2.24: Let it Rip

I am in the midsts of a golden opportunity here and I might be blowing it.

Getting children to appreciate physics is a science all of its own. Yet here I sit surrounded by boys who are really really into Beyblade. The game is about designing small plastic and metal tops that you spin using a gear-based machine called a ‘ripper’ which accelerates the top and launches it into a circular arena. Here centripetal force takes control–or doesn’t–and the beys spin around the arena smashing into each other until one of them flys out, falls down, or explodes. The surviving bey is the winner.

Despite my half-sciency description, the game is all kids of fun. Still it does have a strong science backing. You select parts based on size and weight and shape and even spin direction. Each choice you make helps to form a beyblade that is capable of different things in the arena. Some are called ‘defense types’ meaning they can take a lot of hits. Balance types are designed to spin longer and hold angular momentum to maintain torque. Attack types are designed around the concept of torque and linear momentum. Their main task is to fire out in a straight line or zig zag pattern, striking the opposing bey with enough force to knock it off its path and angle, possibly even creating a situation where the loosely connected components explode apart. This is called the burst condition.

Basically, I have a chance to teach them physics on at least a basic level to the point where they understand how the STEM knowledge makes them better in their play. This then translates from play to the classroom and eventually to the workforce, shaping the way they think and interact with our universe.

I could do all of that. Yet I haven’t.

 

Yet.

 

Some Thoughts:

  1. I recently heard the term Narrowcasting (vs. Broadcasting) on a TedTalk and I am smitten.