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(exerpts from the Teacher Guide [1.6MB PDF] )
Introducing the 'crash course'
A scenario of a car crash is used as a context for observing, measuring, and using the data gained to identify the probable factors contributing to the crash. The programme is aimed at Year 10 students and/or Year 11 students especially during the first half of the year. Few of this group are likely to have a driver’s licence, so the emphasis is on the many factors which can contribute to a crash, rather than attempting to find evidence to blame the driver. Passengers also need to be aware of their contribution to safe travel in a car.
A ‘Crash Course’ session is in two parts, each part taking up to one hour - depending on your school period length. Part A consists of a series of data gathering exercises based around a car crash. Part B consists of eight activities extending the ideas introduced in Part A. Only one class (up to 30 students) at a time is in each part.
In the week prior to the visit:
- Read the Teacher Guide and in particular the ‘Witness’ information. You will be the ‘witness’ during Part A, answering questions especially from Teams 2 and 8.
- To gain the most from the limited time your students would benefit from a brief introduction to the structure and key ideas in Part A. Details follow of the tasks of each team in Part A and of the activities in Part B. Further details of the various concepts involved are in the Appendices.
- Divide your class into: six teams with a maximum of four students each, preferably working in pairs (Teams 1-6); One team of 2 students (Team 7) and One team of 3 students (Team 8). Any remaining students allocate to one of teams 1-6.
The teams are:
- Speed, force and energy of a passenger – suits students with an interest in physics and with good mathematical ability.
- Driving conditions – suits students able to consider a wide range of factors.
- Mapping – suits students with an interest in mapping and astronomy.
- How good was the driver – suits students interested in human behaviour and biology.
- Car and the driver – suits students with good computer skills.
- Keeping your mind on the driving – suits students interested in human behaviour and biology.
- The data centre – would suit students with an interest in medicine and photography.
- The TV reporters - would suit students interested in filming and journalism.
- Assign students to specific teams (they remain in teams for Part A). Each team will require different skills, as listed above, and whether you wish them to further strengthen existing skills and interests, or to be given the opportunity to develop new skills, is obviously your decision.
- Each team will be provided with A5 format (folded A4) instruction sheets with spaces to write their data. The instruciton sheets with ‘answers’ will be given to you at the end of each session.
- Your students need to bring only a pen.
- Keeping the scenario intact: Please emphasise that the car must not have any parts removed from it as there are many important clues that following groups must be able to see (e.g. warrant of fitness record in the glove box, coffee cup on the floor on the driver’s side, asphalt embedded in a tyre bead, etc.).
Programme times and structure
Introduction: A brief oral introduction will be given by the Research Roadshow staff to the class when they arrive.
Activity times: Your students will first spend one period in team-based investigations of the crash scenario (Part A), following their worksheets — provided on the day.
The second period of the session (Part B) is in the other half of the hall where, students can investigate and experience several aspects related to the crash scenario.
Team 8, the TV reporters, may be asked to play their news report to the class at the beginning of Part B.
The Team activity sheets with ‘answers’ will be provided to you at the end of each session. Please impress on your students the need to complete these from both sessions in order to gain most from the programme.
The ‘answers’ are only indicative and included solely to assist you in post-visit class discussion. For some of the groups there are no definitive ‘right answers’ and it is essential that ‘answers’ be evaluated against the data gained. They must not be used as assessment tasks!
Setting up the 'Crash Course' scenario at your school
Assembly hall: The scenario will need to be set up in your school’s assembly hall. The front of the damaged car will be placed against a pole, with the rear half of the car cut away to allow it to be transported and so students can inspect its interior for clues. To allow for easy transport the car has no engine or heavy parts, all fluids have been drained, and it is in two sections each mounted on castors. When in position the car sections are joined together and it can not then be easily moved. For safety the pole is bolted to the car. The parts relevant to the investigation (e.g. the VIN plate issued by the LTSA) are readily seen.
When the project truck arrives at your school some assistance will be required in setting up the car ‘crash’ and associated activities.
Arrangement of equipment: We will have a screen to visually divide the assembly hall in two, with the Part A car crash scenario activity in one half of the hall and the Part B activities in the other half.
After the visit:
- Students will have a large body of information to link to various curricula areas and, or with some further research produce a full report using a range of media and production techniques. Perhaps even targetting specific audiences.
- Have data and experiences that could be extended through CREST (www.crest.org.nz)
- Crash Course fits nicely with the “Changing Gears” and “Safe Wheels” programmes from NZ Police (www.police.govt.nz/service/yes/res.html), and safety programmes from ACC www.acc.co.nz/injury-prevention.
- Unit Standards are also available from ITO’s (e.g. www.roadtrain.org.nz).
- Learner licence programme "Practice" (www.practice.co.nz)
The ‘crash’ scenario for the investigation
The scenario is a single-vehicle crash, where a car left the road on a right-hand bend and impacted a pole. No skid marks were seen. The driver and the three passengers were not injured, apart from bruising and shock, and the impact with the pole was either insufficient to trigger the air bag (supported by the relatively small amount of damage) or the air bag was faulty.
Relationship to the curriculum
The investigation allows your students to collect, record and process data, interpret it and to report their findings. Each team will focus on specific aspects, with some aspects requiring skills likely to be gained in specific curriculum areas.
Science
The development of data-gathering skills is embedded throughout the science essential learning area.
Social Studies
This project is most relevant to the social organisational strand and the inquiry process.
English
All three strands of this essential learning area are relevant. Students will need to demonstrate critical thinking skills, be able to use oral and written language effectively, and to use photographs and video to communicate key items of evidence for factors being considered as contributing to the crash.
Mathematics
Mathematical skills are important in this Project. Some of the data gathered must be entered into various formulae to calculate estimates of the magnitude of some factors. Some groups may need to draw graphs, to transfer an angle value from a table to a map, and to look at statistics regarding crashes.
Health and Physical Education
Driving is one of the few ordinary activities in modern society where there is a risk of death and serious injury.
Driving requires complex motor skills and automatic learned responses to specific stimuli.
Societal attitudes and beliefs are also significant in relation to driving when impaired through alcohol, fatigue or disorders of various kinds.
Learning to responsibly handle the freedom that comes with driving could also be considered in this essential learning area.
Activities in Part B
- Crumple zone crash
- Car cornering
- Reaction times
- Reflection angles
- Sun glare
- Lamp filament
- Delayed reactions
- Drag factor
- Young driver facts
- Advertising campaign
- Safe vehicle colours
- NZ road toll
- Road surfaces
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Research 
Introducing the 'crash course'
