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Minkin, Leonid; Whiting, Percy – Physics Education, 2018
Problems of optimization in natural science, technology, economics, and management are of great interest. Students also usually find them intriguing. However, the selection of such problems in introductory undegraduate physics textbooks is very limited and should be broadened. To that end, a model of traffic flow optimization, simple enough for…
Descriptors: Undergraduate Students, Physics, Science Instruction, Motor Vehicles
Johnson, Carla C., Ed.; Walton, Janet B., Ed.; Peters-Burton, Erin E., Ed. – NSTA Press, 2018
What if you could challenge your 12th graders to understand car crashes in the context of physical forces, manufacturing challenges, government safety standards, and individual rights? With this volume in the "STEM Road Map Curriculum Series," you can! "Car Crashes" outlines a journey that will steer your students toward…
Descriptors: STEM Education, High School Students, Physics, Mathematics Instruction
Ruiz, Michael J. – Physics Education, 2005
In this article we present the fascinating reconstruction of an accident where a car hit a boy riding his bicycle. The boy dramatically flew several metres through the air after the collision and was injured, but made a swift and complete recovery from the accident with no long-term after-effects. Students are challenged to determine the speed of…
Descriptors: Photography, Motor Vehicles, Science Instruction, Physics
Walker, Jearl – Scientific American, 1989
Explains the variables involved when stopping a car on various types of pavement, braking schemes and additional concerns. (RT)
Descriptors: Acceleration (Physics), Accident Prevention, College Science, Motor Vehicles

Swinson, Derek B. – Physics Teacher, 1995
Describes the physics of what happens when a single vehicle rolls over on its side during the process of turning in an arc. (JRH)
Descriptors: Gravity (Physics), Higher Education, Mechanics (Physics), Physics

Cross, Roger T.; Mehegan, Julie – International Journal of Science Education, 1988
Examines whether young children hold naive conceptions of speed and whether the nature of their concepts could be a causal factor in pedestrian accidents. Finds that children hold a range of beliefs regarding the concept of speed that would place them at risk. (Author/YP)
Descriptors: Cognitive Structures, Concept Formation, Early Childhood Education, Foreign Countries