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Aims: To look at a proposed CfE outcome and suggest new activities that would be relevant to it.

Aims: To look at a proposed CfE outcome and suggest new activities that would be relevant to it. To exemplify a “development of thinking” approach to a CfE outcome. Five Pillars Concrete Preparation Cognitive Conflict Social Construction Metacognition Bridging. Five Pillars

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Aims: To look at a proposed CfE outcome and suggest new activities that would be relevant to it.

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  1. Aims: • To look at a proposed CfE outcome and suggest new activities that would be relevant to it. • To exemplify a “development of thinking” approach to a CfE outcome.

  2. Five Pillars • Concrete Preparation • Cognitive Conflict • Social Construction • Metacognition • Bridging

  3. Five Pillars • Concrete Preparation • Cognitive Conflict- challenge, perhaps relating to a misconception • Social Construction- articulating ideas, evaluating those of others • Metacognition- reflection, thinking about the process used to solve problems • Bridging- applying thinking to other problems

  4. Proposed Outcome (07/08/2007) I can relate the motion of an object to the forces acting on it, making accurate and quantitative measurements and carrying out calculations. I can apply this knowledge, for example to explain how responsible behaviour and safe vehicle design can help reduce accidents. (S3 Physics)

  5. Using my understanding of forces, I can test ideas about safety design features in vehicles and use my results in an innovative, safe design. (Primary 5-7)

  6. Warning… If using vehicle safety as a teaching theme, great sensitivity will be required. There will be pupils in your care who will know someone who has been involved in a serious road accident.

  7. Conflicts / challenges / misconceptions Examples:

  8. Conflicts / challenges / misconceptions Examples: Misinterpretation of evidence surrounding Newton I- pupils think that if something is moving, there must be a force on it. Some people think that if you drop something on a bus, it ends up behind the point at which you released it. We continually hear about people being “thrown forward” in a crash. Is this actually what happens? Misconception that a vehicle that was undamaged in an accident would be a safe one.

  9. Tackling Misconceptions- awareness of level of thinking

  10. Tackling Misconceptions- awareness of level of thinking Is the crash test dummy thrown forward?

  11. Tackling Misconceptions- awareness of level of thinking Concrete example of an object continuing to move in a straight line at a steady speed when no force acts on it.

  12. Starter: Which car is the safest?

  13. Lots of issues • Primary safety- • Lighting • Braking • Handling • Ergonomics • ABS • Secondary safety- • Seat belts • Air bags • Safety cells and crumple zones • (NCAP-type tests say little Fiat is safer than Ford pick up in a crash) Pedestrian Safety Who’s driving it?

  14. Designing for safety • Tolerable decelerations • Occupant compartment intact • (Road Transport Laboratory)

  15. Suppose this trolley represents our “safety cell”…

  16. Instead of fitting it with a fancy paint job and powerful sound system, your mission is to make this trolley safer.

  17. Instead of fitting it with a fancy paint job and powerful sound system, your mission is to make this trolley safer. Design a bumper or crumple zone to protect people in the safety cell. It must not stick out more than 2cm in front of the safety cell. It should have as small an effect on the trolley’s “performance” as possible.

  18. 8.5 cm 3.0 cm 0.5 cm Instead of fitting it with a fancy paint job and powerful sound system, your mission is to make this trolley safer. Design a bumper or crumple zone to protect people in the safety cell. It must not stick out more than 2cm in front of the safety cell. It should have as small an effect on the trolley’s “performance” as possible.

  19. How do we test this? • What do we need to measure? • If we are comparing different designs, how do we make sure our test is valid?

  20. Describe the safest designs. What did the best designs have in common? How did we know that these designs were the best? What did you discover that surprised you?

  21. There is a saying among road safety professionals that ‘the safest car is the one with a spike sticking out of the steering wheel’

  22. There is a saying among road safety professionals that ‘the safest car is the one with a spike sticking out of the steering wheel’. Could this be true? It is easy to see the advantages of making safer cars. Are there any disadvantages?

  23. For discussion (opportunity for cross-curricular work?) Personal freedom versus duty to look after oneself- should people who drive powerful cars or ones with few safety features contribute more to the NHS? Should fast cars be speed-limited or banned altogether? American situation- less use of seatbelts led to more powerful airbags..

  24. http://www.euroncap.com http://www.rospa.com/roadsafety/advice/motorvehicles/index.htm http://www.trl.co.uk http://www.nhtsa.gov/ (USA)

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