Car Safety. Grade 9. What does it mean to be a Safe Driver? The Physics of Car Crashes

Transcription

1 Expeditionary Learning Car Safety What does it mean to be a Safe Driver? The Physics of Car Crashes Grade 9 Expedition Author Carrie-Anne Sherwood Codman Academy Charter Public School Boston, MA

2 Expeditionary Learning Summary This two-month expedition made Newtonian Physics come alive for high school students through a compelling study of car crashes and simultaneously created in students a respect for the dangers of driving in their personal lives. As a Physics First school, students at Codman Academy begin the study of physics in ninth grade, and this expedition offered an engaging introduction to high school science and math connected to their own lives. The Car Safety Learning Expedition brought the ninth grade physics curriculum together with the important and timely topic of driving safety, especially teen driving safety. The expedition began with an in-depth immersion into data analysis about car crashes. Students charted their own preconceptions of crash data and analyzed actual crash data from perspectives of age, gender, race, socioeconomic status, location and accident causes. They surveyed friends and families and created original data sets for analysis. Students also moved beyond quantitative data to analyze personal narratives of crash victims and surviving family members of those killed in crashes. The second part of the expedition involved lab science in an investigation of the physics of vehicle crashes. Car Crashes became a case study to investigate Newton s Laws of Motion and Newtonian Physics. Through model crashes and online simulated crashes, students applied their understanding of such factors as velocity, acceleration and the conservation of momentum to understand and explain the results of their experiments. Experimental work on the conservation of momentum required understanding and use of algebra by students, and math was interwoven into all experimental aspects of the expedition. Experts were brought in during the expedition who could address student questions first-hand: police officers, fire fighters, and car mechanics who had experience with the results of impact on vehicles and ambulance workers who had experience with the impact of crashes on human victims. Students also did fieldwork research in an auto body shop. In the culminating project for this expedition, students were required to synthesize their learning in service to their community by creating two products: a public service announcement (PSA) and a letter to a driver. Each product required students to promote car safety through a compelling presentation of selected crash statistics and explanations of the physics laws that explain the results of crashes and the efficacy of safety features such as seatbelts, airbags, headrests, and stability and crumple-zone features in car construction. This work involved reading and writing skills work, as well as digital photography, video production, and a variety of computer work. The student products were more than an academic enterprise: they had an authentic purpose of making the lives of student s friends and families, and those of the students themselves, safer.

3 Expeditionary Learning Guiding Questions What forces are involved in collisions? What causes these forces to occur? What happens as a result of these forces? Why do I need to wear a seatbelt? What style of seatbelt protects me best? Why are some cars safer than other cars? How do scientists determine safety in cars? How many deaths/injuries per year are the result of car accidents? What percentage of these involves teens? What percentage of these occurs in cities? What percentage of these involves minorities? How can science help me become a safer driver? Part One: Collecting & Interpreting Statistical Data Summary In this part, students were exposed to a number of statistics about car crashes. Initially, they were asked to take a teacher-created survey that asked them to think about their own experiences with and preconceptions about car safety and collisions. They were then given time to work in small groups to interpret different types of statistical data. They looked at different tables and graphs representing some cold, hard facts of automobile accidents. They analyzed the data looking at age, gender, race, socioeconomic status, location, and causes of the accidents. In addition, they read personal accounts of those involved in crashes or surviving family members of those killed in crashes. Student groups chose facts they found to be the most interesting, shocking, eye-opening, and enticing. They later used these facts in their major expedition products a Public Service Announcement (PSA) and a letter to a driver. Lastly, student groups created surveys, similar to the one they initially took, aimed at collecting data from people in their everyday lives the school, family, and larger neighboring communities. Students collected the survey data for a few weeks, then compiled, analyzed, and chose some of the results to include in their PSA and driver letter.

4 Expeditionary Learning Part Two: Using Model Cars to Investigate Different Kinds of Collisions Summary Throughout this investigation students developed their understanding of the physics of car crashes. They used different model cars (sometimes with model clay passengers) and online interactive simulations to mimic different types of collisions (head-on, rear-end, cars with cars, cars with other objects such as trees, etc). In doing so, students incorporated their learning from a previous expedition (involving velocity and acceleration) and further developed their knowledge of the physics of motion, forces, and collisions. The content learned in this investigation, as well as the statistics gathered in the first investigation, formed the basis of their driver letter and Public Service Announcement. Major Projects Public Service Announcement and Letter to a Driver Description This expedition included two major projects: the Public Service Announcement (PSA) and the Letter to a Driver. Both projects required the same content understandings and addressed similar skills, though the students demonstrated these in very different ways. Regardless, in order to complete both projects the following components were required. Looking at Statistics Students reviewed various statistics relating to car crashes in the United States. They collected shocking & enticing statistics for use in their PSA s and letters. Students also created and administered car safety surveys to their community and family members, the results of which could also be used in their PSA s and letters. Uncovering Newton s Laws of Motion Students used model cars and other materials (such as ramps, clay, ribbon, sandpaper, rubber, and bricks) as well as online resources, to conduct inquiry investigations to learn about forces. They also learned how Newton s Laws help explain what happens in our world, and more specifically, what happens in car crashes. Putting their cars in different scenarios to simulate realworld collisions, students were able to make connections between the physics and what they were seeing happen in front of them. Students also used Newton s Laws to explain why and how safety features, such as seatbelts, headrests, and airbags work.

5 Expeditionary Learning Uncovering Impulse and Momentum Students continued to use model cars and online simulations as they investigated the concepts of impulse and momentum. They also used mathematical derivations and algebra to see how Newton s 2nd Law helps make the connection (mathematically) between impulse and momentum. Student math skills become especially important in momentum experiments, as they showed experimentally and mathematically that momentum is conserved and they worked to solve a number of conservation of momentum word problems. Students used impulse and momentum to further their knowledge of car safety features (such as airbags & crumple zones). Assessments Formative Assessments (FOR learning) as regular tickets to leave class, students were asked for an in-depth question or series of questions, usually based upon the learning for that day. Other formative assessments used were written reflections (in class or for homework), verbal communication with students (in small or whole groups), or team challenges (team challenges were originally created as a way to make small groups more productive in class, but they also quickly became another way to assess for learning). Written reflections generally required longer, more thoughtful responses than a ticket to leave and were based on what was covered in class. Students were sometimes asked to address questions on topics not yet covered, to uncover preconceptions. Formative assessments were rarely officially graded (although feedback was given). Winners for team challenges were tracked using a visual chart displayed publicly in the classroom. Summative Assessments (OF learning) quizzes were usually given every few weeks and were sometimes used formatively, to determine what learning still needed to happen, or summatively, to wrap up a chunk of learning and move onto the next. A test was given at the conclusion of the expedition. The purpose of the test was strictly to assess at what level of content understanding students completed the expedition.

6 Expeditionary Learning PSA/Letter to a Driver (OF & FOR learning) The PSA was primarily a summative assessment in that students submitted a polished piece and were not allowed revisions. However, most groups had the teacher check over their work in progress in advance of the deadline. The Driver Letter was both formative & summative in that they were given the opportunity for unlimited revisions but were held to a deadline and a finished product that reflected their final grade. Final Product Students used the statistics they collected in Case study One (both from outside sources and student-created surveys), as well as the physics content knowledge, and car safety tools/techniques (e.g. seatbelts, airbags, response time, following distance, etc) developed throughout Case Study Two in order to create two major products: Public Service Announcement (PSA): Students worked in groups to develop a PSA warning their peers about the dangers associated with driving, and encouraging their peers to employ safe driving practices. They used a variety of media: posters, brochures, videos, Powerpoint presentations, or live skits. PSA s were then presented in some public forum such as a wholeschool assembly to ensure that they reached their target audience. Letter to a Driver: Individually, students choose a current driver to write to (or they could write to themselves as future drivers), warning them about the dangers associated with driving, and encouraging them to employ safe driving practices. This product was a more formal product aimed at assessing a student s individual content understanding and scientific communication skills. These letters were revised to an accomplished level and kept for use in a portfolio compiled in their tenth grade year. Content and Skill Standards Addressed in the Learning Expedition Reading I can analyze anecdotal data for compelling information to include in public service materials. I can read and understand a variety of scientific texts pertaining to physics. I can work collaboratively to deepen my understanding of complex scientific texts. Writing I can represent my understanding of scientific ideas through short, informal written pieces. I can produce a formal, typed letter that correctly uses scientific vocabulary in simple enough terms that a driver without a physics background can understand. I can use the peer review and teacher feedback process to revise my work.

7 Expeditionary Learning Math I can define and describe mass. I can represent forces pictorially, describe the forces acting on objects, and explain what happens to objects as a result of forces acting on them. I can use Newton s Laws of Motion to explain what happens during car crashes. I can explain the Law of Conservation of momentum as it pertains to collisions. I can collect and analyze data on car crashes and car safety. I can represent data graphically and in tables. I can use a logical step-by-step method to solve word problems relating to force and motion. Character (performance and relational) I can responsibly use scientific equipment to measure force. I can responsibly and appropriately use a survey to collect data including anecdotal evidence regarding car crashes from friends and neighbors. Science and Technology I can take an online survey using the free program, SurveyMonkey. I can use an online program to create and administer a survey to collect data regarding car crashes. I can use a number of different scientific instruments (e.g. motion detector, photogates, force sensor) to measure the forces involved in car crashes. I can model physics concepts using an online interactive learning program called Gizmos. I can use digital technology such as video and PowerPoint to create a Public Service Announcement. Social Studies I can account for societal factors such as age, gender, race, socioeconomic status, and geography when analyzing crash data. Visual and Performing Arts I can present a compelling Public Service Announcement through the form of a short video or brochure. I can use modeling techniques to create accurate models for mimicking various types of car crashes. Health and Wellness I can explain, using the laws of physics, the effect on the human body and demonstrate those effects using model or online simulations.

8 Expeditionary Learning Connections to State and District Standards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o F0<23='+"#$%&0(2+3#' o F0<23='03-'%$1+%-23='/$0#8%$/$3(#'0('044%+4%20($',$&$,#'+.'4%$12#2+3' o G+,,$1(23='-0(0'+%'$&2-$31$'23'03'+%=032H$-'*09' 6%+4$%,9'8#$'23#(%8/$3(#:'$7824/$3(:'03-'/0($%20,#'I$5=5:'#10,$#:'/$($%'#(21<#:' 1+/48($%#J'231,8-23='#$(K84:'10,2"%0(2+3'I2.'%$782%$-J:'($1)3278$:'/023($3031$:'03-' #(+%0=$5' L+,,+*'#0.$(9'=82-$,23$#5' 6%$#$3('%$,0(2+3#)24#'"$(*$$3'03-'0/+3='&0%20",$#'23'044%+4%20($'.+%/#5' o >$4%$#$3('-0(0'03-'%$,0(2+3#)24#'"$(*$$3'03-'0/+3='&0%20",$#'23'1)0%(#'03-' =%04)#5' o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

9 Expeditionary Learning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

10 Expeditionary Learning Connections to the Community and Larger World Fieldwork Students should be allowed to get the feel of an actual car/bus/train while learning the effects of the physics principles studied throughout the car safety learning expedition. Unfortunately Codman Academy does not have a parking lot or a safe location nearby where experiments could be performed using actual cars so students had to conduct experiments using model cars. Students traveled to an auto body shop to speak to mechanics about the cars (and the occupants) they have seen that were involved in car crashes. Mechanics spoke about the results of crashes in which there was total destruction of the car (so it needed to be totaled ), versus partial destruction (so it needed body work). Students asked questions and got tours of the shops. Experts Professionals who have experience with car crashes (e.g. police officer, fire fighter, ambulance driver, auto mechanic, driver training schools, etc.) were invited to speak to the students and answer questions. If we were to do this expedition again, we would consider asking a non-profit organization that deals with this issue, such as M.A.D.D., to speak to the class. Some student groups could then target the statistics in their PSA toward drunk driving specifically, and present and/or donate their PSA s for use by the organization. Service Learning Students created public service announcements aimed at teens, and wrote letters to current drivers about the need to employ safe driving practices. Their PSA s were presented publicly to their target audience. The letters were given to their intended recipient. Exhibitions Students presented their PSA s to the school community or, for those who chose to create posters/brochures for their PSAs they were displayed publicly in the school. There were also opportunities to visit other schools to present the PSA s and/or pass out safety brochures and to post PSA s on YouTube.

11 Expeditionary Learning Calendar January Introduce expedition & project expectations Look at and interpret car accident statistics Create and administer car safety surveys Observe car crash pictures/videos Visit from professional to discuss experiences with car crashes Discuss factors that influence driving ability Investigate forces and Newton s 1st Law February Investigate Newton s 2nd and 3rd Laws Investigate Impulse and Momentum Visit a mechanic Conduct experiments with actual moving vehicles (if possible) Work on PSA and Letter to a Driver