It's All In Your Head (Classroom)

It’s All in Your Head is an activity developed by Learning Undefeated to explore the physics of concussions and how materials science can be used to make better helmets to hopefully prevent long-term injury.

Concussions are a type of traumatic brain injury. The brain tissue is damaged when the brain hits the inside of the skull with a high force, essentially bruising the brain.

If an individual suffers a large number of concussions during their lifetime, long term effects including neurodegeneration, the progressive loss of structure or function of neurons, may occur. As research continues into concussions and the long-term effects of injuries, there may be a way to prevent neurodegeneration in at risk individuals.

In this inquiry based activity, your students will discover the mechanics of concussions, test and evaluate different helmet materials, and walk away with a better understanding of how future technologies can make athletic play safer.

Looking for the mobile laboratory version of It’s All in Your Head? Click here.

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Learning Objectives

Students will know

Newton’s three laws.
The impulse-momentum theory and its equation.
The conservation of energy.
Potential and kinetic energy and their equations.

Students will understand

The dangers of concussions and their lasting impact.
How the application of force to the head can cause trauma.
How helmet materials reduce the chances of concussions

Students will be able to

Complete the engineering design process in designing a football helmet.
Calculate averages from trial data collected
Analyze collision data (including average force and time of impact) to determine the most protective material.
Describe how padding materials reduce concussion events using the impulse-momentum theorem
Use the impulse-momentum theory to calculate for missing data sets.

Standards Alignments + Connections

Next Generation Science Standards Connections

HS-PS2-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Texas Essential Knowledge and Skills Connections

PHY4(D): Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams.

PHY6(C): calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;

PHY6(D): demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension

Louisiana Standards for Science Connections

HS-PS2-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Unit Plan

Pre-Laboratory Engagement (30 min)

Students will watch the Momentum and Impulse Explained video (7:49) by High School Physics Explained and complete the accompanying handout.
Students will conduct their own Egg Drop experiment, collecting data in this handout.
If at-home materials are unavailable, this virtual egg drop resource can be provided to students.

Laboratory Exploration (30 min)

Students will watch the lab intro video, “It’s All in Your Head: Part One” (2:54)
Students will complete Part I of the student handout
Students will then watch the lab video, “It’s All in Your Head: Part Two” (13:23)
Students will complete Part II, III, and IV of the student handout
Students may be supplemented this document with the trial data
This lab handout walkthrough video (19:50) can be provided to help students as they complete the handout or can be provided after work is submitted.

Post-Laboratory Extension (30-45 min)

Students will watch the post-lab explanation video (6:28) and then use the Helmet Design worksheet to design a helmet that meets the criteria without breaking the constraints.

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