps story, ask students if they think it would be fair to use the designs presented in the activity. Ask them why or why not?
 
Assessments & notes
 
Plan for Independent Practice:
Have them research the science related to their particular piece of gear or equipment and report back to the class what they learned and, after researching the topic, have them discuss the feasibility of their proposed design idea.
 
Assessment Based on Objectives:
Presentation rubrics and the individual practice can be used for assessment.
 
Possible Connections to Other Subjects:
Language Arts: The individual practice assignment can be given as language arts homework.
 
 
 
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Submitted by NBCLearn on Tue, 01/26/2010 - 03:42


Title:

Competition Suits for the Twenty First Century

Grade Level:

6,7,8

Subject:

Science

Author:

nbclearn

Time:

55 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

Speed Suit, Aerodynamics, Spandex, Kevlar, Polymer, Monomer, olympics

Brief Description:

Students will learn about aerodynamic suit technology. They will choose a sport and propose gear design and material changes to enhance performance. They will give a 2 minute presentation to the class on their design ideas.

 


California State Standards Addressed:

Science/8/Focus on Physical Science)1.0

Related Links:

Link 1:

Goal(s):

Students will learn about cutting edge polymer materials used in the Winter Olympics. They will work in small groups to incorporate what they learn into redesigning a piece of sports equipment or gear. They will clearly present their design idea to their peers.

Specific Objectives:

Students will be able to:
  1. Formulate define a polymer.
  2. Describe two very different types of polymer structures (Spandex and Kevlar).
  3. Work in a small group to create and propose a design enhancement that utilizes a modern technology or material.
  4. Work in a small group to present their design idea to the class.

Required Materials:

Something to make a visual for their presentation: Whiteboard, large piece of paper, computer with projector, overhead projector, etc.

Anticipatory Set (Lead-in):

Ask if any of the students have heard of Michael Phelps. Discuss his accomplishments at the 2008 Beijing Olympics (8 golds, 7 world records, and the 8th was an Olympic record.) Of course he is a phenomenal athlete, certainly one of the greatest, but ask if anyone knows what helped him compete at that level (answer, in part, was his bathing suit. In fact, so many swimming world records were recently shattered, that new rules recently took effect banning the use of these high tech suits in many world swimming competitions.)

Lesson Plan Procedure:

  1. Before showing the video summarize the day’s activity. Tell them to listen carefully and take notes of any new terms because, after the video, they will be asked to use the materials and strategies they hear about to redesign a piece of sports gear or equipment.
  2. Show the NBC Learn Video: Competition Suits.
  3. After the video, clarify any questions, and check that they took notes on the main vocabulary terms and understand aerodynamics, spandex, Kevlar, polymer, monomer, air drag, and air lift.
  4. Have them work in small groups to complete the following task: Choose a sport and make a design improvement or improvements to a piece of gear or equipment.  Your improvement must utilize cutting edge technologies such as those discussed in the video or others that you might want to propose.  Try to be creative, think outside-of -the-box.  Before creating your presentation, read over your copy of the grading rubric.  Create a presentation for your proposed ideas, and be sure to explain the technology and the specific advantages your athlete will have over the opponents.  Have Fun.
  5. Give them time (15-20 minutes) in small groups to brainstorm their sport, and ideas, and create a short presentation. Encourage them to practice quietly once finished.
  6. Depending upon the class size and time remaining, you may have groups pair up and present to each other, (and evaluate each other by using the rubric.) Or you may want to have presentations given to the entire class and choose random students graders, multiple graders for each presentation, and also choosing different ones for each presentation.

Closure (Reflect Anticipatory Set):

Going back to the Michael Phelps story, ask students if they think it would be fair to use the designs presented in the activity. Ask them why or why not?

Plan for Independent Practice:

Have them research the science related to their particular piece of gear or equipment and report back to the class what they learned and, after researching the topic, have them discuss the feasibility of their proposed design idea.

Assessment Based on Objectives:

Presentation rubrics and the individual practice can be used for assessment.

Possible Connections to Other Subjects:

Language Arts: The individual practice assignment can be given as language arts homework.

Adaptations and Extensions:



Additional Notes:




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