Bundle 2: 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:

 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. 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:

## License

Iowa 8th grade Science Bundles Copyright © by Ted Neal, Ph.D. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.