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  • 7/29/2019 Unit 1 LS1 StudentEdition 1.3

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    1.3 Explore

    Learning Set 1

    ACCIDENT CHALLENGE

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    1.3 ExploreHow Far Does Vehicle B Travel After Being Hit?

    In order to explore the causes of the rise in dangerous accidents at the intersection of Main St.

    and Park St. you will build a model of vehicle collisions in the laboratory (your classroom).

    Review the Maps 3 & 4. From looking at the maps of the intersection we know that there are

    many collisions and that in some of these collisions the target vehicle (Vehicle B) traveled

    different distances.

    Map 3Previous Years Accident Data Map 4 - This Years Accident Data

    These different distances are an important piece of data -- they might tell us about the factors

    contributing to the collisions and the severity of those collisions. We want to test this idea

    using our model. If we create a model of the intersection and have two vehicles collide, can we

    measure the distance that Vehicle B (the vehicle that was hit) travels? If we can get a good

    measure of this distance, then it might help us understand the causes of the rise in dangerous

    collisions in McFarland.

    1.3: Part 1 of 5Materials

    Your goalis to design a procedure for using a model of

    the collision scene to measure how far Vehicle B travels

    after a collision. You will conduct this investigation using

    Materials Available:

    2 LEGO Vehicles

    Cardboard Piece

    Tape Measure

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    1.3 Exploretwo LEGO vehicles that are models of the typical cars and trucks that are involved in accidents

    at Main St. and Park St. In addition, you will have a short ramp that Vehicle A can roll down to

    collide with a stationary Vehicle B. You will also have a tape measure.

    Vehicle A: Model of a Truck

    Vehicle B: Model of a Car

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    1.3 Explore1.3: Part 2 of 5Design Your ProcedureAs a group, discuss the procedure that you will use to measure the distance that Vehicle B

    travels after Vehicle A collides with it. As you discuss, think about how you will make Vehicle A

    travel down the ramp and how you will measure the distance that Vehicle B travels. Remember

    to use all the items on your materials list. As you decide on a procedure, each person in your

    group needs to write down the procedure as a number list of instructions on the Procedure and

    Data Sheet.

    1.3: Part 3 of 5Complete Your Investigation

    The mayor of the city wants to see all the data your lab collects. That way, she will be confident

    in the advice you give. Scientists and engineers usually complete multiple trials(multiple runs

    of the experiment) to be more confident that the data they collect is reliable. Run 10 trials of

    your procedure. After each trial record the distance that Vehicle B travels on your Procedure

    and Data Sheet.

    GROUP

    Discuss, create, and record your procedure to make Vehicle A

    collide with Vehicle B, and to measure the distance that Vehicle

    B travels.

    GROUP Conduct your procedure and record your groups data on your

    Procedure and Data Sheet.

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    1.3 Explore

    1.3: Part 4 of 5Share

    Now that your group has collected data, your teacher will ask each group to share their data

    with the class. Scientists and engineers often share data and the procedures they used to

    collect their data. Sharing knowledge allows others to use, refine, and improve their

    procedures and knowledge.

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    1.3 Explore

    The graph your teacher will use to represent the data is called a histogram. Data from each

    group will be entered on the same histogram to see how well the class can consistently

    measure collision data.

    As each group reports their data, plot the data points on your Histogram Sheet. To record data

    on the histogram:

    Find the value on the X-axis that equals the distance that Vehicle B traveled. Mark an Xat that distance.

    If there is already one (or more) Xs then mark a new X above the Xs that are already atthat distance.

    Graphing: Histograms

    A histogram (sometimes called a line plot) is a

    type of graph that shows the frequency (number

    of times) that a specific outcome occurred.

    For instance, suppose you wanted to see the

    number of text messages that the students in

    your class sent last week. You could count the

    number of students that the sent 0-10

    messages, the number of students that sent 11-

    20 messages, etc. If four students sent 0-10

    messages, then the frequency of 0-10 messages

    is four. A hypothetical graph of these data is on

    the right. Text messages sentis on the X-axis

    and Frequency (number of students) is on the Y-

    axis. How many students sent between 31-40

    text messages?

    15

    14

    13 X

    12 X

    11 X X

    10 X X

    9 X X

    8 X X

    7 X X X

    6 X X X

    5 X X X X

    4 X X X X X

    3 X X X X X

    2 X X X X X X

    1 X X X X X X

    Frequency(nu

    berofstudents)

    1--10

    11--20

    21--30

    31--40

    41--50

    51--60

    Total text messages sentTotal text messages sent

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    1.3 ExploreThe number of Xs at each distance represents the number of times that Vehicle B traveled that

    distance. Histograms allow you to see how data is spread out over different ranges. When you

    look at the completed histogram, you can see if most of the trials are grouped in one small area

    along the X-axis, or are spread out all along the X-axis.

    In order to understand the data, your teacher might ask some groups to demonstrate their

    procedure. This allows everyone to see the procedure that was used to gather their reported

    data. For scientists to evaluate data, they need to know what procedures produced that data.

    Scientists share their procedures through demonstrations, lectures, and writing.

    CLASS Record the class data on the Histogram Sheet.

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    1.3 Explore1.3: Part 5 of 5Add to Your UnderstandingYou should have observed that different groups got different data about how far Vehicle B

    traveled after the collision. In your own group, Vehicle B might have traveled different

    distances on each trial. One cause of this range in data is because the procedure used on each

    trial was not consistent for all groups.

    Scientists try to use a consistent procedure in order to get reliable and accurate data.

    Consistencyrefers to using the same procedure repeatedly to collect data. In order to make

    sure they collect good data, scientists develop and use a consistent procedure for all trials of

    their experiment.

    Scientists and engineers do not decide on their procedure once and then stop. Instead they

    refine their procedure to make it more consistent and more precise. After collecting data they

    might consider ways to improve their procedure for their next experiment. They then collect

    data again, this time using the revised procedure.

    Scientists also share their procedure with other scientists. Sharing procedures allows all

    scientists to learn from the work of others, and suggest improvements. This means that

    scientists work can be useful to other scientists in different cities, states, and countries.

    Consistency Repeated adherence to

    the same principles, course of action,

    format, etc.: There is consistency in his

    pattern of behavior.

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    1.8 Reflect & Connect: Evaluate Solution to the Challenge