http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_intro/cub_intro_lesson04.xmllessontext/xmlIntegrated Teaching and Learning Program, athleteathleticsbiomedical engineeringenergykineticOlympicspotentialsportsEnergyKinetic energyPotential energy

Imagining themselves arriving at the Olympic gold medal soccer game in Beijing, students begin to think about how engineering is involved in sports. After a discussion of kinetic and potential energy, an associated hands-on activity gives students an opportunity to explore energy absorbing materials as they try to protect an egg from being crushed.

Companies spend millions on research and hiring engineers specializing in aerodynamics, materials and other specialties in hopes of gaining a product edge. Engineers play an important role in sports, especially in the design of sporting equipment. From tennis racquets to swimsuits, engineers design with the goal of creating lighter, faster and stronger equipment. High-tech, well-designed gear helps athletes perform to their highest ability while also staying safe. For most engineered sports equipment, energy transfer is the single most important scientific concept. Football pads must absorb high-energy collisions. The best golf clubs are the ones that can transfer as much energy to the golf ball as possible. Engineers must be able to understand and apply the principles of kinetic and potential energy to design excellent sporting equipment. Give examples of how engineers help athletes stay safe.Give examples of how engineers help athletes perform to their highest ability. Define kinetic and potential energy and explain the difference between the two. 20TeachEngineering.orgConnor LowreyMelissa StratenKatherine BeggsDenali LanderAbigail WatrousJanet Yowellhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_worksheet.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_worksheet.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_worksheet_answers.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_worksheet_answers.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_quiz.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_quiz.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_quiz_answers.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_quiz_answers.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_ExamplesEngineeringForOlympicAthletes.pptxhttp://www.teachengineering.org/collection/cub_/lessons/cub_intro/cub_intro_lesson04_ExamplesEngineeringForOlympicAthletes.pdfS11416DAInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Various relationships exist between technology and other fields of study.35S11424F3ColoradoSciencea. Identify and describe the variety of energy sources 44S1142681ColoradoMatha. Use flexible and efficient methods of computing including standard algorithms to solve three- or four-digit by one-digit multiplication or division problems 44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-074Teacher