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The need for speed!

The need for speed!. Physical Science Grades 9-12 2-3 weeks. What does my driving have to do with science and society?. STS Module. S cience T echnology S ociety. Rationale.

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The need for speed!

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  1. The need for speed! Physical Science Grades 9-12 2-3 weeks

  2. What does my driving have to do with science and society?

  3. STS Module Science Technology Society

  4. Rationale • Encourage students to work together in groups to design investigations, formulate hypotheses, collect data, research conclusions, and present their findings to the class. • Show students science at work in their daily lives. • Discuss how science and technology affect our society. • Facilitate exploration of motion and forces in relation to driving. • Analyze the conservation of energy and work in relation to engines. • Encourage students to become investigators and critical thinkers. • Relate activities to social and environmental issues.

  5. NCSCOS STRANDS • Nature of ScienceShows the role of science in society (seat belts). • Science a a Human Endeavor Students will learn to collect, analyze, and interpret data. Students will learn science applies to their lives. • Historical Perspectives Students will research the history of the seat belt. • Nature of Scientific Knowledge Newton’s laws of motion and their application to the invention of the seat belt. • Understanding Science as Inquiry Students will be encouraged to ask questions and make predictions when exploring scientific concepts. • Understanding Science and Technology Students will design simulations to explore scientific concepts. • Science in Personal and Social Perspective Students will realize science and technology work together to reduce vehicle emissions, improve safety, and discover alternate fuel sources.

  6. NCSCOS Objectives • Competency Goal 1 The learner will construct an understanding of mechanics. • 1.01 Analyze uniform and accelerated motion: • Uniform motion is motion at a constant speed in a straight line. (Constant velocity) • The rate of change in velocity is acceleration. • 1.02 Analyze forces and their relationship to motion, Newton’s Three Laws of motion. • 1.03 Analyze the conservation of energy and work: • Work • Power • Kinetic energy • Potential energy • Conservation of mechanical energy • 2.03 Analyze the Second Law of Thermodynamics • It is impossible to build a machine that does nothing but convert heat into useful work.

  7. Invitation Introduction of STS Applications Topic Students will be shown a video clip of two wrecks. In one wreck the driver will be wearing a seat belt, and in the other wreck the driver will not be wearing a seat belt. After the video, students will brainstorm and write questions that they have which are related to the video clips.

  8. Potential Directions of Study • Is speed the only factor involved in a wreck? • Do seat belts really save lives? • Shouldn’t I be able to choose whether or not I wear my seat belt? • How do the choices I make as a driver affect society? • How is “velocity” different from “speed”? • Is gas mileage really important? • What are some alternate sources of fuel?

  9. Potential Directions of Study • How can acceleration be negative? • What is inertia? • How do Newton’s laws of motion apply to my life? • What is momentum? • What causes a car to slide in a curve? • How do engines work? • What makes one car more powerful than another car?

  10. Activities • Speed Students will design simulations to determine • speed, velocity, and acceleration. • Crash! Students will design simulations to determine • what factors influence the force put on seat belts. • Students will design simulations to explore circular motion • and momentum. • Students will design simulations to explore work and power. • Students will use toy cars, marbles, flexible tubing, ramps, etc. in their simulations.

  11. More Activities • Safe Egg Contest • Observe and learn how a combustion engine works • Invite a local auto mechanic to speak to the class about engines • and motors • Invite a state trooper to speak about the importance of wearing • seat belts. • Research the history of seat belts, statistics, etc. • Research fuel consumption, alternative fuel sources, and the • environmental impacts of different fuels • Report information in both written and verbal forms

  12. Resources • Glencoe Physical Science textbook • Glencoe Physical Science interactive • video disc • Janice VanCleave’s 201 Awesome, • Magical, Bizzare, & Incredible Experiments • NC State Trooper • local auto mechanic

  13. More Resources • www.glencoe.com • www.explorescience.com • www.howstuffworks.com • Seat Belt Safety video • Internet research

  14. Social Action Students will develop a survey on seat belt usage which will include questions like “If you are traveling a very short distance, do you wear your seat belt?” Each student will answer the questions and will ask 3-5 more people (being careful not to ask the same person twice). Results will be discussed in class and reported to the local newspaper. No names will be used for this survey.

  15. Science Concepts • Students will: • make a connection between science, technology, and society. • understand Newton’s three laws of motion and how they work. • see science at work in their daily lives. • understand the conservation of energy and the relationships • between work, power, and mechanical energy.

  16. Projected Outcomes • Students will realize the importance of scientific • knowledge and how it applies to their daily lives. • Students will become well-informed citizens who • are concerned about society and the environment. • Students will be safe drivers and encourage their • friends and family to wear seat belts, maintain a • safe distance behind other vehicles, and use • caution at all times, especially when weather • conditions make driving hazardous.

  17. Projected Outcomes • Students will be aware of the need for alternate • fuel sources. • Students will be aware of the problems • associated with fuel consumption and the affects • on the environment.

  18. Evaluation • design of simulations • observations and data interpretations • group participation • presentation of information to class (activities, research, • group discussions) • rubrics • quizzes • test at the end of the unit

  19. More Evaluations • science notebook • research paper • final essay “How have the scientific concepts that • you have learned in this unit impacted your views • on wearing a seat belt?”

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