Bundle 2: Collisions

Tier 3: Application to Inevitable Collisions

Tier 3: Application to Inevitable Collisions

Objective:

Students will build on their prior learning from Tier 1 and 2, and will apply their understanding of and experience with collisions to improve the outcomes of these inevitable collisions.

Overview:

Students will use their prior knowledge and past experience from Tier 1 and 2 of this Bundle, as well as outside experience to pick a collision of their own interest. Many suggestions are included in the list below. Students will plan, build, test, and argue their results with their peers. Disclaimer: Teacher can determine the appropriate constraints (time, cost, materials, etc) for this activity.

Big questions:

  • How might collisions happen?
  • How can the results of a collision be explained?
  • How does our understanding of Newton’s Laws apply to other inevitable collisions that the outcomes can be improved?

Standards addressed:

MS-PS2-1
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-ETS1-1  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. 
MS-ETS1-2  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. 
MS-ETS1-4  Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Tier in depth:

Application Challenge Presented to Students: Students will use their prior knowledge and past experience from Part 1 and 2 of this bundle, as well as outside experience to pick a collision of their own interest. Many suggestions are included in the list below. Students will plan, build, test, and argue their results with their peers. Disclaimer: Teacher can determine the appropriate constraints (time, cost, materials, etc) for this activity.

Discussion of Results: Students will share out quantitative and qualitative data regarding their investigation to determine the success or limitations of their investigation as well as participating in a discussion on the impact to society and moral/ethical concerns.

Examples of Collisions, etc.

  • Concussions: Technology being used for head injuries – prevention, awareness, or treatment

    • Stakeholders: athletic trainers, parents, coaches

    • Importance of fit of helmet, amount of air pressure

    • Rules/Regulations of NCAA, IHSAA, or IGHSAU

    • When are females at the highest risk of concussions since most football players are males?

  • Vehicles

    • Safety features: improvements, child car seats, adult seats in cars,

    • Driverless cars

    • Stakeholders: police officers, insurance agencies, car accident specialists, emergency workers

    • Car vs. Train accidents

    • Motorcycles

    • Speed cameras

  • Baseball Bats

  • Sledding

  • Football

    • Running backs vs. linebackers

  • Soccer

    • Why don’t soccer players wear helmets?

  • Race Cars

    • Fastest cars, acceleration, crashes on the track

  • Cycling

    • Wearing helmets, types of helmets, programming to encourage helmet use

  • Engineering design challenge: egg drop – must protect the egg

Experts:

 

Solutions:

 

 

License