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  • Home
    • The E³ Experience
    • About E³
    • E³ Planning Team
    • Sponsors
    • Our LOGO
    • Become a Sponsor
  • Resources
    • SCHEDULE
    • Building for Success
    • Teamwork
    • E³ FAQs
    • Getting Started
  • Past Competitions
    • 2020 Competitions >
      • Team Torches
      • EGGstreme High Dive
      • Olympic Propulsion
      • Triathlon
      • Floor Performance
    • 2016 The Longest Ride
    • 2016 Egg Drop Challenge
    • 2016 Vehicle Safety Challenge
    • 2017 TEAM FLAGS
    • Planetary Rover
    • Space Shelter
    • Egg Drop
  • Gallery
    • 2019 Gallery
    • 2017 Gallery
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​VEHICLE SAFETY CHALLENGE

The 2016 Vehicle Safety Winners are...
Munford Elementary's Crash Test Smarties
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Calera Intermediate's  Eagleteers won 2nd Place.
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 Meadow View's  Winning Warriors ranked 3rd Place .
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           Students will incorporate what they know about vehicle engineering, planning, decision making, problem solving, budgeting, managing time, communicating, and collaborating to  design and construct (from mystery materials) a car that will roll down two different angled ramps with the goal of keeping a "mystery" passenger safe.

          While this is an on-the-spot challenge, there are a number of ways teams can prepare so they can be successful on December 9, 2016. At the bottom of this page, there are a number of resources to help your team develop skills, knowledge, and understanding of the concepts needed for this challenge.  The resources provided are simply a springboard; feel free to create your own activities
or research other options.
​

​LOOK BELOW for resources to prepare your team.

​Alabama Course of Study Science Standards Alignment
Motion and Stability: Forces and Interactions

3:1  Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.
3:2 Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.
4:2b Demonstrate that different objects can absorb, reflect, and/or conduct energy.
5:6 Design and conduct a test to modify the speed of a falling object due to gravity (e.g., constructing a parachute to keep an attached object from breaking).*

Energy
4:1 Use evidence to explain the relationship of the speed of an object to the energy of that object.
4:3 
Investigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.

Vehicle Safety Resources

CONCEPTS/SKILLS


  • Newton's Second Law of Motion (f=ma)
  • force, acceleration, mass
  • kinetic energy
  • velocity
  • momentum

Math Skills / Concepts

  • operations and algebraic thought
  • measurement and data
  • geometry
  • budgeting money

LESSONS/ACTIVITIES/ INTERACTIVES

WEBSITES
​gcsescience.com/pfm46.htm
Physics for Kids:  Collisions and Momentum 
Toyota Children's Site: How are Cars Made


​DOWNLOADS
speedometry_grade_4.pdf
File Size: 2009 kb
File Type: pdf
Download File

VIDEOS
Understanding Car Crashes:  It's Basic Physics
Car Safety:  Science of Speed

IIHS/HLDI: Reducing Your Risks In The Crash
Inside IIHS: 
Crash test photography
​Success consists of going from failure to failure without loss of enthusiasm. 
--Engineering Masters
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What teachers are saying...
"On the spot competitions are exciting and really challenge students to problem solve and think creatively."

"My students actually worked together and for the first time recognized  not only the importance of teamwork, but also the characteristics needed to be a team player."

"On the way to U of M yesterday, Amanda overheard two young gentlemen discussing where they would go to college. One young man was probably not one to have had that discussion before yesterday."


"The campus was beautiful and my students were able to experience engaging STEM activities and get a small taste of campus life." 

​

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