SPIKE™ Prime Set

This Is Uphill

Graph energy consumption to gain potential energy.

30-45 min.
Advanced
Grades 6-8
This is Uphill - Lesson Header

Prepare for Blended Learning

(Before the Lesson)

  • If you feel that it is necessary, plan a lesson using the getting started material in the app. This will help to familiarise you and your pupils with SPIKE Prime.

  • Watch the lesson video on this page.

  • Read through the pupil material for this lesson in the SPIKE App or via the link on this page.

  • You might wish to consider:

    • Choosing the right tool(s) and the right place. For example, watching videos, reading a textbook or preparing for a hands-on experience can easily be done at home. Performing the experiment and collecting data ‘hands-on’ is easier in a classroom setting.
    • Using a variety of tools and allowing for broad differentiation. This will increase your pupils' engagement and improve their learning outcomes.
    • Providing various methods of virtual collaboration. Here are some examples:
      • Videoconferencing
      • Blogs, chats or wall posts
      • Digital versions of pupil worksheets
    • Adapting the lesson flow to account for not being in a classroom setting throughout the entire lesson. We have provided an example lesson flow below.
  • Here are some other ways you can adapt the lesson flow to suit your pupils’ needs:
    • Have your pupils watch the videos describing what they are about to do. You can point them to the SPIKE App or use the pupil worksheet URL.
    • Provide other material that you have already prepared on this topic.
    • Customise the Inventor Notebook to have your pupils prepare their learning experience and reflect on their findings (please see Additional Resources).
    • Use the lesson brief (a printable 1-page lesson overview) to inspire your pupils with an open-ended challenge (please see Additional Resources).

Engage

(Before the Lesson (20 Min.))

  • The topic of this lesson is energy transfer. Your pupils will learn that for a cyclist to maintain a constant speed (i.e. constant kinetic energy) when going uphill (i.e. to gain potential energy), they must input energy. This lesson uses a model of an electric bike. Its energy will come from an increase in its motor's power consumption. In a real-life situation, this energy would come from the extra effort from the cyclist.
  • Use various materials to engage your pupils on the topic of energy transfer.

Ignite a Discussion

Start a discussion by asking questions related to the lesson. Here are a few suggestions:

  • What will happen to your speed as you go up a hill?
  • What type of energy do you gain as you are going up a hill?
  • What must you do to maintain a constant energy level when you are cycling?
  • Why do you think this is the case?

Have your pupils write down their thoughts as a hypothesis.

Explore

(During the Lesson, 30 Min.)

  • Have your pupils build a smart bike that can record its motor's power consumption and the angle of a slope. They can create their own models or follow the building instructions in the app to build the Smart Bike model.
  • Ask your pupils to try out their models on a flat surface using the program suggested in the SPIKE App.
  • Tell them to look at the graph and document what they see:
    • How can they explain the burst in the motor power values when the motion starts?
    • Why do the two plotted lines look the way they do?

Explain

(During the Lesson, 45 Min.)

  • Have your pupils repeat the experiment using a slope. They can create this using the SPIKE Prime box and a plank.
  • Ask your pupils to explain how the smart bike's motor is adding energy to maintain a constant speed.
  • Have them explain the relationship between the motor's power consumption and the angle of the slope.
  • Tell them to export their data as a CSV file so they can manipulate it using other software if they wish.

Elaborate

(After the Lesson, 25 Min.)

  • If your pupils still have access to their SPIKE Prime Sets, have them complete the tasks given in the SPIKE App. This will help them to elaborate on their learning with a bit of hands-on activity. Here are some examples:
    • Challenge your pupils to create their own paths. Ask them to create paths that include a flat surface and upward and downward slopes.
    • Have them trace what they think the graph of the motor's power consumption will look like. Then ask them to run their bike along the path to see if they were right.
  • If your pupils do nott have access to their sets, have them complete their Inventor Notebooks, or assign one of the extension activities that has been suggested below. Most of the extension activities can be done using the data that was collected during the hands-on session
  • Facilitate a sharing session in which your pupils discuss their thoughts and the results of their experiments. This can be done using whichever method/tool is the most efficient (i.e. in-person or online).

Evaluate

  • Give feedback on each pupil's performance.
  • To simplify the process, you can use the assessment rubrics that have been provided.

Assessment Opportunities

Teacher Observation Checklist
Establish a scale that suits your needs, for example:

Partially accomplished
Fully accomplished
Overachieved

Use the following success criteria to evaluate your pupils' progress:

  • The pupils can program a device that logs data on a line graph.
  • The pupils can interpret the values coming from the line graph.
  • The pupils can use appropriate terminology to explain the transfer of energy.

Self-Assessment
Have each pupil choose the brick that they feel best represents their performance.

  • Blue: I am able to graph data using the program that has been provided in the app.
  • Yellow: I am able to create my own line graph and explain my results.
  • Violet: I have created new experiments on my own.

Peer Feedback

Encourage your pupils to provide feedback to one another by:

Having one pupil use the coloured brick scale above to score another pupil’s performance.
Asking them to present constructive feedback to one another so that they can improve their group’s performance during the next lesson. This is an excellent opportunity to use videoconferencing tools or blog posting tools in a blended learning scenario.

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Differentiation

Simplify this lesson by:

  • Taking the time to describe what a direct proportion is
  • Asking your pupils to give examples of direct proportions from their daily lives

Take this lesson to the next level by:

  • Asking your pupils to build their own smart bikes
  • Challenging your pupils to create their own scientific protocols and decide which value(s) they will track and how they will do it
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Tips

Building Tips

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Coding Tips
Using Download Mode
This lesson is designed to be played in Download Mode, but it can also be played in Streaming Mode. The Download Mode allows for a higher sample rate of data collection by the Hub. This means that the line graph has a better resolution. It also means that the data set must be imported after the program has been stopped.

Using the Stop Block to Automatically Transfer Data Sets
If your device is connected via Bluetooth, using this block will end your program and trigger the collected data sets to be uploaded from the Hub to your device.

SPIKE PRIME Science Stop Block - en

Main Program

SPIKE Prime Science This is Uphill - Step03 - en-au

Science Data Tips

Here is an example of the data your pupils can expect from this experiment.

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Extensions

Maths Extension

To incorporate the development of maths skills:

  • Have your pupils realise that the two values graphed during this lesson are recorded over time (i.e. angle over time and the motor's power over time).
  • Have your pupils perform data manipulations, both manually and using online tools, to trace the graph of the motor's power over the angle of the slope.

Note: This will**require additional time.

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Language Arts Extension

To incorporate the development of language arts skills:

  • Have each pupil write a science enquiry journal, documenting their hypothesis and conclusions as a scientist would.
  • Have each pupil write a newspaper article reporting on a major new scientific discovery. Ask them to document the scientific protocols used as a journalist would.
  • Provide examples of scientific newspaper articles and science enquiry journals. Ask your pupils to compare the two and document their observations.

Note: This will require additional time.

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Career Links

The pupils who enjoyed this lesson might be interested in exploring these career pathways:

  • Health Science
  • Education & Training
  • Science, Technology, Engineering and Mathematics (Science and Maths)
  • Transportation, Distribution & Logistics

Teacher Support

The pupils will:

  • Perform an experiment that illustrates the transfer of electrical energy to potential energy
  • LEGO® Education SPIKE Prime Set
  • Device with the LEGO Education SPIKE App installed
  • A plank or something that can be used to create a slope

ACSIS125
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed.

ACSSU155
Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems.

ACMNA208
Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems.

ACMNA193
Plot linear relationships on the Cartesian plane with and without the use of digital Technologies.

ACMNA194
Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution.

ACMNA178
Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point.

ACELY1725
Plan, draft and publish imaginative, informative, and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas.

ACTDIP025
Acquire data from a range of sources and evaluate authenticity, accuracy, and timeliness.

ACTDIP026
Analyse and visualise data using a range of software to create information and use structured data to model objects or events.

ACTDEP038
Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability.

ACTDEP039
Use project management processes when working individually and collaboratively to coordinate production of designed solutions.

Pupil Material

Student Worksheet

Download, view or share as an online HTML page or a printable PDF.