All grades  Project 4 weeks

Crash Test Smarties

Erin R
Updated
MS-PS2-1
MS-PS2-2
MS-PS2-1
MS-PS2-2
CCSS.Math.Content.6.SP.A.1
+ 13 more
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Purpose

The purpose of this project is to deepen students' understanding of brain safety through hands-on, real-world investigations. Students will explore how headgear protects against physical trauma by applying scientific and mathematical principles, while also analyzing historical advancements in technology. This experiential learning encourages collaboration and critical thinking, aiming to equip students with knowledge and strategies to promote community awareness about the importance of protective equipment in preventing brain injuries. Ultimately, the project fosters a sense of hope and proactivity in enhancing safety for individuals engaging in various activities.

Learning goals

Students will apply Newton's Third Law to design solutions for enhancing helmet safety during collisions and investigate how changes in motion depend on forces and mass. They will utilize mathematical modeling to predict helmet performance, employing statistics to visualize data and inform safety improvements. Through collaboration, they will develop community campaigns, reflecting on the technological advancements in brain safety and strengthening communication skills by sharing findings and engaging in peer feedback. They will deepen their understanding by connecting physics and math concepts to real-world scenarios, fostering critical thinking and problem-solving abilities.

Standards
  • [Next Generation Science Standards] MS-PS2-1 - Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  • [Next Generation Science Standards] 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.
  • [Next Generation Science Standards] MS-PS2-1 - Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  • [Next Generation Science Standards] 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.
  • [Common Core] CCSS.Math.Content.6.SP.A.1 - Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
  • [Common Core] CCSS.Math.Content.6.SP.A.2 - Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
  • [Common Core] CCSS.Math.Content.6.SP.A.3 - Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
  • [Common Core] CCSS.Math.Content.6.SP.B.4 - Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
  • [Common Core] CCSS.Math.Content.6.EE.B.5 - Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
  • [Common Core] CCSS.Math.Content.6.EE.B.6 - Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
  • [Common Core] CCSS.Math.Content.6.EE.B.8 - Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
  • [Common Core] CCSS.Math.Content.6.NS.C.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
  • [Common Core] CCSS.Math.Content.6.NS.C.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Students will create portfolios showcasing their recommendations and learning from the project, including "good news" about advancements in brain safety. They will design a community awareness campaign featuring infographics and videos to educate the public on the importance of protective headgear in various activities. Participants will compile a visual journal documenting experimentation processes, data collection, statistical analysis, and reflections on technology's role in improving brain safety. These products will be shared in both small group exhibitions and one-on-one celebrations with family members.

Launch

Start the project with an engaging and dynamic activity where students participate in a simulated helmet impact test using various types of helmets, such as motorcycle, bicycle, and football helmets. Set up stations where students can observe and analyze the effects of different forces applied to each helmet. Encourage students to ask critical questions about helmet designs and how they relate to brain protection, fostering curiosity and anticipation for the deeper investigations to come. Finally, facilitate a discussion on the evolution of helmet technology, highlighting the importance of innovation in brain safety.

Exhibition

Students will showcase their in-depth portfolios during small group celebrations to demonstrate the impact of their investigations into helmet safety. Each group will present their findings, including statistical analyses and the evolution of headgear designs, to peers, parents, and community partners. Through interactive presentations and exhibits, students will share their infographics, videos, and visual journals, fostering community awareness on brain safety advancements and the importance of protective headgear.

Copied from Headgear Heroes: Smash Impact and Save Brains!