The Spoke Curriculum - Session 1 - Revision history

Kris Andreychuk: /* Content */

2012-03-14T03:41:24Z

Content

← Older revision		Revision as of 03:41, 14 March 2012
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	[[File:hub74.jpg\|thumb\|upright\|right\|http://www.parktool.com/uploads/images/blog/repair_help/hub74.jpg]]		[[File:hub74.jpg\|thumb\|upright\|right\|http://www.parktool.com/uploads/images/blog/repair_help/hub74.jpg]]

	The bicycle is made of a few main components. The frame is the main ~~tubes~~ of the bicycle: commonly in a classic diamond design. The fork holds the front wheel in its dropouts, and the stem clamps onto the fork and the handlebars. The saddle attaches to the seatpost. The rear wheel attaches to the rear dropouts.		The bicycle is made of a few main components. The frame is the main component of the bicycle: commonly in a classic diamond design. The fork holds the front wheel in its dropouts, and the stem clamps onto the fork and the handlebars. The saddle attaches to the seatpost. The rear wheel attaches to the rear dropouts.

	The pedals attach to the cranks, which are attached to the bottom bracket. The chain runs around the cogs and the chainring, and derailleurs push it from side to side.		The pedals attach to the cranks, which are attached to the bottom bracket. The chain runs around the cogs and the chainring, and derailleurs push it from side to side.

Kris Andreychuk: /* Details */

2012-03-14T03:39:22Z

Details

← Older revision		Revision as of 03:39, 14 March 2012
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	===Details===		===Details===

			Participants are brought together and presented with the main components of a disassembled bicycle by the mentor/mechanic (e.g. seat post, tire, etc).

	~~New~~ participants are ~~brought together~~ and ~~presented with~~ the ~~main components~~ of a disassembled bicycle ~~(e.g. seat post~~, ~~tire, etc) by the mentor/mechanic~~.		For each component participants will be asked if they are familiar with the part, and what it is. The participant who correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.

	~~For each major component participants~~ will ~~be asked if they are~~ familiar with the ~~part,~~ and ~~what it is~~. The ~~participant who then correctly names the part~~ will then ~~take the item and place it on the predetermined space allocated, and labeled,~~ on the wall~~. By~~ the ~~end~~ of ~~this activity a disassembled,~~ and ~~properly labeled bicycle,~~ will be ~~on display~~.		This activity will provide a non-competitive way to ease tensions and become familiar with peers, mentors and the terminology and major components they will be working on in the weeks ahead. The disassembled bike will then remain on the wall for the duration of the sessions and will serve as a visual cue to be referred to.

	This activity will provide a non-competitive way to ease tensions and become familiar with peers, mentors and the proper terminology and major components they will be working on in the weeks ahead. The disassembled bike will then remain on the wall for the duration of the sessions and will serve as a visual cue to be referred to.		In order for this to be a realistic task, the bicycle will only be disassembled into it's major components (i.e. a hub vs. the cup, cones, bearings, etc). Furthermore, posters accompanied by their proper name will need to be present in the space. This will give participants the visual references necessary to name the parts correctly and will facilitate in a noncompetitive environment.

	In order for this to be a realistic task, the bicycle will only de disassembled into it's major components (i.e. a hub ~~rather than~~ the cup, cones, bearings, etc). Furthermore, posters accompanied by their proper name will need to be present in the space. This will give participants the visual references necessary to name the parts correctly and will facilitate in a noncompetitive environment.

	=== Content ===		=== Content ===

Kris Andreychuk: /* Details */

2012-03-14T02:04:50Z

Details

← Older revision		Revision as of 02:04, 14 March 2012
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	New participants are brought together and presented with the main components of a disassembled bicycle (e.g. seat post, tire, etc) by the mentor/mechanic.		New participants are brought together and presented with the main components of a disassembled bicycle (e.g. seat post, tire, etc) by the mentor/mechanic.

	For each major component participants will asked if they are familiar with the part, and what it is. The participant who then correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.		For each major component participants will be asked if they are familiar with the part, and what it is. The participant who then correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.

	This activity will provide a non-competitive way to ease tensions and become familiar with peers, mentors and the proper terminology and major components they will be working on in the weeks ahead. The disassembled bike will then remain on the wall for the duration of the sessions and will serve as a visual cue to be referred to.		This activity will provide a non-competitive way to ease tensions and become familiar with peers, mentors and the proper terminology and major components they will be working on in the weeks ahead. The disassembled bike will then remain on the wall for the duration of the sessions and will serve as a visual cue to be referred to.

Kris Andreychuk: /* Description */

2012-03-14T01:51:17Z

Description

← Older revision		Revision as of 01:51, 14 March 2012
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	Start with a game to gauge existing knowledge and interests.		Start with a game to gauge existing knowledge and interests.

	New participants are ~~gathered~~ together and presented with the main components of a disassembled bicycle (e.g. seat post, tire, etc) by the mentor/mechanic.		===Details===

			New participants are brought together and presented with the main components of a disassembled bicycle (e.g. seat post, tire, etc) by the mentor/mechanic.

	For each major component participants will asked if they are familiar with the part, and what it is. The participant who then correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.		For each major component participants will asked if they are familiar with the part, and what it is. The participant who then correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.

Kris Andreychuk: /* Details */

2012-03-14T01:46:45Z

Details

← Older revision		Revision as of 01:46, 14 March 2012
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	Start with a game to gauge existing knowledge and interests.		Start with a game to gauge existing knowledge and interests.

	~~=== Details ===~~		New participants are gathered together and presented with the main components of a disassembled bicycle (e.g. seat post, tire, etc) by the mentor/mechanic.

	~~Identify~~ bike ~~parts; ??~~ (~~Kris~~, ~~Mat et al are probably better~~ to ~~figure out what would~~ be ~~best here)~~		For each major component participants will asked if they are familiar with the part, and what it is. The participant who then correctly names the part will then take the item and place it on the predetermined space allocated, and labeled, on the wall. By the end of this activity a disassembled, and properly labeled bicycle, will be on display.

			This activity will provide a non-competitive way to ease tensions and become familiar with peers, mentors and the proper terminology and major components they will be working on in the weeks ahead. The disassembled bike will then remain on the wall for the duration of the sessions and will serve as a visual cue to be referred to.

			In order for this to be a realistic task, the bicycle will only de disassembled into it's major components (i.e. a hub rather than the cup, cones, bearings, etc). Furthermore, posters accompanied by their proper name will need to be present in the space. This will give participants the visual references necessary to name the parts correctly and will facilitate in a noncompetitive environment.

	=== Content ===		=== Content ===

Mat Halton: /* Description */

2012-03-13T02:58:05Z

Description

← Older revision		Revision as of 02:58, 13 March 2012
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	=== Description ===		=== Description ===
	~~Students~~ select a bike. Size, style.		Participants select a bike. Size, style.

	=== Details ===		=== Details ===

Mat Halton: /* Content */

2012-03-13T02:57:05Z

Content

← Older revision		Revision as of 02:57, 13 March 2012
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	Some problems are only apparent while riding a bicycle. For example, if an unusual noise is repetitive, occurring with every pedal revolution, the problem could be in the crankset area (pedal, bottom bracket, or chainring). A noise every second or third revolution might be in the chain, such as a stiff link. Ask yourself if the noise occurs when pedaling only or when coasting, and note if the noise occurs under load, such as on a hill or if you hit a bump.		Some problems are only apparent while riding a bicycle. For example, if an unusual noise is repetitive, occurring with every pedal revolution, the problem could be in the crankset area (pedal, bottom bracket, or chainring). A noise every second or third revolution might be in the chain, such as a stiff link. Ask yourself if the noise occurs when pedaling only or when coasting, and note if the noise occurs under load, such as on a hill or if you hit a bump.

	The first step to examining a bike is to ~~ask the owner if they've noticed any~~ issues while riding. Does the chain fall off? When (e.g. only when they're shifting and climbing a hill?), and in what gear? Do the tires hold air? How does it shift? Brake? Do the brakes squeal? Are there any other noises?		The first step to examining a bike is to look for issues while riding. Does the chain fall off? When (e.g. only when they're shifting and climbing a hill?), and in what gear? Do the tires hold air? How does it shift? Brake? Do the brakes squeal? Are there any other noises?

	If the bike is safe to ride, and the tires have adequate air pressure, you can take the bike for a test ride ~~yourself~~. Often this is not possible or necessary until after some repairs have been made first.		If the bike is safe to ride, and the tires have adequate air pressure, you can take the bike for a test ride. Often this is not possible or necessary until after some repairs have been made first.

	With the bike in a repair stand, you can also visually inspect the bike for problems, test shifting, and feel for loose or overtight adjustments. This is where you can often pinpoint the source of problems that you felt or heard while riding.		With the bike in a repair stand, you can also visually inspect the bike for problems, test shifting, and feel for loose or overtight adjustments. This is where you can often pinpoint the source of problems that you felt or heard while riding.
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	== Tools ==		== Tools ==

Mat Halton: /* Content */

2012-03-13T02:53:52Z

Content

← Older revision		Revision as of 02:53, 13 March 2012
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	\| This is an offline activity. The instructor should ask questions based on the level of the the class, starting at the very basics (how does the bike tire work?) and becoming more challenging if the students can handle it (what do the bottom bracket, headset, and hubs all have in common?), but still relevant (or at least interesting). The goal is to gauge existing knowledge and interest, as well as to hint at interesting learning possibilities for the next few weeks, without discouraging anyone.		\| This is an offline activity. The instructor should ask questions based on the level of the the class, starting at the very basics (how does the bike tire work?) and becoming more challenging if the students can handle it (what do the bottom bracket, headset, and hubs all have in common?), but still relevant (or at least interesting). The goal is to gauge existing knowledge and interest, as well as to hint at interesting learning possibilities for the next few weeks, without discouraging anyone.

	It should also serve as an icebreaker and introduce ~~students~~ to each other, hopefully in a non-competitive way.		It should also serve as an icebreaker and introduce '''participants''' to each other, hopefully in a non-competitive way.
	\|}		\|}

Cwc: /* Specific Skills */

2012-02-28T03:53:41Z

Specific Skills

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 |-
 | Drive Train
+| Creaking and squeaking noises are annoying, and can be a sign of more serious problems. Damage to parts may result if they are left unattended. If during a ride you hear a creak or squeak once per revolution, it is probably located in the crankset and pedal area. If the noise is once every 2 - 3 revolutions, it may be in the chain.
 | http://www.parktool.com/blog/repair-help/trouble-shooting-a-creaky-or-noisy-drive-train
 |-

Cwc at 05:16, 16 February 2012

2012-02-16T05:16:41Z

← Older revision		Revision as of 05:16, 16 February 2012
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	\| http://www.top10bikefixes.org/images/straighten-wheel/check-spokes.jpg		\| http://www.top10bikefixes.org/images/straighten-wheel/check-spokes.jpg
	\|}		\|}

			== Charts ==

	=== Description ===		=== Description ===
			Make a "doctor's chart" of findings.

	=== Details ===		=== Details ===
			TBD

	=== Content ===		=== Content ===
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	\|-		\|-
	\|		\|
	\|		\| This chart will go into detail about the diagnosis (what to check, how to check it, and what the findings mean)
	\|}		\|}