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Learni
ng Cycle
Session structure
Choose the most accurate session diagram below (delete others and enlarge
so that text corresponds with the appropriate stage of the shape.)
How can you get a car to taker a corner at high speed? Classroom, MC
Building, University of Wolverhampton for SciFest 2012
HE STEM outreach session planning
Lead adult: Dr David Dyke
Supporting adults: Undergraduate students to assist lead adult with
activity
School: Numerous – rolling activity during day
Group:
Teacher/s: Specific resources required: Scalextric, bricks, tape
measures, stopwatches, cars, paper, pencils
Generic Learning Outcomes highlighted as appropriate (GLOs from
www.mla.gov.uk)
Knowledge and Understanding
Knowing what or about something
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Develop teamworking skills – role delegation
Increased understanding of how speed and forces work
Increased engagement with new audiences
Increased mathematical capability
Activity plan WOW:
Introduce the question of the session. “Does anyone think that they might
know what we might be about to do from the question?” “Does anyone have
any information or knowledge about the question?
Immersion: Explain how the track goes together. Get the children to
build a simple flat oval track with the Scalextric and check whether the
cars will go around the track at low speed. Ask schoolchildren to make
the cars go faster and observe what happens.
Have a Go: Ask schoolchildren to report back observations as to what
happens with cars when they take the corners at fast speed. Ask them if
they know what a motorcyclist does when a motorcycle takes a corner. Ask
them what they can do to the track (not the car) to allow the car to take
the corners faster.
Challenge: Ask schoolchildren what they have done to the tracks to allow
the cars to take the corners at high speeds. Ask them to time the cars
doing ten laps of the track at fast speed. Ask them if they know what
the track length is, and from the time, if they can calculate the average
speed of the car. Ask them if they can determine what the equivalent
speed of a full-size car would be, if they know what the scale of the car
and the scale of the track is.
Plenary:
What have we learnt today? Would anyone like to have a go at answering
the question?
Are there any outstanding questions that you might have?
Different groups of children to consider:
SEN/G&T/EAL/BGME
What would you like the teacher to do/ focus on?
Possible post-session activities or signposts.
Activities:
Resources: An Inuit Yo-Yo:
HYPERLINK
"http://www.fofweb.com/onfiles/SEOF/Science_Experiments/6-17.pdf"
http://www.fofweb.com/onfiles/SEOF/Science_Experiments/6-17.pdf
Amusement Park Physics:
HYPERLINK
"http://www.learner.org/interactives/parkphysics/index.html"
http://www.learner.org/interactives/parkphysics/index.html
People to contact:
Places to visit:
Useful websites/publications: Centripetal force:
"http://en.wikipedia.org/wiki/Centripetal_force"
http://en.wikipedia.org/wiki/Centripetal_force
HYPERLINK
Banked turn:
HYPERLINK "http://en.wikipedia.org/wiki/Banked_turn"
http://en.wikipedia.org/wiki/Banked_turn
Circular motion:
HYPERLINK "http://en.wikipedia.org/wiki/Circular_motion"
http://en.wikipedia.org/wiki/Circular_motion
Smart yoyo:
HYPERLINK "http://gicl.cs.drexel.edu/wiki/Smart_Yo-yo"
http://gicl.cs.drexel.edu/wiki/Smart_Yo-yo
Greatest
Engineering Achievements of the 20th Century:
HYPERLINK
"http://www.greatachievements.org/" http://www.greatachievements.org/
Science Sites for
Kids:
HYPERLINK "http://www.kidsites.com/sites-edu/science.htm"
http://www.kidsites.com/sites-edu/science.htm
PAGE
PAGE
5 of 5
© Lighting Up Learning Limited 2012 ( HYPERLINK
"http://www.lightinguplearning.com"
www.lightinguplearning.com )
Extended Creative Commons Copyright
WOW!
(An engaging event to capture interest and energise. Guided by an adult
initially; a supported experience)
Show the Scalextric to the children, and the cars that can be used.
Show the tape measures, stopwatches, bricks, supports etc. that will be
part of the activity.
Learners could:
Listen; discuss; engage in an issue; use a text or image to stimulate
discussion; watch film clip; piece of music; go on a visit, meet
real/imaginary visitor.
Learners could: create a tableau; hot seat; note down ideas; words or
sentences on sugar paper; collect different elements of the experience to
create tool box or learning wall.
[Insert your activities here]
Enquiry question:
How can you get a car to take a corner at high speed?
Learners could:
Create a tableau; hot seat; note down ideas; words or sentences on sugar
paper; collect different elements of the experience to create toolbox or
learning wall.
[Insert your activities here]
The Challenge
(Proving learning, developing independence; answering the question.
Assessment opportunity)
Ask schoolchildren what they have done to the tracks to allow the cars to
take the corners at high speeds.
Ask them to time the cars doing ten laps of the track at fast speed.
Ask them if they know what the track length is, and from the time, if
they can calculate the average speed of the car.
Ask them if they can determine what the equivalent speed of a full-size
car would be, if they know the scale of the car and the scale of the
track.
Learners could:
Produce draft journal entries from different perspectives; give verbal
presentations; use different instruments as representations, or create
mini cardboard models.
[Insert your activities here]
Have-a-go
(Responding to learning by showing an understanding repeatedly in a
variety of ways)
Ask schoolchildren to report back observations as to what happens with
cars when they take the corners at fats speeds.
Ask them if they know what a motorcyclist does when a motorcycle takes a
corner.
Ask them what they can do to the track (not the car) to allow the car to
take the corners faster.
Immersion…
(Developing empathy and an understanding of language through speaking &
listening activities)
Explain how the track goes together.
Get the children to build a simple flat oval track with the Scalextric
and check whether the cars will go around the track at low speed.
Ask schoolchildren to make the cars go faster and observe what happens.
Learners could:
Demonstrate their understanding by writing recounts, plays scripts,
making a TV commercial, organising an event, poetry, dance, music, or
making models…
[Insert your activities here]
!
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How and where are we recording our
journey?At what point shall we share the challenge?Ask learners “How do
you get a car to take a corner at high speed?” and shows Scalextric track
and cars as tools for investigationLearners get into groups and build
initial tracks and test with cars to see if tracks are constructed
correctly and cars can follow tracks at low speedAsk learners how tracks
can be modified to allow cars to travel around track at high speed, and
indicate items available for exploration.Learners modify tracks with
bricks, extra track etc. and test cars to see if they will follow track
at high speed without coming off circuit. Also learners time ten laps of
track, measure track length and work out speedSession leader asks for
answers to the original enquiry question: “How do you get a car to take a
corner at high speed?”, perhaps noting down any further
questions
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Microsoft Word 97-2003 Document
MSWordDoc
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