The Science of Collisons: Using Newton's Laws in Forensics & the Courtroom
Summary
In this physical science related activity, students will use inquiry skills and investigative procedures to determine which vehicle is at fault in a collision between a car and tractor-trailer. In cooperative groups of three to four, students will determine which vehicle is at fault to verify evidence for a court case. By observing photos taken from the crime scene, reading and analyzing witness and police reports, and simulating how the vehicles moved from the point of collision using plastic templates and diagrams of the crash scene, students will apply Newton's Laws of Motion to clearly define the facts in the court case. Students will write a report and present their evidence in support of the defendant or plaintiff. A mock courtroom can be set up in the classroom with various students from each group participating. Students will also be evaluated on the mechanics of their written report/memorandum and speaking to the class.
Learning Goals
Context for Use
Description and Teaching Materials
Groups of 3-4 recommended
writing and typing paper
blue or black pen. Final memorandum can be typed.
car, passenger, and truck templates/group or student
pp.88-101 "Strengthening Your Science Instruction Using NEW and Innovative Forensic Science Strategies (Grades7-12) Resource Handbook, by Mary Anne Butler, Bureau of Education & Research, 915 118th Avenue S.E., PO Box 96068, Bellevue, WA 98009 or call 1-800-735-3503
http://www.ber.org
some sources from http://www.legalsciences.com
gavel and props if mock courtroom is setup-optional
Narrative describing mechanics of activity:
This activity will be introduced as an inquiry activity once the discussion of Newton's Laws of motion are understood and used in various scenarios by students and teacher demonstrations using collision cars or other materials. They should also be including collision theory and kinematics discussion. Students should already have had the opportunity to use F=ma calculations, and describing motion based on forces being applied to objects, possibly through drawing force vector in free body diagrams or other reinforcing lessons. The students will then observe vehicle dynamics diagrams (pp89-93) discussing outcomes with the instructor using either a power point display or overhead presentation. Depending on grade level of students, group discussion could take place instead. Students will be given the templates and other handouts to read and discuss in their independent groups. The police report, crash scene drawing, actual photos from the crash scene, and letter to the plaintiff's attorney, will be used to have each group present their evidence from the crash based on the application of physics. Each group will also use "The Tort of Negligence" facets when writing their report and memorandum for the court. Two class periods (based on an 85 minute block schedule) will be used to have the groups put their findings together and prepare to share. In a cooperative group setting, the students should sketch out the damages to the vehicles on handouts provided. They need to discuss the comments made by the witnesses and the operator of the truck trailer (The plaintiff, the car operator, was killed). Use the templates as manipulatives to aid in sketching out the motion of each vehicle involved. Students should provide a time lapsed sketch of the motions of the car and trailer that would indicate where and when the points of damage occurred. (evidence should validate the plaintiff.) Their presentations need to show how forces and direction of the impact relates to the damage of each vehicle. Their reports can also include other forms of physical damage from the impact forces, for example, seat belt use, hair in glass, fibers, tire rub offs on fenders, etc.)
On day two, a mock courtroom can be set up and groups will take turns reading their reports and presenting their evidence to the rest of the class. Sketches can be shown in other forms such as on the overhead, in a large poster, or on power point. Student groups can use their own creativity in this area of presentation. (Prior teaching to how a courtroom operates will need to take place if the instructor wants to conduct the presentations in this setting.)
For closure strategies, the class will discuss each groups' evidence and come to a consensus. Relationships to other class lessons will be conducted. All written material from each group will be turned in to the instructor for grading. The presentation of each group will also be assessed for level of understanding of Newton's Laws, the facets of negligence action being correctly identified and explained, and mechanics of oral and written tasks. Assessment/Rubric Handout for Students (Microsoft Word 49kB Aug24 07)
Teaching Notes and Tips
The presentations could be set up in that some groups need to find evidence of the plaintiff's side as other groups find evidence for the defendant's side. Then the class can discuss the importance of enough evidence to support a case.
This activity can have several extensions. Speakers on topics including legal action, insurance company representative, auto repair, engineering, state trooper, chiropractor, doctor, EMT, etc., could be invited to the class. Visit a salvage yard to observe evidence from types of collisions. A forensics or life science class could include further investigation on fraudulent cases and use hair, fiber, and DNA evidence. Higher level coursework could be used by giving students quantitative measurements in relationship to the mass of the car and trailer, the speed in which each was traveling during and at the point of impact. Students could be given opportunities to research car safety features such as dash board design, seat belt latches and use, air bags, and windshield glass. Many male students enjoy car and truck makes. A comparison of them could be used for their safety features. Student could also be assigned to watch a C.S.I. program and report when the program used physics to support their evidence from a crime scene.
Assessment
Standards
C.Energy Transformations- understand energy forms, transformations, and transfers
Benchmarks 1,2
D. Motion- understand the nature of force and motion
Benchmarks 1,2
E. Forces of Nature- understand the forces of nature and their application
Benchmarks 2