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Unit 6: Safety

Unit 6: Safety. Essential Questions. What is response time and what effects a person’s response time? How does speed effect a person’s response time? What safety devices are on automobiles? Can these safety devices actually increase the chance of injury?

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Unit 6: Safety

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  1. Unit 6: Safety

  2. Essential Questions • What is response time and what effects a person’s response time? • How does speed effect a person’s response time? • What safety devices are on automobiles? Can these safety devices actually increase the chance of injury? • How does Newton’s First Law relate to car collisions? • What are the optimal materials needed for seat belts? • How are airbags useful in collisions? • How can the movement of the head and neck be limited in a collision?

  3. Day 1: Response Time • Learning Objectives: • Identify the parts of the process of stopping a car • Measure reaction time • Wire a series circuit

  4. Starter • A lot of car accidents are due to the fact that the driver in a car could not respond in time to avoid being a statistic • Watch the following videos and discuss the following with your group: • What is response time? • What factors affect how quickly someone is able to respond in a car to avoid an accident? • How fast do you think your response time is? • Time: 15 minutes

  5. starter

  6. Starter (Cont’d)

  7. Activity 1 • To stop a car, you must move your foot from the gas pedal to the brake pedal • Cut out 2 squares: 1 for the brake, and one for the gas • Time how long it takes for you to move your foot between the gas and the brake • Repeat, but this time wait until your partner makes a noise to signal you to move from the brake to the gas • Which is faster? • Why do you think this? • Time: 20 minutes

  8. Activity 2 • Find your response time using an electric circuit • Set up an electric circuit as shown on pg. 81 • Who in your group has the fastest response time? • What are some advantages to having a fast response time? • Time: 20 minutes

  9. Activity 3 • Find your response time using a ruler • How many cm does the ruler travel before you catch it? • Try it with your eyes closed (your partner will give you a signal they are dropping the ruler). • How does the response time change with your eyes open vs. closed? • Time: 10 min

  10. Activity 4 • Design an experiment to test response time • Be creative • Include the following: • Aim • Materials • Procedure • Expected outcomes • Time: 20 minutes

  11. Closing & Homework • Physics to Go, pg. 84 #3, 4, 5 • Reaction Time investigation plan

  12. Activity 2: Speed and Following Distance • Learning Objectives: • Define speed • Identify constant and changing speeds • Interpret distance-time and speed-time graphs • Contrast average and instantaneous speeds • Calculate the distance traveled at a constant speed

  13. Starter • What is a safe following distance between you and the car in front of you? • What factors determine a safe following distance? • What happens if the safe following distance is not obeyed? • Time: 10 minutes

  14. Activity 1 • With your lab group, measure out a distance of 20m outside • Have one person walk the distance while you time them • Have a second person job the distance while you time them • Record your data and calculate their speeds • Speed = distance/time • Time: 25 minutes

  15. Activity 2 • Graph the data you collected and extend your data points so they go for 100m • If the jogger started 30s after the walker, how long would it take for the jogger to catch up to the walker? • How would you represent this on your graph? • Time: 15 minutes

  16. Activity 3 • A car is traveling at 60km/h (km/h  m/s x0.278) leaves point A at 10:00am • A second car leaves point A at 10:05am and is traveling at 70km/h • How long will it take the second car to reach the first car? • After you solve this problem, create your own word problem to solve. • Time: 20 minutes

  17. Activity 4 • Create a poster with your group depicting the dangers of following a car too closely • Time: 15 minutes

  18. Closing & Homework • Physics to Go, pg. 91 #3, 6 (change miles to km… i.e 5 miles = 5km) • Graph • Poster

  19. Activity 3: Accidents • Learning Objectives: • Evaluate your own understandings of safety • Evaluate the safety features on selected vehicles • Identify safety features in selected vehicles • Identify safety features required for other modes of transportation

  20. Starter • Chances are you will not be able to avoid being in an accident at some time in the future. • How can you protect yourself from serious injury, or even death, should an accident occur? This does not only have to do with being in a car, think of other places you can get into an accident. • What do you think is the greatest danger to you or other people in the accident? • Time: 15 minutes

  21. Activity 1 • Take the test on pg. 95 INDIVIDUALLY that will test your knowledge of automobile accidents • I will read out the correct answers when everyone is finished so you can calculate your score • Time: 20 minutes

  22. Activity 2 • How did you do? • Give yourself 2 points for every correct answer • Subtract 1 point for each incorrect answer • 21-30 points: Expert Analyst • 14-20 points: Assistant Analyst • 9-13 points: Novice Analyst • 8 points or below: Myth Believer • Compare your results with the others in your group • Which question did most people answer incorrectly? Why do you think that might be? • Time: 10 minutes

  23. Activity 3 • We are going to survey different cars for various safety features • Each person needs to copy the table on pg. 97 to fill out • You will survey 3 different cars and use a different table for each car • We will go out to survey the cars when everyone is ready • Which car was the safest? • Time: 45 minutes

  24. Closing & Homework • Serious injuries in an automobile accident have many causes. If there are no restraints or safety devices in a vehicle, or if the vehicle is not designed to absorb any of the energy in a collision, even a minor collision can cause serious injury • Which items from this survey in today’s activity will be useful in helping you construct your safety system? • Physics to Go, pg. 98 #1 (use the list from today’s activity), 2, 4

  25. Activity 4 (60 min): Life before seatbelts • Learning Objectives: • Understand Newton’s First Law of Motion • Understand the role of safety belts • Identify the three collisions in every accident Have your homework out to be checked

  26. Starter • In North America, there are laws that require automobile passengers to wear a seat belt. • Discuss in your group what the laws are in Congo with regards to wearing a seat belt. • Do you think wearing should be a personal choice? • What are two reasons why there should be seat belt laws and two reasons why there shouldn’t be seat belt laws. • Time: 15 minutes

  27. Activity 1 • Work in your lab groups to complete “For you to do”, steps 1-3 on pp. 99-100 • Record your observations and answer the questions as you go along • From this simulation, can you think of a situation where a seat belt is not necessary? Explain. • How does a seat belt help protect people in cars? • Hand in your observations and answers to these questions when you are finished. • Materials on the back table • Time: 30 minutes

  28. Closing & HOmework • Read “Physics Talk” and “For You to Read” on pp. 100-101 • Physics to Go, pg. 102 #1, 3, 4 • Stretching Exercises, pg. 104 • Survey the members of your family to find out their opinions about wearing seat belts

  29. Activity 5: Life after seat belts • Learning Objectives: • Understand the role of safety belts • Compare the effectiveness of various wide and narrow belts • Relate pressure, force, and area Have your homework out to be checked

  30. Starter • In collisions, you cannot brace yourself and prevent injuries. Your arms and legs are not strong enough to overcome the inertia during even a minor collision. Instead of thinking about stopping yourself when the car is going 50km/h, think about catching 10 bowling balls hurtling towards you at 50km/h. • Which do you think would be easier to do? Explain. • Suppose you had to design seat belts for a racecar that can go 300km/h. How would they be different from the ones that are in passenger cars? • Time: 15 minutes

  31. Activity 1 • Work in your lab groups to complete steps 1-3 from the “For you to do” on pg. 106 • Materials for the seat belt are on the back lab bench • Record your observations as you go, answer the questions and hand in a copy when you finish • Take a picture of each of your “seat belts” and email a copy to me (jbaranowsky@tasok.net) • Time: 45 minutes

  32. Activity 2 • Watch the video presentation of the crash test dummy in a car collision. • In the collision, the car stops abruptly. What happens to the driver? • What parts of the driver’s body are in the greatest danger? Explain what you saw in terms of the law of inertia (Newton’s 1st Law) • Time: 10 minutes

  33. Activity 3 • You may use this time to work on your chapter challenge with your group members • Note that there are 2 parts to this: • Displaying your model/prototype around the classroom • You will view other teams displays and write down questions you have about them • Oral presentation • This will be presented over 1 day on March 1

  34. Closing & homework • Read “Physics Talk” and “For You to Read”, pp. 107-109 • Physics to Go, pg. 109 #1, 2, 4 (Weight in newtons = mass in kg x 10), 5

  35. Activity 6: Why Air Bags? • Learning Objectives: • Model an automobile air bag • Relate pressure to force and area • Demonstrate that the force of an impact can be reduced by spreading it out over a longer time

  36. Starter

  37. Starter • Air bags do not take the place of seat belts, they are additional protection when used with seat belts • Why are air bags effective? • How does the air bag protect you? • Time: 15 minutes

  38. Activity 1 • Any problems from last 2 lessons? • Homework checks from last 2 lessons • Time: 10 minutes

  39. Activity 2 • Work through steps 1-4 of “For You to Do” on pg. 112 • Your group will be assessed on how you perform the activity as well as how you analyze the activity you complete • Time: 40 minutes

  40. Closing & Homework • Read “Physics Talk” pg. 113 • Reflecting on the Activity and Challenge – how will this activity help you with the chapter challenge? • Any questions regarding the chapter challenge? (Due next Friday) • Summative assessment for the chapter will be a written paper and you will have the break to complete it • Physics to Go, pg. 116 #1, 2, 3, 4, 6 • For next class, read Activity 7 and bring in supplies that your lab group will need (tape, rubber bands, string, wire, metal foil, etc.)

  41. Activity 7: Automatic Triggering Devices • Learning Objectives: • Design a device that is capable of transmitting a digital electrical signal when it is accelerated in a collision

  42. Starter

  43. Starter • An air bag must inflate in a sudden crash, but must not inflate under normal stopping conditions. • How does an airbag “know” whether to inflate or not? • Time: 15 minutes

  44. Activity 1 • Get into your lab groups and work through the Inquiry Investigation on pg. 117 • The parameters are listed on pg. 118 • You must devise a plan and test it using the materials in class and the materials you brought in • Make changes to your design depending on how your switch works • Video your design to show me in the next lesson • Type up your plan and any revisions you made to your plan • Time: Remainder of period

  45. HOmework • For you to read, pg. 118 • Physics to Go, pg. 119 #1, 3, 4, 6

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