Why Do I Need to Wear a Bike Helmet ?
This unit has students investigate the concepts of force and motion through an investigation of what happens in a collision on a bicycle.
Students test this through the use of carts with egg passengers and probes to record and investigate force, velocity, distance, momentum, energy transfer, and other aspects of motion that lead to an investigation of Newton's Laws of Motion. This effort culminates in the design of a "helmet" to protect the egg passenger of a vehicle in a collision.
Curriculum Unit Synopsis
This driving question leads students through an inquiry into the physics of collisions. This begins with an exploration of motion and how motion changes and continues force and how it can be changed during a collision. An unprotected egg riding a cart, representing a student riding a bicycle, is used to illustrate the possible result of a collision. This engaging demonstration becomes the anchoring experience that students use to think about physics concepts of motion and force including Newton's laws of motion, velocity, stopping time, force, and the relationships between them. The egg and cart demonstration is revisited periodically throughout this unit and is the focus of the final project, where students create a helmet for the egg, test its effectiveness, and present their results in order to demonstrate their understanding of collisions.
Students participate in several investigations while exploring each stage of the driving question. Students begin by examining how evidence can be used to make explanations and gradually develop the ability to design their own investigations. They first focus on collecting evidence with the aid of computer generated graphs and motion sensors. They develop an understanding of motion and velocity as well as how to read and interpret motion graphs. Students continue to use computer-generated graphs as they explore the relationship between variables tested and evidence collected; all while thinking how these results can be explained through their growing understanding of force, velocity, and time. Students will use motion sensors again in their own investigation of their egg helmets.
During the course of this unit, students construct three main "artifacts" to develop and demonstrate their understanding of the science content and process described. Each are introduced early in the project and are added to and revised through out the project. First students are asked to describe and explain the events that occur during a collision. This is structured around four questions that focus students' attention on each phase of a collision and the physics that explains it. Second students construct concept maps. These maps incorporate each concept as it is developed and relationships are added and revised. Students work individually and in groups to create these maps. Third students design, conduct, and present their helmet investigation. In this final artifact students apply their knowledge of collisions and investigations to test the helmet they created to protect an egg during a collision.
Background
This curriculum unit was initially developed in 1998 in collaboration with the Detroit Public Schools, as part of the Center for Learning Technologies in Urban Schools effort. These materials have been revised based on research on classroom practice and student achievement, as well as from feedback from teachers using the materials. This unit is currently used in the Detroit Public Schools, as well as classrooms around Michigan and the world. Development of this unit was sponsored by the National Science Foundation. This unit was developed to address the curriculum standards of the Michigan Curriculum Framework, the American Association for the Advancement of Science, and the National Research Council.
Downloads, Workshop Information, and Resources
Download the Introduction (PDF - 496kb).
Download an information sheet, which includes the synopsis, lesson list, and standards (PDF - 500kb)
Upcoming workshops on this curriculum.