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.
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| 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.
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Concussions: Technology being used for head injuries – prevention, awareness, or treatment
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Stakeholders: athletic trainers, parents, coaches
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Importance of fit of helmet, amount of air pressure
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Rules/Regulations of NCAA, IHSAA, or IGHSAU
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When are females at the highest risk of concussions since most football players are males?
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Vehicles
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Safety features: improvements, child car seats, adult seats in cars,
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Driverless cars
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Stakeholders: police officers, insurance agencies, car accident specialists, emergency workers
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Car vs. Train accidents
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Motorcycles
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Speed cameras
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Baseball Bats
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Sledding
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Football
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Running backs vs. linebackers
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Soccer
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Why don’t soccer players wear helmets?
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Race Cars
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Fastest cars, acceleration, crashes on the track
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Cycling
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Wearing helmets, types of helmets, programming to encourage helmet use
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Engineering design challenge: egg drop – must protect the egg
Experts:
Solutions:
