SCIENCE OF THE SUMMER OLYMPICS
The Biomechanics of Usain Bolt
An Engineering Perspective
Video produced by NBC Learn in collaboration with NSF. Lessons 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
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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Reaction time
Gene expression due to heredity and environment
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 Use the Design Investigations section of the Inquiry Outline as a
guide for helping students to explore solutions to a problem related to stride length and speed.
The activity focuses on analysis of an action and how adjusting one component of the action
influences the result.
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
Show students photos of famous athletes or gain permission from school athletes to use them
as examples. Ask students to point out physical characteristics that might influence how each
person excels at his or her sport. You might need to supplement the discussion with additional
images or demonstrations of actions involved in some sports, such as golf or discus. Use
prompts such as the following to start students talking:
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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During a golf swing, the body….
Characteristics that might help a golfer are….
During a throw, a football quarterback….
Characteristics that might help a quarterback are….
Show the video SOTSO: The Biomechanics of Usain Bolt. Focus the discussion on Usain’s
physical characteristics. Stop the video at 1:37 and ask students to make predictions about how
Usain’s height gives him an advantage. Encourage students to jot down points about Usain’s
physical structure as they finish watching 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….
 If “mechanics” is about how something works, then “biomechanics” is about….
 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 factors that influence how
Usain, other athletes, and people in other professions take advantage of their physical
attributes to excel. 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?
 Is a longer stride length important in excelling at other kinds of walking/running sports?
 Does the height off the ground during the flight phase make a difference?
 How would a runner with a shorter stride compensate?
 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 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:
 I will research the question by….
 The variables I will test and control are….
 The constraints I have to design within are….
 The steps I will follow are….
 To conduct the investigation safely I will….
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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Focused Approach (Copy Master page 8–9)
The following exemplifies how students might investigate a question about how to analyze the
effect of stride length on speed in an activity such as race walking. Point out that race walking is
also an Olympic sport that has specific rules, or constraints. The most important one for
students to consider during their quest is that one foot has to be in contact with the ground at
all times, thus there is no flight phase.
1. Ask students questions such as the following to spark their thinking.
 How do the mechanics of race-walking compare to running?
 How might you calculate stride length?
 How might stride length be related to speed?
 How can you compare results from different individuals?
 How might foot size make a difference?
2. Students might choose to do further research about race walking and make comparisons
between it and Usain’s sprinting action. Labeled diagrams of foot position, muscles
involved, and other mechanics might be part of this comparison.
3. Encourage students to brainstorm several methods of determining stride length before
settling on one they will try. Some students might find that after an initial attempt at a
methodology they might need to start over with another idea or some might try multiple
solutions at the same time. Use prompts with students such as the following:
 I will measure stride length over a distance of _____ because….
 Stride length is measured heel to heel or toe to toe because….
 We chose _____ to participate in the trials because he, she, or they….
4. Team members should work with the participant(s) to help the participant(s) adhere to the
rule of at least one foot on the ground while the participants change their stride lengths.
Stride lengths might be calculated from a central portion of a trial so as to capture length
that is more normal for the variable being tested. Use prompts with students such as:
 We will have the participant wear _____ shoes (or go barefoot) because….
 We will measure the average length by….
 The variables we will control are….
 We will have the participants vary their stride by….
 To conduct the investigation safely I will….
5. Students should analyze the action and make claims about how changing the stride length
impacted speed.
6. Students might continue their investigation by analyzing another aspect of mechanics, such
as the effect of arm swing on speed.
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 stride length on speed in race walking might be the
following:
As evidenced by calculating speed to cover a distance both before and after Colin’s stride was
lengthened I claim lengthening the stride negatively impacts speed in during race walking
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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because it became too difficult for Colin to keep one foot in contact with the ground at all times,
which is a constraint of the process.
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 different from those of the other groups. Some others found that lengthening the
stride made the race walker faster while others found no change in the speed of their race
walker. I think this could be due to the differences among the race walkers themselves.
Reflect on Learning
Students should reflect on their understanding, thinking about how their ideas have changed or
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 reflecting 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….
 As I worked on this project, I wish I had spent more time on....
 One piece of evidence I still do not understand is….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 10.
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction
Bellringer Play the video as students gather for class, repeating at least once. Instruct students
to listen and watch for Usain’s personal reactions to his running prowess and training regime.
Then have students briefly discuss how Usain’s attitude might have both positive and negative
impact on his success.
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.
Using the 5E Approach?
If you use a 5E approach to lesson plans, consider incorporating video in these Es:
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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Engage Use the video to prompt students’ thinking about how the intensity of action-reaction
forces between a runner and the ground are dependent on factors such as mass and speed.
Students might begin to generate questions that can become the focus of supporting inquiry
activities.
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 … STEM
Math Students might research distances for various races and determine how quickly Usain
could complete each race if he were able to maintain his sprinting speed and stride length over
longer distances. Students might make comparisons with winning times in famous marathons,
such as that held in Boston, or other Olympic events. Students also might calculate their own
top speed and stride length and make comparisons with their calculations for Usain.
Use Video in Assessment
To assess student understanding of the interaction of body systems, or specifically just the
muscular and skeletal systems, play any one of the segments showing Usain running with the
sound muted. Then give the following instructions.
Describe what is occurring among body systems (or between muscles and bones) to enable
Usain to move so quickly.
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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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 or how a movement might be
improved through redesign. 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….
 As I worked on this project, I wish I had spent more time on....
 One piece of evidence I still do not understand is….
The Biomechanics of Usain Bolt, An Engineering Perspective (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 to analyze an action and the impact of
changing one aspect of that action. Write your lab report in your science notebook.
Ask Beginning Questions
How does changing the stride length impact speed in race walking?
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 might measure a normal stride length and then change it. How could you do that?
What impact would it have?
 I will have the participant wear _____ shoes (or go barefoot) because….
 I will measure the average length by….
 The variables I will control are….
 I will have the participants vary their stride by….
 To be safe I need to….
Record Data and Observations
Organize your data in tables or graphs as appropriate. Examples are shown below.
Speed and Normal Stride
Speed and Increased Stride
Distance
Distance
Number of
Steps
Length of
Stride
Number of
Steps
Trial 1
Trial 1
Trial 2
Trial 2
Trial 3
Trial 3
Average
(Mean)
Average
(Mean)
Speed
Speed
Length of
Stride
Stride Length and Speed
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Focused Inquiry Guide continued
Speed
Stride Length
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….
 As I worked on this project, I wish I had spent more time on....
 One piece of evidence I still do not understand is….
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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.
Student reflections
were not related to the
initial question.
The Biomechanics of Usain Bolt, An Engineering Perspective (Grades 6–12)
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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