UPD8

Einstein flip

Learning objectives

� Students will be excited by physics, and realise the usefulness of the laws of physics in extreme sports
� Students will reinforce their understanding of energy transfers and forces through applying them to a new situation

Try the activity

• teachers_einstein_doc
  Downloaded: 2063 times
• activity_einstein_doc
  Downloaded: 3105 times

You will need Acrobat Reader installed to open the activity sheets.

Curriculum link

� 7i energy resources – identify energy transfers within a range of systems
� 9i energy and electricity – describe some energy transfers and transformations in familiar situations, including dissipated energy; total energy in a system is conserved
� 9j gravity and space – gravity is a universal force of attraction between objects
� 7k forces and their effects – identify directions in which forces act

Running the activity

Suggested time: 20 minutes – one lesson, depending on how much time you allow students to create their magazine features.

Possible starter:
To set the scene, show students page 1 and, if possible, the computer simulation of 'Einstein flip' (see weblink below). Ask how they think the laws of physics were useful in devising the new BMX stunt.

Main activity:
Students use the 'info for journalists' on page 3 to create a feature on the Einstein flip for BMX magazine, for which there is a template on page 2. This page is based around a series of graphics and students can use it as it is or cut it up or add other graphics to it. You may want to photocopy this page onto A3.

The stunt facts on page 3 can also be used as an extension activity for students to do calculations to check whether energy is conserved. Speeds are given in both km/h (to enable students to do the calculations) and mph (so students have more of a 'feel' for the speeds involved).

Plenary:
Each student looks at another's magazine feature. They say one thing they like about it and suggest one improvement.

Answers to Frequently Asked Questions (FAQs):
How does a physicist know how fast to approach?
Helen Czerski used the laws of energy in a computer simulation to predict what will happen at different speeds – she found the right one for the dimensions of the ramp/platform.

What happens if Ben approaches too slowly?
He won't get enough kinetic energy to get high enough (potential energy) to buy enough 'air' time to flip.

What happens if Ben approaches too fast?
He will have too much kinetic energy and will go beyond the downward curved ramp on other side. He's in for a very hard landing on the ground!

Might it be possible to do more than one flip? How?
This would be very difficult! One way of doing it would be to get more speed so as to gain enough airtime to make more flips.

Why is the ramp curved?
For a given angle where Ben mounts a ramp, a curved ramp has a greater angle with the ground at point of lift off than a flat ramp. The angle of a flat ramp that Ben could mount would not be great enough at point of lift off.

The curvature of the ramp is not directly linked to the bike's rotation – the bike rotates because Ben pulls on the handlebars, so causing a torque.

Web links

News links

Einstein Year

www.einsteinyear.org is an easy to navigate and fun site where students can discover all about Einstein and the physics laws he set out in three scientific papers, when he was only 26. The site has lots of interesting information. Students can send in their physics questions and get an appropriate answer for their Key Stage.

Stunt animation

http://www.cheng.cam.ac.uk/news/peoplepage.html is the computer simulation of the stunt.

Reviews & Comments

Write your online review to share your feedback and classroom tips with other teachers. How well does it work, how engaging is it, how did you use it, and how could it be improved?