SCIENCE OF THE SUMMER OLYMPICS
The Biomechanics of Usain Bolt
Video produced by NBC Learn in collaboration with NSF. Lesson plans produced by NSTA.
Background and Planning Information
About the Video
Mechanical engineers Dr. Anette Hosoi (Massachusetts Institute of Technology) and Samuel
Hamner (Stanford University) study Usain Bolt’s physical structure to help determine how he is
able to run so fast. Their findings might enable them to develop solutions for people with
movement disorders or to optimize the performance of athletes.
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Series opening
Introducing Usain Bolt
Anette Hosoi describing the uniqueness of Usain’s feat
Usain’s physical characteristics and stride length
Usain’s physical characteristics and mass
Influence of muscle strength on force
Samuel Hamner’s reasons for studying Usain
Running stance phase
Running flight phase
Electrical signals, and coordination
Everything coming together for Usain
Closing credits
Language Support To aid those with limited English proficiency or others who need help
focusing on the video, make available the transcript for the video. Click the Transcript tab on
the side of the video window, then copy and paste into a document for student reference.
Connect to Science
Framework for K–12 Science Education PS2.A Forces and Motion
PS2.B: Types of Interactions
LS1.A: Structure and Function
Related Science Concepts
 Force and the resultant pressure on a surface
 Action and reaction forces (running on a track)
 Speed and acceleration of an object (a human body)
 Motion and how human movements result in motion
 Relationship of weight and mass
 Muscular system and how it moves the human body
 Reaction time
 Gene expression due to heredity and environment
The Biomechanics of Usain Bolt (Grades 6–12)
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Connect to Engineering
Framework for K–12 Science Education
ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
Engineering in Action
Mechanical engineers create and build mechanical devices while biomechanical engineers
blend traditional engineering techniques with biological science and medicine. Today, many
mechanical engineers are lending their expertise to the analysis of living systems. The
development of a prosthetic tail for Winter, a dolphin at the Clearwater (Florida) Marine
Aquarium, is just one example. Biomimicry, such as modeling the nosecone of a Japanese bullet
train after a kingfisher’s beak so the train is quieter as it emerges from tunnels, is a growing
field as well.
Given a problem, engineers begin the search for a solution by analyzing what they have to work
with. In the case of Usain Bolt, Samuel Hamner analyzes the physical attributes of Usain’s body
as well as how various parts of his body work together to accomplish his goal. Without being
able to observe Usain’s motion—how his bones and muscles move—it would be impossible to
improve his motion through an engineering process. Unlike physical mechanical engineering
solutions, which can be arrived at through manipulating physical factors, biological engineering
problems begin with the genetics of the individual (human or other organism) that is the focus
of the problem. While other constraints can influence the solution, first and foremost the
engineering solution has to work within the genetic constraints.
Take Action with Students With students, choose a simple action such as throwing a ball,
moving from a standing to a sitting position, or snapping fingers. Have students analyze the
motion through descriptions or sketches. Students with smartphones might take a series of
photographs or video they can replay in slow motion. Then elicit from students how the motion
might change if the person was taller, more massive, or older and suffered from arthritic joints.
How would they redesign the action to enable that person to do it?
Inquiry Outline for Teachers
Encourage inquiry using a strategy modeled on the research-based science writing heuristic. Student
work will vary in complexity and depth depending on grade level, prior knowledge, and creativity. Use
the prompts liberally to encourage thought and discussion. Student Copy Masters begin on page 7.
Explore Understanding
Do an Internet search for the phrase "animals in motion" or " running motion of animals" and
share images with students. Elicit from students how these animals are able to move—whether
to run fast, lumber along, or hop. Use prompts such as the following to start students talking.
 These animals are all alike in that….
 The body systems involved in movement of these animals are….
The Biomechanics of Usain Bolt (Grades 6–12)
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


Bones are connected to one another by….
Bones move at _____ because….
Muscles move bones by….
Show the video SOTSO: The Biomechanics of Usain Bolt. Focus the discussion on how Usain’s
bones and muscles work together, at the behest of his nervous system, to sprint as quickly as
he can. Encourage students to jot down points about Usain’s motion as they watch the video,
and then discuss the video using prompts such as the following:
 When I watched the video I thought about….
 The expert in the video claimed that _____ because….
 Usain is not expected to run so fast because….
 Because Usain is bigger, he has to compensate by….
 The stance phase in running differs from the flight phase by….
 I would like to know more about….
 I would do research to find out more about….
Ask Beginning Questions
Stimulate small-group discussion with the prompt: The video makes me think about these
questions…. Then have small groups list questions they have about how humans or other
animals move—quickly, in predictable ways, and so on. Then groups should choose one and
phrase it in such a way as to be researchable and/or testable. Some examples include the
following:
 How does stride length impact a runner’s speed?
 How does the running action of other animals compare to that of humans?
 Is the number of muscles or the strength of muscles the more important factor?
 Does the height off the ground during the flight phase make a difference?
 How does leg length impact the running action?
 Is Usain just quicker off the starting blocks than other runners?
 Could Usain be just as fast if he did not start the race in starting blocks?
Design Investigations
Choose one of these two options based on your students’ knowledge, creativity, and ability level.
Open Choice Approach (Copy Master page 7)
Groups might come together to agree on one question they will explore the answer to or each
group might explore something different. Students should brainstorm what they would have to
do to answer the question. Then work with students to develop safe procedures that control
variables and make accurate measurements. Encourage students with prompts such as the
following:
 The variable I will test is….
 The variables I will control are….
 The steps I will follow are….
 To conduct the investigation safely I will….
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Focused Approach (Copy Master page 8–9)
The following exemplifies how students might investigate a question about how the strength of
muscles impacts an action, such as: How does the strength of a muscle change the way a bone
moves?
1. Ask students questions such as the following to spark their thinking.
 How are Usain’s leg muscles involved in his running?
 How does Usain maintain his strength?
 How do the muscles cause bones to move?
 How might you model the bones in the leg or arm?
 How are bones involved in movement joined together?
2. Students might choose to create a model of two bones connected at a joint and show how
the bones move under the pull of model muscles. If so, give them free rein in deciding how
to build their models and demonstrate the actions. Some might use various thicknesses of
rubber bands as muscles to move bones constructed of craft sticks, rulers, or cardboard
tubes. Examining this hinge model might help students refine their question or lead to new
questions that they should record for later exploration.
3. Ensure students brainstorm variables and determine which can be controlled and which
cannot. Students should be aware that “bones” of different lengths and the positions at
which the “muscles” are placed changes the mechanical advantage of the lever they’ve
constructed. As needed, help them focus on their chosen variable in each trial. Use prompts
such as the following:
 I am testing variables by….
 I am controlling variables by….
4. Students should determine a method by which they can measure the resultant force
created by muscles of different sizes. For example, students might pull apart the model
bones to a predetermined distance that stretches the rubber band and then let go. They
might qualitatively observe what happens and make comparisons. Students could also allow
the moving bone to strike a ball and measure how far that ball moves for quantitative data.
They could also use a force sensor to measure the applied force. Use prompts with students
such as:
 I will create our bones and joint models from….
 I will pull the bones apart _____ centimeters because the rubber bands….
 I will measure the force imparted by different strengths of muscles by….
 I predict that if I follow these steps….
 To conduct the investigation safely I will….
5. Students might continue their investigation by focusing on how the number of muscles
involved in an action impacts the result, or another related question of their own.
Make a Claim Backed by Evidence
As students carry out their investigations, ensure they record their observations. As needed,
suggest ways they might organize their data using tables or graphs. Students should analyze
their data and then make one or more claims based on the evidence their data shows.
Encourage students with this prompt: As evidenced by… I claim… because….
An example regarding the effect of muscle size on force generated might be the following:
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As evidenced by a thicker rubber band moving a ball further than a thinner one of the same
diameter I claim that stronger muscles enable bones to move more forcefully than weaker ones
because muscles can only contract, and the thicker rubber band contracts more forcefully,
moving the bone more forcefully.
Compare Findings
Encourage students to compare their ideas with those of others—such as classmates who
investigated the same or a similar question, material they found on the Internet, an expert they
chose to interview, or their textbook. Remind students to credit original sources in their
comparisons. Elicit comparisons from students with prompts such as the following:
 My ideas are similar to (or different from) those of the experts in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Students might make comparisons like the following.
My ideas are similar to those of the other groups. Although different groups used different
materials and measured the resultant force differently, we all found that the stronger muscle
made the bone move more forcefully or quickly.
Reflect on Learning
Students should reflect on their understanding, thinking about how their ideas have changed or
about what they know now that they didn’t before. Have students respond to one of the
prompts in writing and then ask volunteers to share with the class or have partners exchange
responses and ask questions of each other. Encourage reflection using prompts such as the
following:
 My ideas have changed from the beginning of this lesson because of this evidence….
 My ideas changed in the following ways….
 The advantages and limitations of my model are….
 As I worked on this project, I wish I had spent more time on....
 If I would have changed _____ my investigation would have been more….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 10.
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction
Visualize a Concept A 25-second segment beginning at approximately 1:59 relates the
components of an action-reaction force between Usain and the track. Use this as a practical
application of the concept during a discussion of Newton’s three laws of motion.
Homework The night before a class discussion on body systems or speed, acceleration, and
action-reaction, instruct students to watch the video at least twice and make notes about
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aspects that interest them. In small groups, students might use their notes to generate
questions for inquiry activities.
Using the 5E Approach?
If you use a 5E approach to lesson plans, consider incorporating video in these Es:
Explain Use the video to explain to students how the body systems interact to perform complex
movements very quickly. Point out how not only the muscular and skeletal systems are
involved, but also the nervous system supplies the signal for muscle fibers to contract, the
respiratory and circulatory systems supply the oxygen and will clean away waste products of
anaerobic respiration in the muscle cells, and the digestive system supplies the fuel.
Elaborate Use the video to extend understanding about the interaction of heredity and
environment in humans. Students can hypothesize how Usain and other athletes or celebrities
with specific physical attributes such as large muscles or flexible limbs are impacted by training
regimes and nutrition.
Connect to … Social Studies
Geography and Economics of Jamaica One of 204 countries expected to participate in the 2012
London games, this small country, about twice the size of the state of Delaware, sits about 900
kilometers (560 miles) southeast of Miami. Tourism is a major part of Jamaica’s economy.
Encourage interested students to find out more about Jamaica. Suggest they create a travel
brochure, webquest, or other presentation from Usain Bolt’s perspective.
Use Video in Assessment
To assess student understanding of the science behind Usain’s sprinting prowess, show the
video segment beginning at 4:49 through Usain’s quote: “I mean for me it's my strength and
the length of my stride, everything comes together which makes it look so superb.” Then give
the following instructions.
Write a few sentences that explain what creates Usain’s strength and stride that enable him to
excel in sprinting.
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COPY MASTER: Open Choice Inquiry Guide for Students
Science of the Summer Olympics: The Biomechanics of Usain Bolt
Use this guide to investigate a question about Usain Bolt, how a movement might be improved,
or how bones and muscles work together. Write your lab report in your science notebook.
Ask Beginning Questions
The video makes me think about these questions….
Design Investigations
Choose one question. How can you answer it? Brainstorm with your teammates. Write a
procedure that controls variables and makes accurate measurements. Add safety precautions
as needed.
 The constraints I will work within are….
 The variable I will test is….
 The variables I will control are….
 The steps I will follow are….
 To conduct the investigation safely I will….
Record Data and Observations
Record your observations. Organize your data in tables or graphs as appropriate.
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or a
similar question; do research on the Internet or talk with an expert. How do your findings
compare? Be sure to give credit to others when you use their findings in your comparisons.
 My ideas are similar to (or different from) those of the experts in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Reflect on Learning
Think about what you found out. How does it fit with what you already knew? How does it
change what you thought you knew?
 My ideas have changed from the beginning of this lesson because of this evidence….
 My ideas changed in the following ways….
 The advantages and limitations of my model are….
 As I worked on this project, I wish I had spent more time on....
 If I would have changed _____ my investigation would have been more….
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The Biomechanics of Usain Bolt (Grades 6–12)
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COPY MASTER: Focused Inquiry Guide for Students
Science of the Summer Olympics: The Biomechanics of Usain Bolt
Use this guide to investigate a question about how the muscle strength impacts an action.
Write your lab report in your science notebook.
Ask Beginning Questions
How does the strength of a muscle change the way a bone moves?
Design Investigations
How can you answer your question? Brainstorm solutions with your teammates. Write a
procedure that will enable you to meet the constraints. Add safety precautions as needed. For
example, you would need to measure a normal stride length and then change it. How could you
do that?
 I will create my bones and joint model from….
 The variables I will test and control are….
 I will measure the force imparted by different strength muscles by….
 I predict that if I follow these steps….
 To be safe I need to….
Record Data and Observations
Organize your data in tables or graphs as appropriate. Examples are shown below.
Muscle Strength and Bone Movement
Distance Ball Moved
Muscle Thickness
Trial 1
The Biomechanics of Usain Bolt (Grades 6–12)
Trial 2
Trial 3
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Focused Inquiry Guide continued
Muscle Strength and Bone Movement
The Biomechanics of Usain Bolt (Grades 6–12)
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Distance
Ball Moved
Muscle Thickness
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or a
similar question; do research on the Internet or talk with an expert. How do your findings
compare? Be sure to give credit to others when you use their findings in your comparisons.
 My ideas are similar to (or different from) those of the experts in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Reflect on Learning
Think about what you found out. How does it fit with what you already knew? How does it
change what you thought you knew?
 My ideas have changed from the beginning of this lesson because of this evidence….
 My ideas changed in the following ways….
 The advantages and limitations of my model are….
 As I worked on this project, I wish I had spent more time on....
 If I would have changed _____ my investigation would have been more….
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COPY MASTER: Assessment Rubric for Inquiry Investigations
Criteria
Initial question
Investigation
design
Variables
Safety procedures
Observations and
Data
Claim
Findings
comparison
Reflection
1 point
Question had a yes/no
answer, was off topic, or
otherwise was not
researchable or testable.
2 points
Question was
researchable or testable
but too broad or not
answerable by the
chosen investigation.
The design of the
While the design
investigation did not
supported the initial
support a response to
question, the procedure
the initial question.
used to collect data
(e.g., number of trials,
control of variables)
was not sufficient.
Either the dependent or
While the dependent
independent variable
and independent
was not identified.
variables were
identified, no controls
were present.
Basic laboratory safety
Some, but not all, of the
procedures were
safety equipment was
followed, but practices
used and only some
specific to the activity
safe practices needed
were not identified.
for this investigation
were followed.
Observations were not
Observations were
made or recorded, and
made, but were not
data are unreasonable in very detailed, or data
nature, not recorded, or
appear invalid or were
do not reflect what
not recorded
actually took place during appropriately.
the investigation.
No claim was made or
Claim was marginally
the claim had no
related to evidence
relationship to the
from investigation.
evidence used to support
it.
Comparison of findings
Comparison of findings
was limited to a
was not supported by
description of the initial
the data collected.
question.
Student reflection was
limited to a description
of the procedure used.
The Biomechanics of Usain Bolt (Grades 6–12)
Student reflections
were not related to the
initial question.
3 points
Question clearly stated,
researchable or testable,
and showed direct
relationship to
investigation.
Variables were clearly
identified and controlled
as needed with steps and
trials that resulted in data
that could be used to
answer the question.
Variables identified and
controlled in a way that
results in data that can be
analyzed and compared.
Appropriate safety
equipment used and safe
practices adhered to.
Detailed observations
were made and properly
recorded and data are
plausible and recorded
appropriately.
Claim was backed by
investigative or research
evidence.
Comparison of findings
included both
methodology and data
collected by at least one
other entity.
Student reflections
described at least one
impact on thinking.
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