## I feel the need, the need for speed!

I used this activity with my GCSE group as a bit of revision on the topics of speed, converting units of measure, and re-arranging formula.

*3 Acts - The Fastest Man on the Planet!*

*Act 1 -*

*The Hook!*I projected this picture -and asked if they had any questions?

The following were the 6 questions they came up with - in no particular order.1. How long is the race?

2. What time did he take?

3. What is 34.87km/h in m/s?

4. Does he break the world record?

5. What does MR mean?

6. What is the black smudge.

5. What does MR mean?

6. What is the black smudge.

I asked them what they needed to answer questions 1 - 4. I answered question 5 as "Meeting Record" I hope I was correct - and asked the students to go away and clarify whether I was correct.. I explained what the black smudge was.

There was open discussion at this point about what distance the race was - after looking at the WR (world record) they decided it was not the 100m or 200m? They eventually decided it must be 300m - although some were convinced this distance did not exist. This led nicely to Act 2 ->

__Act 2__Give them this

Now they decided to work out how long it took Bolt to complete the 300m race and to check whether he broke the world record record?

At this point we discussed what speed was - not just the formula. I wanted them to be able to explain what being fast was ? This was really difficult for some of them as they did not like discussing it - they were happy enough to know the formula. This was a major learning point for me - when I cover the topic speed for the first time with students I must not just give them the formula - we will debate and come up with the formula from discussion and examples - practical examples.

After the discussion they worked in pairs to find the time taken by Bolt to complete the 300m race. The problem of converting the km/h to m/s was challenging and again we discussed what 34.87km/h actually meant. They then completed their calculations to work out the time taken.

*******At this point I wish I had given the students mini-whiteboards so I could see their answers - and their working. ********

*Act 3*

*The reveal*

__Reflections__

This activity was so much more satisfying than your typical text book which gives them all the information and they just need to substitute the values it into an equation.

The satisfaction was

- The pupils were more engaged in the topic than they would be if the answer is just told to them or found at the back of the book
- There was a lot of discussion - with non-specialist maths students able to input.
- They were problem solving without being pushed or cajoaled by me.
- They enjoyed the video - and a few whooped with delight as they got the time exactly right.

Improvements : - use mini-whiteboards, ask the students to go away and come up with their own.

Will I use it again - definitely.

Try it, improve it, tell me what you think.

__The goods__

__Act 1 - Hook Picture__

__Act 2 - Distance Shot__

__Act 3 - Video__

*New UPGRADE - The Dan Meyer "Bolt" Version*

**Thanks Dan!**

**LINK -**http://threeacts.mrmeyer.com/download/bolt.zip

**https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0**

*For all Dan Meyers 3 acts see*