Saturday, September 1, 2012

Emergency Lesson #3 SPORT SCIENCE LIVESTRONG

Emergency Lesson Plan #3 (Scribner)

Title: Sports Science Investigation

Standards: PA 3.7.7&11 Section C / NETS 2007 (State / National)

Subject:

Author: H Scribner

Grade Level: 9-12

Time Duration: 60 Minutes

Overview: The student will

Objective: Students will

Learn that science is essential in athletic training, equipment, and competition.
Research and summarize three examples of sports science that could be used by an athlete
in a specific sport.
Explain various ways that new technologies have changed sports.
Discover the variety of careers in the field of sports science.

Materials: Computer and Internet Access / Websites about Sport Science

Activities and Procedures: Review the following Website:

http://science.discovery.com/convergence/lance/explore/explore.html

Review the following:

What are some of the reasons behind Lance Armstrong's success in cycling.

List students' answers in a chart with four categories (See Below):

Physiology, Equipment, Psychology, Training/Strategy

Discuss the Following Chart:

Physiology	Equipment	Psychology	Training/Strategy
Heart: Heart can pump more blood per minute and beat more times than the average heart, making it a third more effective than an average man?s.	Wind tunnel: Used to test aerodynamics of bikes, body position helmet, and even clothing.	Determination: Hunger to win, especially after comeback from cancer.	Body position: Entire body is carefully positioned to reduce aerodynamic drag.
Body weight: He was 20 pounds lighter after cancer, but with the same strength.	Clothing: "Dimpled" texture on parts of shirt and lower back seam reduce drag.	Pain: Ability to overcome pain.	Drafting: Technique in which teammates block the wind to reduce wind drag.
Lungs: Has very high lung efficiency and aerobic capacity. (He extracts more oxygen from every breath and uses it to generate more power than the average person.) At high altitudes, doesn?t lose oxygen uptake capability as fast as other riders.	Bike frame: Strong, lightweight, stiff frame made of carbon fiber.	Focus: Getting ?in the zone?	Echelon: Technique of riding in a wing formation when wind is coming from the side.
Muscles: Produce less lactic acid than most; body eliminates lactic acid more efficiently.	Use computers to create virtual prototypes and test bikes in a virtual wind tunnel.	Willpower: The dedication to train long and hard, especially in difficult conditions.	Early training: Started training hard and long in his early teens as a triathlete.
	Tires (tubulars): Aged several years in a cellar so they?re soft and supple.	Confidence	Intense training: Trains long and hard, often riding 450 miles a week.
	Time-trial bikes: Different shapes of frame, position, handlebar, and wheels to reduce drag.	Goal setting	Altitude training: Trains and recovers at higher altitudes to increase his oxygen-carrying capacity.
	Climbing bikes: As light as possible (100 grams lighter than regular tour bike).		Domestiques, people who pick up food, water, rain jackets, things Lance needs.
	Radio: Tiny, lightweight two-way radio used by riders and coaches to communicate during races.

Explain that each example reflects different aspects of sports science. As students can see in the chart, sports science can touch on many different branches of science, such as technology, engineering, physics, biology, psychology, and medicine/health. Ask students to brainstorm their own examples of sports science. For example:
- The physics of a curveball
- New materials in tennis rackets
- "Fast ice" in hockey
- Swim suits that reduce drag
- High-altitude training to increase lung capacity
- Mentally visualizing a win before a competition
- New "slapskates" used in speed skating (blade unhinges from boot)
- The best diet for competitive athletes
- The most effective weight lifting for specific sports
Tell students that they will choose one sport and research three examples of sports science that an athlete in that sport might use. Some examples may be specific to the sport, while others might be applicable to any competitive sport. For example, they might look at the technology behind new equipment, the physics behind a specific strategy or skill, the physiology involved in training, or the psychology of preparing for a game. At least one example should reflect the use and impact of new technologies on the sport. Tell students that their assignment it to summarize their findings in a fictional letter as a coach giving advice to an athlete. The following Web sites provide a wealth of information about different aspects of sports science:
When students have completed their letters, have students exchange their letters with two or three other students. What were some of the most interesting examples of sports science they encountered? What were some of the ways that new technologies have changed sports?
To conclude the lesson, discuss examples of careers in sports science. What degrees or training do they think would be involved in these careers? You may want to ask students to choose one career that sounds most interesting them and investigate the necessary education and training involved, as well as different job opportunities available.

Evaluation: Use the following three-point rubric to evaluate students' work during this lesson.

Three points: Students shared several examples of the science behind Lance Armstrong's physiology, equipment, psychology, and training; provided more than one example of sports science in a different sport; clearly and accurately described three examples of sports science that could be used by an athlete in a specific sport; explained how new technologies have changed a sport; shared at least one example of a career in sports science.
Two points: Students shared a few examples of the science behind Lance Armstrong's physiology, equipment, psychology, and training; provided one example of sports science in a different sport; clearly described three examples of sports science that could be used by an athlete in a specific sport; explained how new technologies have changed a sport; shared one example of a career in sports science.
One point: Students shared few or no examples of the science behind Lance Armstrong's physiology, equipment, psychology, and training; did not provide any examples of sports science in a different sport; provided an unclear or inaccurate descriptions of three examples of sports science that could be used by an athlete in a specific sport; did not explain how new technologies have changed a sport; did not share any examples of a career in sports science.

Vocabulary:

aerodynamic
Definition: Designed to reduce air resistance
Context: In the wind tunnel, the team attempts to tweak the cyclist's aerodynamic positions by measuring their drag.
carbon fiber
Definition: A very strong, lightweight synthetic thread made by burning acrylic fibers; used to reinforce materials such as metal
Context: The most significant revolution in bicycle construction came with the use of carbon fiber in frames and wheels, which was borrowed from the aerospace industry.

drafting
Definition: A technique in which cycling teammates block the wind, especially for the team leader
Context: When you consider that wind tunnel tests have shown that 80 percent of a rider's energy is spent cutting through the air, you can see just how crucial drafting is.

drag
Definition: A force acting on a body that slows motion
Context: Even what might seem like minor position changes, like an extended thumb or elbow or a slightly higher stance in the saddle, contribute significantly to wind drag.

lactic acid
Definition: An organic substance produced in muscle tissue as a result of the breakdown of carbohydrates
Context: At increasing levels of intensity, muscles create lactic acid, which accounts for the punishing burn associated with great levels of exertion.

physiology
Definition: The study of the internal workings and processes of living things, such as how an organism breathes, gets energy, or reproduces
Context: Lance began to pay particular attention to his own physiology, using a battery of very specific tests to improve his performance.

triathlete
Definition: Someone who competes in a triathlon, a long distance race of three events, usually swimming, biking, and running
Context: A professional at the age of 15, Lance Armstrong started as a triathlete.

Academic Standards:

Mid-continent Research for Education and Learning (McREL)
McREL?s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks,click here.
This lesson plan addresses the following national standards:

Science - Physical Sciences: Understands the structure and properties of matter; Understands forces and motion
Science - Life Sciences: Understands the structure and function of cells and organisms
Science - Nature of Science: Understands the scientific enterprise
Technology: Understands the nature of technological design

National Academy of Sciences
The National Academy of Sciences provides guidelines for teaching science in grades K?12 to promote scientific literacy. To view the standards,click hereto visit the Web site.
This lesson plan addresses the following national standards:

Life Science
Physical Science
Science in Technology
History and Nature of Science

Lesson adapted from the following website:
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-science-of-lance-armstrong.cfm

Extra Credit: None

Integrity (13 Characteristics)

13 Characteristics of People Who Have Integrity

1. They Value Other People's Time: They value their own time so they also value the time of other people. They know you have plenty of other places you need to be and won’t hold you up. If you spend time with them, it is likely they will thank you for that as well.

2. They Give Credit Where It Is Due: They do not take credit for things they did not do. They will always credit those who deserve it. If you help this person with a project he or she will likely mention your name so you can take credit for your work.

3. They Are Authentic: They are their truest forms. You won’t catch them in a lie or being fake.

4. They Are Always Honest: They are honest people that feel no need to lie as it is important for them to get to where they need to get in life honestly.

5. They Never Take Advantage Of Others: They are not the kind of people who will take advantage of someone else. They love to build people up and help them get where they need to be. Taking too much from someone else will never be an issue with someone who has a lot of integrity.

6. The Do Not Argue Over Disagreements: They will talk through things in a civil manner or not talk at all. You cannot and will not force this person into arguing over something completely ridiculous. I find this to be a very respectable trait.

7. They Give Most People The Benefit Of The Doubt: They try to see the good in everyone. I think this is because they feel like maybe there are more people in this world that also have integrity. That being said, if you take advantage of them too much they will get rid of you.

8. They Know When Something Is Bothering Someone: They have a great intuition that lets them know when something is going on. If someone is down in the dumps they will notice. Chances are they will actually do what they can to cheer you up.

9. They Believe In Others: They accept your word as truth until it is dis-proven. That being said, they do not take lying well. And once you lie to them, it is unlikely that they will ever take your word again.

10. They Apologize First: If they have done something wrong they will come to you and apologize. This is just how they are. They own up to their mistake and try to make things right.

11. They Are Humble: They do not quite know their own worth. While they are very important and do so much good they don’t quite see it. You should remind them of it.

12. They Do Good When They Can: They are always helping other people. They love to know that they have improved someone’s life. It gives their lives meaning.

13. They Are Always Kind To Those Who Need It: Giving kindness can go a long way. When someone looks like they need a little pick me up these people deliver. They can brighten up almost anyone’s day.

If you are someone who has true integrity, thank you for being who you are and thank you for all that you do. You really do actually make a difference in society, please keep up the good work. If you feel no one else is proud of you, know that I am.

Standards Analysis

Weekly Projects: Digital Photo Manipulation/Editing/Sharing

SELF-ASSESSMENTS

Student Self-Assessments refer to training students to evaluate themselves, and their work, for the purpose of improving outcomes. To become capable evaluators of their work, students must have:

- a clear target (goal)

- the opportunity to help create definitions of the quality of work.

- the opportunity to correct, or self-adjust, their work before turning it in.

Students are also prompted to reflect and evaluate strengths, weaknesses, and areas of improvement. These skills will allow for planning, improvement, goal-setting, and reflection. Emphasis will be placed on integration of previous learning across the school curriculum.

ISTE 2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others:

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information:

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

General Computer-Based / Project Based Classroom Standards Met:

PA Common Core 8.5.6-8G: Integrate visual information (e.G. charts, graphs, maps, video, etc.) with other information in print or digital format.

ISTE 3.3A: Students plan and employ effective research strategies to locate information, and other resources, for intellectual and other pursuits.

ISTE 3.3D: Students build knowledge by actively exploring real world issues and problems, developing ideas, and pursuing answers and solutions.

CSTA Collaboration 1: Apply productivity/multimedia tools, and peripherals, to a group collaboration and support learning throughout the curriculum.

CSTA CPP1: Use advanced tools to create digital artifacts.

PA CEW Standards Met

PA 13.1.8A Career Awareness and Preparation

Relate careers to individual interest, abilities, and aptitudes.

PA 13.1.8G Create an individualized career plan including, but not limited to Assessments, Career Goals, individual interests and abilities, and Training/Education requirements.

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