Thank you for the ideas, everyone. I'll have Graham read-through them, and 
I'm certain that your input will spark something. This is the brainstorming 
phase, and part of the process is to find external resources that can 
expand thinking, and ultimately horizons. The cool thing about being a 
sixth grader is that (speaking of curve fitting, Jim) the onset of 
experience curve and the erosion of innocence curve haven't yet 
intersected, so there's ample room to openly consider the input of others 
while contemplating your own ideas. 

David, you're correct; it's important that the idea is his, and his alone. 
He initially wanted to do something with either the bicycle or baseball and 
velocity, and considered an experiment related to the height of the mound 
(for those baseball fans, 1968 is the key to that whole idea) on ball 
speed, but decided there wasn't a good way to insure a clear control, so he 
moved on. 

Since we live in Seattle and he rides his Surly LHT with a Burley Nomad to 
school everyday, Lee's idea about braking in the wet is interesting. The 
safety and awareness tie-in is also great, and that's relevant with all of 
the ideas put forward here; it's important to have air in your tires and 
tread as well, particularly in the wet, eh? 

I'm also working with a group of committed parents at Eckstein Middle 
School to incent safe, utility cycling to school, and my son is involved in 
those activities. We just secured a SDOT grant for $1000, which we're using 
to rehabilitate a bike cage on school grounds, and we also promote "random 
biker day", giving a doughnut and a cup of hot cider to every kid who rides 
on that , and front and back blinking lights to those who need them. We're 
starting a bike train project with a student from the University of 
Washington at another Elementary school, and basically doing everything we 
can to make cycling fun, socially acceptable, and even "cool".

Thanks again for the ideas.

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