Engaged Learning Project- Rama

Title of Project: Accident Investigation Physics

Subject(s): AP/IB Physics

Grade Level(s): 11/12

Abstract:

Students will role play an accident investigation officer. They will be given the data obtained
from a road accident scene. Students will use principles of physics in deciding which of the
drivers involved is at fault and will also decide on the penalty based on the state traffic laws.
They will then visit the guidelines issued by DMV handbook in relation to reckless driving,
suggest possible scenarios (example- texting while driving) and investigate it ( ex- reaction time
while texting). The Sandy Springs Police Officers will be invited as resource persons to share
their experiences of accident investigation scenarios, and advice students on common causes of
reckless driving and will also answer questions from students. Students as their final product will
work in small teams to present an idea for an awareness campaign for informing the public about
the scenario they chose as the reason for reckless driving.

Learner Description/Context:

This project is intended as a summative assessment for AP/IB physics students that gives them a
chance to use the big ideas of conservation, change and interaction in physics in relation to a real
life based situation. Both classes are advanced level physics classes and are usually small in size
(15 to 20 students), but have students at various ability levels. For 60 % of my class, this is the
first and the only Advanced Level Science class in their schedule. About 60 % of the students are
taking a concurrent higher level Math class, but the rest need some help with solving equations
and graphing. Learners are from diverse ethnical backgrounds (23% African American, 62%
White, 12% Asian, 4% Hispanic) and also at different readiness levels. The school ethnic
distribution is 37% Hispanic, 33% White, 26% African American and 3% Asian. Language
proficiency is not a problem for any of the Hispanic or Asian students in in my class. Another
interesting demographic that is worth noting is their attitudes towards science careers- Although
about 60 to 70 % of my students will choose science in college, there is a good many that
definitely do not want to take any form of science in college, but still study advanced physics out
of interest in the subject. Students have access to multiple technology tools and each have their
own tablet and most have some exposure to the use of presentation tools. This project can be
easily differentiated by allowing advanced learners to design their own scenarios manipulating
real data and using simulations from suggested websites and by scaffolding it with hints and
steps for students that need a little help to solve a complex real life scenario with lots of data.
The context of this problem situation has real significance to the learners considering that most
of them are just about getting their driver licenses during this period of time. By inviting
community police officers to explain accident investigation scenarios and demonstrate some of
the equipment they use, students not only learn from experts, they also have an opportunity to
seek clarifications about questions they have and helps them stay informed. This learning
experience is also very personal to the learner as it allows them to reflect deeply on the driving
practices they use or they will adopt.
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Time Frame: 3- 4 blocks of 90 minutes each;

1 block of problem solving with the given scenario

1 block to visit DMV handbook details, brainstorm different scenarios that lead to the accident
and choose one and investigate;

1 block to interact with Sandy Springs Officers; (discussion, demonstration, Q and A)

1 block to make final presentation to peers, offer feedback

Standards Assessed:

P21 Framework :
This project targets the 21st century Learning and Innovation skills – the 4C’s – critical thinking
in applying concepts to solve real life problems, collaboration- working in teams, creativity-
coming up with an idea for the awareness campaign, communication- communicating it by
posters or presentations.

ISTE Standards

Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

Computational Thinker: Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.

Curriculum Standards:

AP Physics 1: Big Idea : Changes that occur as a result of interaction are constrained by
conservation laws.

1. The student is able to calculate the change in linear momentum of a two object system

With constant mass in linear motion from a representation of the system (data, graph, etc;)

2. The student is able to design an experimental test of an application of the principle of the
conservation of the linear momentum, predict an outcome of the experiment using the principle
analyze data generated by that experiment whose uncertainties are expressed numerically, and
evaluate the match between the prediction and the outcome.
3. The student is able to create and use free- body diagrams to analyze physical situations to solve
Problems with motion qualitatively and quantitatively.

Learner Objectives:

Students will be able to apply and integrate concepts of kinematics, forces in action and
conservation of momentum to decide and rule on the driver at fault in an accident investigation
Engaged Learning Project- Rama

scenario, given the data from the incident. At an advanced level, students will be able to
construct their own scenarios of accidents with reasonable data from trying out various
simulations from the websites http://accidentsketch.com/ ; http://www.vcrashusa.com/ . Students
will use a variety of presentation tools in creating an original product that communicates
effectively with a broader audience the message of driver’s safety. The assessment will be
twofold- the analysis of the data to arrive at a verdict will indicate mastery of content standards
and their success as a computational thinker. The final product will be an assessment of their
ability to be a successful knowledge creator.

The “hook” or Introduction:

Students will watch a simulated crash scenario from the website and will be asked to make a
claim about which of the two drivers is at fault. This instantly polarizes the audience and it is an
effective hook or strategy to spark some conversation and thoughts about how to justify their
claim with evidence. The CER method (Claim-Evidence-Reasoning) is a great learning strategy
very crucial to understanding scientific phenomena.

Process:

Day- 1: The “Hook” strategy will be an effective way to introduce the situation to students and
the students are given the option of working with the given scenario or design their own scenario
from using the website simulation. Student teams work in charting out their method to arrive at
the solution to solving the problem. Since the problem is complex and involves multiple steps to
the solution, hint stations will be made available for students that need a little help to get started.
Students will be presenting the data, analysis and computation in an organized fashion on
whiteboards as teams.

Day- 2: Student teams will conduct research on different scenarios of reckless driving causing
accidents, choose one and create an informative and awareness presentation using any
presentation tool.

Day- 3: Police Officers will be presenting demonstrations of radar gun, distortion glasses and
also different scenarios and the methods and technology available to investigating officers to
solve the problems involving accident scenarios. As part of demonstration, students will be using
radar guns to determine the speed of oncoming vehicles just outside the school under the
guidance of police officers. They will also try out the testing distortion glasses to simulate the
effects of unsteadiness in scenarios involving excess blood alcohol limits. There will also be a Q
& A session facilitating student questions as new drivers.

Day- 4: Students will be presenting their product to their peers and receiving constructive
feedback from their peers before publishing it into the platform.

Product:

Students will create a product that will inform the public of the dangers of the chosen scenario
like texting and driving- the product can be a pamphlet or a video campaign or any other form
involving multiple audio visual tools; Students will also have the opportunity to publish it on a
platform of their choice. This product will be very meaningful to students as this is a question of
Engaged Learning Project- Rama

their own personal safety on the roads and also gives them an opportunity to engage in deep
reflection and discussion about the implications of their actions behind the wheel.

The product will be assessed using a criterion based rubric evaluating their content standards as
well as the strength of their campaign, and aspects of their audio-visual presentation.

Technology Use:

Students will be using the two websites mentioned to use simulations to design scenarios or
design the simulations relative to the given scenarios. Students will conduct their research using
DMV websites and also research about possible sentences for traffic violations. They will also be
using presentation tools like Sway, Audio visual tools or iMovie to create their final product.
Students will be encouraged to move from the traditional PowerPoint or publisher and try new
and sophisticated audio visual presentation tools to exploit the full potential of powerful media to
send a strong message. They will be using a publishing platform like edutopia to publish their
product to a wider audience.

References and Supporting Material:

Accident Construction Scenario Worksheet:

http://physics.info/momentum-2d/accident-reconstruction-2.pdf
http://physics.info/momentum-2d/accident-reconstruction-2.pdf

websites for simulations :

http://www.crashusa.com

http://www.accidentsketch.com