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# Bowland Maths Forum

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# Case Study: Crash test

Posts821
Joined13/06/06

Pupils use computer software to explore the impact of car crashes under varying conditions and the effects on a simulated dummy. Pupils can select a car, a crash point and a speed, then watch an animation of the crash and see the results as physical impact on the dummy and as numerical data.

In Crash test, there are 3 stages to the software: researching, testing and presentation. In the research centre, pupils decide which data to collect, conjecture, collect and analyse data and test hypotheses. In the test laboratory, pupils focus on hypothesis testing; they are able to test up to 14 pre-defined hypotheses and choose 3 ‘test packages’ in each case. In the presentation suite, there are tools such as varieties of graph paper and also help to prepare a presentation of results to share with others.

garystars 25 June 2008 21:37
Posts1
Joined12/02/08
Done this task with two groups.

Once with a high ability year 8 group as a very open task and they really enjoyed and did very well. Setting their own hypothesis and testing them themselves.

The other time with a very weak year 7 group in a quite directed fashion I choose the hypothesis for them but did leave it to the pupils how to test it. They also got a lot out of the task.

A great resource!

ajonion 17 February 2009 15:44
Posts67
Joined04/07/06
kumers writes:
I have trialled the Crash Test.  It was brilliant , encouraged pupil participation and generated great discussion from year 7 lower ability pupils up to year 9 pupils who have started their data handling module.  A great intro to hypothesis, experimentation and testing and conclusions.  The material itself cannot be dragged on for longer than 2 or maybe 3 lessons at a stretch.  It must be used with caution as the novelty could wear off pretty fast.

sathomas 01 July 2009 09:17
Posts15
Joined21/09/07
I'm trying out Crash Test at the moment with low ability year 8 and year 9.

They've had one lesson so far and seem to be enjoying it.  Some have already stared to test their hypotheses.

I shall see how they get on with the graphs and presentations.  Any tips would be useful.

maths_sr 27 November 2011 23:27
Posts2
Joined27/11/11
Hi,
I'm due to be trying this out with a group of year 8 & 9 students, but I can't seem to work out how to get data the students can use for anything other than bar charts.
Please can someone explain to me how the students go about collecting data that is suitable for pie charts & scatter diagrams. Our school is new to using these projects & noone else I've spoken to from my department has been able to answer this question either. We haven't had much time to look at it collaboratively, so pointers in the right direction would be very much appreciated. Thanks! :o)

ajonion 28 November 2011 16:55
Posts67
Joined04/07/06
Dear maths_sr, although I don't have the answer to this myself, I will make sure a teacher who has used it gets this message and I will also contact the developer (those who wrote it) for an answer. If anyone else can get onto this more quickly please do. Alice

nrmoore33 28 November 2011 20:03
Posts1
Joined13/03/09
Hello there maths_sr,
In terms of correlation, you can plot speed against average dummy damage or car damage for a bit of a crude but hopefully enlightening scatter diagram.
Pie charts are a little tricky as there isn't really any data collected which is a given quantity split between certain variables but you can do dual or triple bar charts (comparing cars, impacts or speeds acorss all control factors) quite simply.
If you have very able pupils you can start analysing the different hypotheses and make pie charts of what percentage of people were correct/incorrect/inconclusive.
Further to this, you can really extend the task by setting percentage parameters for 'serious', 'moderate' and 'minor' damage and see what different types of collision cause each different level of severity (this discrete model also allows more basic data handling).
The best thing I've found about this task is pushing the pupils to set realistic and useful hypotheses such as trying to predict the percentage damage difference across collisions at 30mph vs. 40mph (is the tv campaign about 80% correct?).
Hope this all helps, lemme know if I'm not making any sense!
Nick