Lesson: Engineering in Sports
Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder
Summary |
Engineering Connection |
Contents
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| Grade Level: 4 (3-5) | Lesson #: 4 of 6 |
Lesson Dependency  :None |
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| Keywords: athlete, athletics, biomedical engineering, energy, kinetic, Olympics, potential, sports | |
| Reviews: Read Reviews | Be the First to Write a Review | |
Related Curriculum
| subject areas |
Physical Science Science and Technology |
| curricular units |
Intro to Engineering |
| activities |
Bumps and Bruises |
Learning Objectives (Return to Contents)
After this lesson, students should be able to:
- Give examples of how engineers help athletes stay safe.
- Give examples of how engineers help athletes perform to their highest ability.
- Define kinetic and potential energy and explain the difference between the two.
Introduction/Motivation (Return to Contents)
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Figure 1. A fully-padded hockey player. click for copyright |
You and your class have just entered the Olympic stadium and are finding your seats before the final soccer game begins. You have been looking forward to this for weeks and you can feel the excitement in the air! You and your friends start to talk about all of your favorite soccer players and debate who is the best player. Since you still have engineering on the brain, you start thinking about how engineers are involved in soccer... and all your other favorite sports!
What are your favorite Olympic events to watch? What about sports that are not a part of the Olympics? Can you think of the technology that is used in these sports? Can you think of when technology is used to judge the performance of athletes?
There are numerous ways technology is applied to sports. In many sports, including soccer, football, cycling, skateboarding and hockey, protective gear is used to keep athletes safe (see Figure 1). There are also several sports that use a hand-held piece of equipment. Baseball bats, hockey and lacrosse sticks and golf clubs involve engineering as they are designed and made lighter and/or stronger to be more effective.
Has anyone ever seen a motorcycle jumping or snowboarding half-pipe competition? The ramps used in these types of events are engineered to create challenges for the athletes.
Now that we have some ideas about how engineers help athletes perform their best and stay safe, let's make a table on the board and see if we can fill it with some examples from our favorite sports. (Set up a grid on the board similar to the example table below and guide students through filling it in.)
One aspect of engineering that you may not think of right away is biomedical engineering applications to training. Biomedical engineers can help develop cardiovascular and weight training regimens for athletes. Engineers can also help athletes analyze their swings, explain the biomechanics of running, jumping, or free throws, and figure out the speed of a puck as it zips past a goalie. All of this knowledge can help athletes modify their techniques so they can perform even better on the court, track, field or ice!
So, what does it take to hit a baseball out of the park? Or for a snowboarder to make an incredible jump? Basically, it takes a lot of energy! Can anyone think of a good way to define energy? Engineers and scientists like to say that energy is the ability to do work. There are two main types of energy: kinetic energy and potential energy. Kinetic energy is the energy of motion. Whenever anything is moving, it has kinetic energy. Potential energy is energy stored due to position. When an item is high up off of the ground, it has potential energy, because it has the potential to be in motion. When an item is sitting on the ground, it has no potential energy. Sometimes an item has both kinetic and potential energy. An example would be a cyclist riding down hill. As long as she is on the hill, she has potential energy, and when she is moving, she also has kinetic energy. However, when a cyclist is riding along flat ground, she only has kinetic energy. See Figure 2 for illustration.
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Figure 2. Potential vs. kinetic energy. click for copyright |
What types of engineers do you think are involved in the manufacturing of sports equipment? What about engineers who manufacture protective gear? Many engineers are involved in the designing of protective equipment. Biomedical engineers study body and muscle movements to help reduce impact on joints. Through studying the body, they can also give advice on equipment and how it will impact the athlete. Materials engineers study which materials would make the best equipment with the goal of making the gear light, but strong. Design engineers help to make both protective gear and equipment comfortable and easy for the athlete to use. Engineers often work in teams, and many times different types of engineers work together. The next time you play your favorite sport, think about how many engineers were involved in designing the equipment you are using!
Lesson Background & Concepts for Teachers (Return to Contents)
Sports Equipment
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Figure 3. A BMX racer in action. click for copyright |
The best way to describe engineering in sports is lighter, faster and stronger. These are the three goals of engineering sports equipment. Lighter equipment allows the athletes to move with as little extra weight as possible. If BMX bikes were 100 lbs instead of 35 lbs, they would not be able to jump very high off their ramps (see Figure 3). Friction is the enemy of almost any sport. Faster equipment allows the athlete to overcome as much friction as possible. For example, skiers and snowboarders put wax on the bottom of their skis and snowboards to create less friction between the snow and the skies or boards. Stronger equipment allows athletes to rely on their equipment and be confident that it won't break - even under a lot of force. Golf clubs or baseball bats, for example, have to be strong enough to absorb the impact of hitting the ball with great force.
All of these principles are found in the design of Lance Armstrong's Tour de France winning road bike. His bike weighs only an astounding 17 lbs.! The less his bike weighs, the easier it is for him to propel the bike forward, and the faster he can go. His bike is also very aerodynamic so that the drag (interference) from the wind is reduced. In addition, his bike makes use of strong materials, such as carbon fiber, so the bike is very stiff and no power is wasted through "flexing." When Lance Armstrong sprints to the finish line, he does not want the bike to bend and flex beneath him; he needs all of his energy to go to the pedals and wheels. Having equipment that is lighter, faster and stronger helps Mr. Armstrong be ultra-competitive in the bike racing world.
Different types of engineers focus on different aspects of athletics. Materials engineers may help to decide which material would best be used in a golf club or baseball bat. Biomedical engineers may work on analyzing the body's motion in sports to try to find ways of reducing injury. There are currently studies going on to model the action a pitcher makes when throwing a baseball, with the goal of reducing shoulder injuries. Other studies are examining how to reduce knee injuries in skiers and snowboarders. Engineers look at the forces placed on the joints in these activities and try and make suggestions for how to reduce these impacts.
Potential and Kinetic Energy
In order for engineers to effectively design sporting equipment, they must understand energy. The kinds of energy that are most important when sports are concerned are kinetic and potential energy. Kinetic energy can de described as the energy of an object when in motion. When you throw a baseball it has kinetic energy.
The mathematical formula for kinetic energy (KE) is:
KE = ½ * m * v2
where m is the mass of the object and v is the velocity.
Potential energy can be described as stored energy, or energy due to position. If a ball is at the top of a steep incline, but has not started to roll down yet, the ball has potential energy. The ball also has less potential energy halfway down the hill than it does at the top.
The mathematical formula for potential energy is:
PE = m * g * h
where m is the mass, g is the acceleration due to gravity (g = 9.81m/s2 or 32 ft/s2), and h is the height where the object is located. The height used is the height above where you have set zero to be. If you are using the ground as your zero, h is the height above the ground. If you are using your desk as your zero, h is the height above the desk.
Sometimes an object will have both kinetic and potential energy. One example is a person swinging on a swing set. Because the swinger is both above the ground and moving, she has both potential and kinetic energy. Another example is when a water balloon is dropped from a tree. The water balloon has potential (or stored) energy before it is dropped. After it is dropped, the balloon will have kinetic energy because it is moving and potential energy because it is off the ground.
Engineers use these concepts when designing protective gear for sporting activities. They must make sure that the energy of an impact is absorbed by the padding and not by the athlete. Many injuries could be much more serious or even fatal if athletes did not wear protective gear such as helmets and padding.
The attached Energy Worksheet and Energy Matching Quiz reinforce the ideas of potential and kinetic energy. The Energy Worksheet helps older or more advanced students practice using the equations for kinetic and potential energy. For younger students, the Energy Matching Quiz helps students review the definitions of, and differences between, kinetic and potential energy.
Vocabulary/Definitions (Return to Contents)
| Energy: | The capacity of a physical system to do work. |
| Kinetic energy: | The energy of motion. |
| Potential energy: | The energy due to the position of the object in question. |
Associated Activities (Return to Contents)
- Bumps and Bruises Activity - Using supplies of foam and tape, each student team builds a safe landing pad for an egg.
Lesson Closure (Return to Contents)
The soccer game is almost at half time, and the score is tied at 2-2! It has been very exciting, and you cannot wait to see what happens in the second half. Although there have been a couple of minor injuries, you realize that the players are very fortunate to have protection on their shins that can take such hard impacts such as kicking by other players. True, soccer players wear less protection than many other athletes, such as football players or hockey players; however, those sports, as well as many others, have more physical contact than others. Who remembers who designs the equipment to keep athletes safe? (Answer: engineers) Can someone remember another way that engineers help athletes? (Answer: In addition to helping keep athletes safe, engineers design equipment that helps athletes perform to their best ability.)
Let's review kinetic and potential energy one more time. Does a moving car have kinetic or potential energy? Since the car is in motion, it has kinetic energy. What about your muscles, do they have any energy? Our muscles do have energy. They have potential energy that can be transformed into kinetic energy every time we walk, sit down or kick a soccer ball! Our muscles have the potential to go into motion. Can someone give me another example of potential energy? How about kinetic energy?
Great job learning today everyone. The next time you watch the Olympics, you can share with a friend how engineers help the athletes stay safe and perform their best!
Attachments (Return to Contents)
- Energy Worksheet (pdf)
- Energy Worksheet (doc)
- Energy Worksheet Answers (pdf)
- Energy Worksheet Answers (doc)
- Energy Matching Quiz (pdf)
- Energy Matching Quiz (doc)
- Energy Matching Quiz Answers (pdf)
- Energy Matching Quiz Answers (doc)
- Examples of Engineering for Olympic Athletes (pptx)
- Examples of Engineering for Olympic Athletes (pdf)
Assessment (Return to Contents)
Pre-Lesson Assessment
Brainstorming: In small groups, have the students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Encourage wild ideas and discourage criticism of ideas. Ask the students:
- How do engineers help athletes competing in the Olympics stay safe? (Answer: Biomedical engineers study body and muscle movements to help reduce impact on joints. Through studying the body, they can also give advice on equipment and how it will impact the athlete. Materials engineers study which materials would make the best equipment with the goal of making the gear light, but strong. Design engineers help to make both protective gear and equipment comfortable and easy for the athlete to use.)
- How do engineers help athletes competing in the Olympics perform their best? (Answer: Biomedical engineers can help develop cardiovascular and weight training regimens for athletes. Engineers can also help athletes analyze their swings, explain the biomechanics of running, jumping, or free throws, and figure out the speed of a puck as it zips past a goalie.)
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Post-Introduction Assessment
Voting: Ask each student to make one or two index cards. On one side, ask them to write an example of "energy" found in the Olympics and whether it is potential or kinetic (and why) on the opposite side. Remind students of the definitions of kinetic and potential energy. Examples can include actions from different Olympic sports, behaviors of the spectators, transportation to the stadium, etc. Collect the cards and then read each example to the class. Have the class vote on whether the energy is potential or kinetic and check the answer on the back of the card. (If the answer on the back is incorrect, clear up any confusion and make sure all the students understand the correct answer.)
Lesson Summary Assessment
Concept Reflections / Journal Writing: Have students write a short paragraph describing an example where engineering is used in a sport that they play or like to watch. Ask them to explain how engineers help athletes stay safe and how they help athletes perform to their best ability in that sport.
Lesson Extension Activities (Return to Contents)
Research a piece of athletic equipment, and describe how it has changed since it was invented and how those changes make it better.
Find out how computers are helping athletes change their training methods. Show examples of modeling being done on bicycling and pitching a baseball. Give examples of biomechanical studies that can help reduce injuries.
Research exercise equipment and how it helps athletes to train for their sport. Design your own piece of exercise equipment.
Additional Multimedia Support (Return to Contents)
Show students the attached PowerPoint presentation, Examples of Engineering for Olympic Athletes, to show a wide-range of real-world equipment, clothing, biomedical devices and sensors.
Contributors
Connor Lowrey, Melissa Straten, Katherine Beggs, Denali Lander, Abigail Watrous, Janet YowellCopyright
© 2006 by Regents of the University of ColoradoThe contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation GK-12 grant no 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Supporting Program (Return to Contents)
Integrated Teaching and Learning Program, College of Engineering, University of Colorado at BoulderLast Modified: April 14, 2010