Activity #5 - Gearing Up!

Approximate Time Required 2 hours

Key Questions
How do gears work?
What are the features of gears?

Student Learning
In addition to the competencies listed in the next section, students will:
• gather gear statistics and other information about their own bicycles and
• experiment to determine the relationship between bicycle gears, the number of
revolutions bicycle wheels make, and the force applied to the pedals.

Competencies
Science and Competency 1: To take action, bearing in mind the
Technology different types of reasoning, specific to science and
technology
• The student defines a problem related to science and
technology
Characteristic: Highlights elements of the problem
Discovers scientific and technological elements of the
problem
Finds relationships between the elements of the problem
• The student proposes a solution to the problem
Characteristic: Suggests ideas for solving the problem
Finds relationships between his/her knowledge, tentative
explanations and ideas for solving the problem
Chooses the most promising idea for solving the problem
• The student assesses the results
Characteristic: Shares his/her solution with classmates so
it can be verified
Discusses his/her solution with classmates so it can be
verified
Reviews the solution in light of the problem to be solved
Competency 3: To propose acceptable explanations in
appropriate scientific and technological languages
Cross-Curricular
Intellectual Competency 2: To solve problems
Competency 3: To exercise critical judgment
Methodological Competency 1: to use effective work methods
Personal and Social Competency 3: To work with others
Communication- Competency 1: To communicate appropriately
Related
Areas of Lifelong The student gradually constructs a world-view that gives
Learning meaning to his/her life.
World-View Focus:
 • awareness of his/her actions, reactions, opinions,
beliefs,
values and attitudes concerning situations in everyday life.
The student participates actively in his/her learning with
other
members of his/her community.
Focuses:
• Participation in shared learning activities: awareness of
Social Relationships others, respectful discussions with all students and school
staff members, and contribution of family, school,
friends,
and other groups

Links to other
Subject Competency 2: To present a line of mathematical
Areas reasoning based on a set of interrelated concepts and
processes
Mathematics Competency 3: To communicate using mathematical
language
Competency 4: To appreciate the contribution of
mathematics to the different spheres of human activity
Language Arts Competency 4: The student interacts in the role of sender
and receiver

Materials
Per class Per student Per group of students
• bike • worksheets
• worksheets • chalk
• projector for PowerPoint • ruler
presentation

Constructivist Activity Steps

Role of Teacher
Engage Ask students to interview
their parents on how their
bikes differed from bikes
of today.
Assign paper on this topic.
Ask students to read
information on the history
of the bike on the
Internet.
Role of Student
Interview parents. Write
a 1-page paper on how your
bicycle is different from
the ones your parents had.
Research the history of
the bicycle on the
Internet.
Identify changes in wheel
 Provide students with
pictures of the evolution
of the bicycle and have
them identify changes in
the wheels over time
(size, etc.).
sizes in bicycles over time.
List ways in which the
bicycle has improved over
the years.

Present PowerPoint
presentation (available on
CD).

Ask students to list ways

in which the bicycle has
improved over the years.

Individual
predictions
Group predictions

Activity/Experiment Activity A Activity A

Provide students with
worksheet
#1 to complete at home.
Activity B
Provide a bike with a gear set
to the class. Turn the bike
upside down and put the bike
in first gear.
Ask the students to observe
and note the changes that
occur as the bike is put into
various gears. (e.g. - pressure
applied while pedaling, the
speed of the rotation, the
number of rotations)
Using questioning techniques,
lead the students to the
conclusion that the higher the
gear, the less revolutions the
wheel will make and the more
force must be applied.
Complete worksheet #1, about
your bike, at home.
Activity B
Spin the pedal one time in first
gear and observe what happens
(mark with chalk on the wheel
to help count each rotation).
Repeat the activity with all the
gears, in order, and observe
the difference each time. Mark
your results on worksheet #2.
Activity C ENRICHMENT
Engage in discussion and
answer teacher questions.

Activity C ENRICHMENT
Start a discussion on the
results of Activity B, leading
 students toward following
conclusions:
(a) the ratio of the gears is the
same as the ratio between the
rotation of back wheel and the
pedals, and (b) the distance
covered is proportional to the
gears ratio.
Ask questions such as: If a gear
has a diameter 3 times larger,
how fast will it rotate? (Ans.: 3
times slower)
Group discussion Activity A Activity A
Teacher leads discussion on Report results. Combine all gear
student findings information on a class bar
graph. Compare each item
Activity B and discuss.
Discuss why students would
want to change gears while Activity B
riding and where it would be Engage in discussion and
convenient to change gears and answer teacher questions.
why. (Ans: use low gears up a hill
- easier to pedal; and high gears
on a flat surface or down a hill-
bike goes faster)
Group reports why predictions were accurate or inaccurate.
Short explanation
Apply to a new Have students ride a bike Participate in riding a bike in
situation around the schoolyard making the schoolyard and answering
the pedals rotate five times on teacher questions.
each set of gears. Have the
students note how far the bike Construct a gear set using a
went on all the different gears Lego Gear Kit. Make the gear
used. Try to demonstrate the set work and explain how it
point that the higher the gear, works using scientific
for the same number of terminology (i.e. -teeth, gears,
revolutions of the pedals, the revolutions, rotation, force…)
farther the bike goes. See
worksheet #2.

Vocabulary List

Gears: a mechanism of toothed wheels and shafts that transmits or changes motion
Revolution: the act of revolving or rotating; one complete circuit or rotation
Evaluation Ideas
Evaluate students’ worksheets, contribution to discussions, and ability to draw conclusions.
Extensions
• Read "Wheels with Teeth" from "Machines Make it Easy".
• Research via the Internet, books, and newspapers, why other countries (e.g.
China) use bikes as a main means of transportation. Discuss the effects bicycle use
has on the planet in curbing pollution, and on the individual’s physical and mental
health.
• Discuss how poverty and weather influence the choices cultures make regarding
lifestyle.

Teacher Comments from Field Testing

• Students were very excited about the history of their bikes and loved interviewing their family
members about their bikes. (Family member and community member participation was very positive).
• Students wrote stories about their ideal bike, and the results were very interesting and
imaginative. The content was detailed and included new, science-related vocabulary.
• For activity A: Kids were very independent and intrinsically motivated - very eager
to learn.
• Once the bike was in the classroom, it was very real for them - very hands on.
• Not many discipline problems due to high interest level of the students.
• Students reached teacher’s expectations.
• Students showed a mastery of the concepts.
• For Activity B: Students brought bikes in and were very enthusiastic.
• Students were reliable and teacher didn't have to provide all the materials all the time.
• Students lead the learning process and became little scientists!
• Students volunteered to write up some science experiments of their own.
• Students developed their lifelong learning skills and their personal interests.