Parts of a bike

Parts of a bike

Pencil and paper
Overview
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about parts of a bike.
 
Wheel Brake pads Bell Chain
Handle bar Seat Reflector Pedal
 
 
a)
Use the words from the box above to name the parts of this bicycle (there is one extra word).
 
b) Explain how you make a bike move when you pedal.

 
 
 
 
 
 
 
c) Explain how pulling the brake lever can stop the bicycle.

 
 
 
 
 
 
Level:
2
Curriculum info: 
Science, Knowledge, Physical World
Keywords: 
physics concepts, forces, bicycles
Description of task: 
Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Use evidence

This resource provides opportunities to discuss using information from a diagram to make inferences.
Answers/responses: 
      Y4 (11/2004)
a) 1)
2)
3)
4)
5)
6)
7)		 seat
wheel
chain
pedal
handle bar
reflector
brake pads/brakes		 All 7 correct - very easy
b)

 

 For an explanation including details about the chain and the wheel movement), e.g.:

  • The turning pedals pull/move the chain; and
  • The chain is attached to the back wheel, causing it to move.
 Explanation including both chain & wheel - 
easy
c)

 

  For an explanation including details about the brake pad and the wheel movement), e.g.:

  • Pulling the brake cable shortens the cable (to the brake pads); and
  • This causes the brake pads to close/grip on the wheel/rim.
 Explanation including both brake pad & wheel -
difficult

 
Diagnostic and formative information: 

Many students gave only a partial explanation of how parts of a bicycle work.
For b) 64% of students mentioned both the chain and the wheel.
For c) only 30% mentioned both the brake pad and wheel.
This suggests that they know what the parts of a bike are for, but have a limited understanding of how the technology works, or have trouble expressing their ideas succinctly.
NOTE: Results are based on a sample of 145 Year 4 students.

Next steps: 

Students could closely examine the parts of a bike and trace what happens when one feature, for example the brakes, is operated. 

Link the technology to the applied science idea, for example friction.

Ministry of Education (2004). Building Science Concepts Book 59, Bikes. Wellington: Learning Media. (NOTE: this is a Level 3/4 resource, so focus on the concepts at the bottom of the Concept Overview.)