Information for Teachers
This investigation is linked to the following Grade 3 Next Generation Science Standards.
ETS1.A: Defining and Delimiting Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
ETS1.B: Developing Possible Solutions
Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)
Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution
Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)
How to search the internet
1 Keep your request short
Fewer words will give a more accurate search.
2 Choose exactly what you want
For example: Arctic Circle Climate
3 Use quotes
Double quotes around a set of words tell the search engine to consider those exact words in that exact order without any change. For example: “Arctic Circle Climate”
4 Use the plus sign (+)
If you add a plus sign (+) between words, the internet will search for all the words. For example: migrate+birds+whales+mammal
5 Use the minus sign (–) to say what you don’t want
Use a minus sign (–) to show words you do not want to appear in your results. For example: if you search for burrowing animals and do not want mammals in your search, –mammals will exclude mammals. Note that you need to put a space before the minus sign for the word to be excluded.
6 Be very clear about what you don’t want
Ask questions and define problems
After reading Bicycles by Design, you may have many questions about how bicycles could change in the future.
List your questions
- Compare your list with questions that others have.
- Choose a question you would like to investigate.
- You can work alone, with a partner, or in a small group.
You may want to choose one or more of these questions to investigate
Q1. How would you design a better bicycle?
Q2. Think about people with differing abilities, or of different ages or capabilities – how could bicycles better suit them?
Q3. How could bicycles be more fun?Go to Part 2 Investigate →
You can look up records for bicycles using search words, e.g. biggest bicycle, longest bicycle, most wheels on a bicycle.
You can find out about materials for making bicycles using search words, e.g. bicycle frames, bicycle wheels, bicycle brakes.
You can find out about how bicycles are being modified so that people with disabilities can ride them.Go to Part 3 Record data →
Find a way of recording your information that will allow you to see any patterns in the data.
Data Chart for a bicycle design
Label the features you like. List materials used and make notes about your design ideas.
Go to Part 4 Organize, analyze, and interpret data →
Organize, analyze, and interpret data
1. Look over the information you have gathered and the patterns you have found.
What new things can your bicycle do? What is its purpose?
What problem have you solved?
What materials have you used for the bicycle’s features?
Draw your bicycle design. You might have a few versions. Do your drawings show how the bicycle would work?
2. Search for other patterns.
3. Makes notes about what you find.Go to Part 5 Present and share →