Printable Resources
Protecting Precious Cargo
Appendix A - Protecting Precious Cargo Pre-Test/Post-Test
Appendix B - Engineering Design Process
Appendix C - Engineering Design Challenge
Appendix D - Measuring Length in Inches
Appendix E - Data Collection Sheet for Measuring Toy Cars
Appendix F - Adding and Subtracting Fractions Practice
Appendix G - Material Cost Sheet
Appendix H - Ramp Height and Distance
Appendix I - Vehicle Mass and Distance
Appendix J - Energy Transfer
Appendix K - Material Testing Data Sheet
Appendix L - Design Proposal
Appendix M - Design Selection Matrix
Appendix N - Team Role Descriptions
Appendix O - Design Challenge Data Collection
Appendix P - Design Challenge Data Collection: Height and Mass
Appendix Q - Advertisement Rubric
Appendix R - Writing Map
Appendix S - Writing Rubric
Appendix T - Traffic Safety Facts Article-Modified
Appendix U - Traffic Safety Facts Article
www.daytonregionalstemcenter.org
Protecting Precious Cargo
Appendix A: Protecting Precious Cargo Pre-Test/Post-Test
Name _____________________________
1. Two balls are placed at the top of a ramp and released at the same time. Ball
A has a mass of 50g. Ball B has a mass of 10g. What will happen after the balls
are released?
O
O
O
O
A. The balls will both stay at the top of the ramp.
B. Ball B will roll farther than Ball A.
C. Ball A will roll farther than Ball B.
D. Both balls will roll the same distance.
2. Explain your answer for question number 1.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Car X is driving slowly down a road when it runs into another car (Car Y) the
same size as itself. Car Y is sitting still, but is not applying its brakes. What will
happen when the cars collide?
O
O
O
O
A. Car X will stop and Car Y will roll forward.
B. Car X will bounce backward and Car Y will stay where it was.
C. Cars X and Y will both roll forward.
D. Car X will stop and Car Y will not move.
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4. Two identical balls are placed at the top of two ramps and then released.
Ramp A has a height of 10cm. Ramp B has a height of 25cm.
Which ball will have rolled the farthest after it is released down the ramp? Explain
your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Measure, to the nearest 1/4 inch, the length, height, and wheel diameter of the
car pictured below.
Height ____________ Length ____________ Wheel Diameter _____________
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6. Five children all measured the length and mass of the same toy car. Their data
is shown in the table below.
Name
Length
Mass
Abby
6 1/4 inches
34 grams
Beth
5 3/4 inches
33 grams
Carlos
6 1/4 inches
35 grams
David
6 inches
25 grams
Elaine
7 1/2 inches
34 grams
Create a line plot of the car lengths measurements.
Using evidence from the data table and line plot, what is the total number of the
cars that are between 5 ¾ and 6 ¼ long?
_________________
What is the difference in length between the longest car and the shortest car?
_________________
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7. A team of students worked together to come up with four engineering designs
that they thought they could use to solve a problem. They evaluated their designs
using the design selection matrix below.
Based on the design selection matrix, which design should the team choose to
make?
O
O
O
O
A. Design A
B. Design B
C. Design C
D. Design D
8. Explain why the team should choose the Design you selected in answer
number 7.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Answer Key
1. Two balls are placed at the top of a ramp and released at the same time. Ball
A has a mass of 50g. Ball B has a mass of 10g. What will happen after the balls
are released?
O
O
O
O
A. The balls will both stay at the top of the ramp.
B. Ball B will roll farther than Ball A.
C. Ball A will roll farther than Ball B.
D. Both balls will roll the same distance.
2. Explain your answer for question number 1.
___Student responses will vary, but should contain the idea that the ball A will
have rolled the farthest because it has more mass, therefore containing more
potential energy, which transfers to more kinetic energy and takes the ball longer
to be slowed down by the force of friction.
3. Car X is driving slowly down a road when it runs into another car (Car Y) the
same size as itself. Car Y is sitting still, but is not applying its brakes. What will
happen when the cars collide?
O
O
O
O
A. Car X will stop and Car Y will roll forward.
B. Car X will bounce backward and Car Y will stay where it was.
C. Cars X and Y will both roll forward.
D. Car X will stop and Car Y will not move.
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4. Two identical balls are placed at the top of two ramps and then released.
Ramp A has a height of 10cm. Ramp B has a height of 25cm.
Which ball will have rolled the farthest after it is released down the ramp? Explain
your answer.
___Student responses will vary, but should contain the idea that the ball rolling
down Ramp B will have rolled the farthest because its starting point is higher.
The higher the ramp, the more potential energy the car will have due to the force
of gravity.
5. Measure, to the nearest 1/4 inch, the length, height, and wheel diameter of the
car pictured below.
***This will need to be measured once it is printed.***
Height ____________ Length ____________ Wheel Diameter _____________
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6. Five children all measured the length and mass of the same toy car. Their data
is shown in the table below.
Name
Length
Mass
Abby
6 1/4 inches
34 grams
Beth
5 3/4 inches
33 grams
Carlos
6 1/4 inches
35 grams
David
6 inches
25 grams
Elaine
7 1/2 inches
34 grams
Create a line plot of the car lengths measurements.
Using evidence from the data table and line plot, what is the total number of the
cars that are between 5 ¾ and 6 ¼ long?
_____4____________
What is the difference in length between the longest car and the shortest car?
___1 ¾ inches______________
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7. A team of students worked together to come up with four engineering designs
that they thought they could use to solve a problem. They evaluated their designs
using the design selection matrix below.
Based on the design selection matrix, which design should the team choose to
make?
O
O
O
O
A. Design A
B. Design B
C. Design C
D. Design D
8. Explain why the team should choose the Design you selected in answer
number 7.
___Student responses should contain the idea that Design B was selected
because it had the highest total score.
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Appendix B: Engineering Design Process
Problem: Every engineering task begins with a problem that needs to be solved.
Understanding the problem is an important step in the design process.
Question: This step in the engineering design process is where we find out what
we need to know in order to solve the problem. We ask questions such as: What
math and science concepts do I need to understand? Do I need to make a new
product or can I improve an existing product? What kind of data do I need to
collect? What does the customer/client want or need?
After testing our first prototype, we ask questions such as: What worked well?
What did not work well? Did the design fail? If it failed, how did it fail? How can I
make it better?
Think: This is the brainstorming step of the engineering design process. During
this step, engineers think of as many ideas as they can. Ideas are not judged or
discarded at this step. All ideas are recorded, no matter how crazy they may
seem.
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Design: During the design step of the engineering design process, engineering
teams evaluate all of their ideas to come to the best possible design. The best
design may be one of the original ideas or it may be a combination of several
ideas. Engineering teams may use a design selection matrix or other tool to help
them choose their best idea.
Test: After choosing the best design, engineering teams will construct a
prototype of their design. Teams will then carefully test the prototype and record
as much data about the prototype as they can from the test. Engineers will then
analyze their data to determine the success of their design. This data analysis
will lead back around the design process, beginning with asking more questions.
Solution: While every product can be improved, engineers will eventually label a
product or process as a successful solution to the original problem. This solution
will then be produced and used in the real world. Successful products can be
sold and/or discussed in professional journals or other articles.
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Appendix C: Engineering Design Challenge
Your Engineering Design Team has been presented with the
challenge to build a new highway barrier. You will roll a toy car into
your barrier and measure how far your car bounces back from the
barrier.
In order to successfully complete this design challenge, you need to:
● Choose a material(s) that has the ability to absorb the impact of
a collision.
● Determine the angle of a ramp and consider the mass of the
car to understand the amount of energy it will take to stop the
vehicle.
● Use a line plot and line graph to analyze the trends in collision
testing.
● Design, construct, and test a barrier which will stop the vehicle.
● Use testing data to improve the performance, size, or cost of
the barrier to improve an overall score.
● Write a persuasive essay and produce a poster to communicate
your findings to other Engineering Teams.
Design Challenge Rubric
3
2
1
Engineering Design
Process
Followed design
process to create a
successful design.
Data Collection
Utilized data to create Utilized partial data to
the design.
create the design.
Created the design
without the use of
data.
Redesign
Able to explain the
redesign based on
data.
Able to explain the
redesign process
when prompted by
questions.
Unable to explain the
redesign based on
data.
Teamwork/
Collaboration
Collaborated 90% of
the time, leading to
successful teamwork.
Collaborated 75% of
the time, leading to
successful teamwork.
Collaborated 50% or
less of the time.
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Followed the design
process with
prompting and
created a successful
design.
Did not follow the
design process
and/or design was
unsuccessful.
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Appendix D: Measuring Length in Inches
Name
________________________________________________________________
Practice your measuring skills! Measure the height and length of each vehicle to
the nearest ¼ inch. Measure the diameter of the tires.
A
B
C
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D
E
Vehicle
Length
Height
Wheel Diameter
A
B
C
D
E
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Appendix E: Data Collection Sheet for Measuring Toy Cars
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Appendix F: Adding and Subtracting Fractions Practice
Name _____________________________
Directions: Practice adding and subtracting fractions by completing the following
math problems.
Example:
1
3
2
4
24 - 12
Step One: Rewrite Mixed Numbers as Improper Fractions
49 51
-
2
4
Step Two: Find Least Common Multiple of Denominators
2x2=4
4x1=4
LCM = 4
Step Three: Rewrite Equivalent Fractions Using LCM as Denominator
98 51
-
4
4
Step Four: Add or Subtract Fractions
98 51
4
-
4
47
=
4
Step Five: Rewrite in Lowest Terms
47
4
1
1) 12 - 7
2
1
4
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3
= 11
4
1
2) 17
2
1
+2
4
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4
3)
3
4)
8 16
3
5)
3
-
24
7
+1
8
4
2
6) 11 -
-
4 16
8
7) Sofia and David were racing homemade derby cars down a ramp to see
which car would roll the farthest. They each recorded their data in the following
table:
Mass of
Car
(grams)
Length of
Car
(inches)
Sofia
65
74
David
54
5
1
3
4
Distance
Trial 1
(inches)
Distance
Trial 2
(inches)
54
532
52
33
37
1
33
2
1
Distance
Trial 3
(inches)
1
2
Find the difference between Sofia and David’s farthest rolls.
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Appendix G: Material Cost Sheet
Team _______
Material
Sponge
Amount
1
Unit Cost
$0.95
Cotton Balls
10
$0.25
Balloon
1
$0.75
Sand
1 scoop
$1.15
Aluminum Foil
12” x 12”
$1.00
Cardboard
6” x 6”
$0.60
Craft Sticks
10
$0.40
Bubble Wrap
12” x 12”
$1.35
Styrofoam Cups
1
$0.45
Packing Peanuts
10
$1.50
Cloth
6” x 6”
$2.00
Tape
6”
$0.25
Paper Towels
2
$0.50
Quantity
Returned
Total
Total Cost
Unit Cost x Quantity = Total
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Appendix H: Ramp Height and Distance
Name _________________________
Question: How does the height of the ramp affect the distance a toy car rolls and
how does this relate to the amount of force acting on the car?
Hypothesis:
________________________________________________________________
________________________________________________________________
Procedure:
1. Build a ramp using a piece of cardboard and a book.
2. Place the meter stick at the end of the ramp to the floor, so you can measure
the distance the car moves. Put the end starting with 0 nearest to the ramp.
3. Let the car roll down the ramp until is stops (do not push it). Measure how far
the car travels and record your data. Record your measurements to the nearest
¼ inch. Do 3 trials.
4. Repeat steps 1-3, using a ramp with a height of 2 books, then 3 books.
Record your data in the table below.
Distance Rolled by Car A
Trial 1
Trial 2
Trial 3
Average
1 Book Height
2 Book Height
3 Book Height
Analysis and Conclusions:
1. How did the height of the ramp change the distance the car traveled?
________________________________________________________________
________________________________________________________________
2. As the height of the ramp increases, the force acting on the car
____________________.
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(increases or decreases)
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3. What was the longest distance your toy car rolled using a height of 1 book?
__________
4. What was the longest distance your toy car rolled using a height of 3 books?
__________
5. Find the difference between the two distances you measured and recorded for
numbers 3 and 4. Remember to subtract the smallest number from the largest
number. Show all work needed to solve the problem.
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Appendix I: Vehicle Mass and Distance
Name ____________________________
Question: How does the mass of a car affect the distance it travels and how
does this relate to the forces acting on the car?
Hypothesis:
________________________________________________________________
________________________________________________________________
Procedure:
1. Build a ramp using a piece of cardboard and 3 books.
2. Tape a meter stick at the end of the ramp on the floor, so you can measure
the distance the car rolls. Put the end starting with 0 nearest to the ramp.
3. Choose one car to use during the experiment. Find the mass of the car and
record it in the table below.
4. Roll the car down the ramp until it stops (do not push it). Measure how far the
car traveled and record your data. Take your measurements to the nearest ¼
inch. Conduct three trials.
5. Increase the mass of the car by taping pennies to it. Be careful that the tape
does not interfere with the rolling of the car wheels. Repeat steps 3-4.
6. Increase the mass of the car again by taping additional pennies to it. Repeat
steps 3-4.
Trial 1
Trial 2
Trial 3
Average
Original Mass
of Car:
_____________
Mass of Car
After Adding
Pennies:
_____________
Mass of Car
After Adding
More Pennies:
_____________
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Analysis and Conclusions:
1. Does your data show an increase or decrease in distance rolled from car A to
car C? ____________
2. What do you think caused this change? ______________________________
3. As the mass of the car increases, the distance the car travels
________________.
(increases or decreases)
4. What was the longest distance your toy car rolled when it had the least mass?
__________
5. What was the longest distance your toy car rolled when it had the most mass?
__________
6. Find the difference between the two distances you measured and recorded for
numbers 3 and 4. Remember to subtract the smallest number from the largest
number. Show all work needed to solve the problem.
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Appendix J: Energy Transfer
Question: What will happen when a marble in a track is flicked toward a
stationary marble in the same track?
Hypothesis:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Data Collection:
What happened when two marbles were stationary and one marble was flicked?
________________________________________________________________
________________________________________________________________
What happened when three marbles were stationary and one marble was flicked?
________________________________________________________________
________________________________________________________________
What happened when four marbles were stationary and one marble was flicked?
________________________________________________________________
________________________________________________________________
Conclusion
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Car Trial
Question: Based on the trials with the marbles, what do expect will happen when
a stationary car in a track is hit by another car moving along the same track?
Hypothesis_______________________________________________________
________________________________________________________________
Two stationary Cars
________________________________________________________________
________________________________________________________________
________________________________________________________________
Three Stationary Cars
________________________________________________________________
________________________________________________________________
________________________________________________________________
Conclusion_______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Explain how energy will be transferred in the picture below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Appendix K: Material Testing and Cost Sheet
Material Tested at
bottom of ramp
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Cost
Recoil (to the nearest ¼
inch)
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Appendix L: Design Proposal
Name _____________________
Directions: Draw and label a design for the barrier using the information you
learned from testing various materials. Include the cost of the barrier. Remember
to consider the mass and width of the barrier.
Material
Quantity
Cost
Total
Labeled Design Drawing
Estimated Mass of Barrier (to the nearest gram): ____________________
Estimated Width of Barrier (to the nearest ¼ inch): ____________________
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Appendix L: Design Selection Matrix
Directions:
1. Label the team designs Design A, Design B, Design C, and Design D.
2. As a team, rank the designs 1-4 (with a rank of 4 for what seems to be the
best design) based on what the team thinks will be the best design
related to four constraints:
a.
b.
c.
d.
Mass – The less massive the barrier, the higher the score.
Cost – The cheaper the barrier, the higher the score.
Width – The thinner the barrier, the higher the score.
Effectiveness – The less recoil of the car, the higher the score.
3. Write the rank of each design under the “Rank” heading for each design.
Multiply the rank (1-4) by the multiplier (x2, x5, x10 or x20) and write the
product under the “Score” heading for each design.
4. Find the sum of the scores for each design. The highest score determines
the best design.
Constraint
Design A
Rank Score
Design B
Rank Score
Design C
Rank Score
Design D
Rank Score
Mass
x5
Cost
x 10
Width
x2
Effectiveness
x 20
Total
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Appendix N: Team Role Descriptions
Project Manager
The project manager has overall responsibility for the project. He or she will track
the timely completion of activities, resolve team conflicts, and maintain the focus
on cost and performance.
Construction Engineer
The construction engineer will lead the team effort on the barrier construction. He
or she will lead the team in assembling the purchased components into a
functional prototype.
Materials Engineer
The materials engineer will lead the team in choosing the appropriate materials
to assemble the barrier. He or she will be responsible for purchasing the
materials, tracking the cost of materials used, and returning unused materials.
Test Engineer
The test engineer will lead the team in the design of the test and for recording the
data obtained (height, mass, and recoil distance) during the engineering design
challenge. He or she should enlist the aid of the other team members to obtain
accurate data.
*If a team has more than four members, multiple test engineers may be
assigned.
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Appendix O: Design Challenge Data Collection
Name _____________________
Part 1: Barrier Statistics
After constructing your final barrier, find its mass, thickness and final cost.
Record it in the chart below.
Mass of
Materials
(grams)
Thickness of
the Barrier
(inches)
Final Costs of Materials*
Barrier
* Cost can be calculated by using the Material Cost Sheet
Part 2: Amount of Recoil
Test your barrier by conducting three trials. Record the total amount of recoil in
the chart below. The Construction Engineer must inspect the barrier to determine
if reconstruction is necessary before conducting each trial.
Trial 1
Trial 2
Trial 3
Average
Barrier
Part 3: Redesign
Use the Design Selection Matrix to score your barrier’s mass, thickness, cost and
effectiveness. Choose one area to improve your barrier design in order to
increase its final score.
1. As a team, rank each constraint of your barrier with a score of 1-4, with 4
representing an area of strength and 1 representing an area of weakness:
a.
b.
c.
d.
Mass – The less massive the barrier, the higher the score.
Cost – The cheaper the barrier, the higher the score.
Width – The thinner the barrier, the higher the score.
Effectiveness – The less recoil of the car, the higher the score.
2. Write the rank of each constraint under the “Rank” heading for your team’s
design. Multiply the rank (1-4) by the multiplier (x2, x5, x10 or x20) and
write the product under the “Score” heading for your team’s design.
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Constraint
Design A
Rank
Score
Mass
x5
Cost
x 10
Width
x2
Effectiveness
x 20
Total
How does your team plan to improve the barrier’s total score?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Part 4: Retest
After improving your barrier’s design, retest it and record your information in the
tables below.
Barrier Redesign Statistics
Mass of
Materials
(grams)
Thickness of
the Barrier
(inches)
Final Costs of Materials*
Barrier
Barrier Redesign Recoil
Trial 1
Trial 2
Trial 3
Average
Barrier
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Appendix P: Design Challenge Data Collection: Height and Mass
Name _____________________________
Directions: After redesigning your barrier, test its effectiveness using different
ramp heights and different car masses. For each trial, record your data in the
tables below by writing the number of inches the car recoils from the barrier to
the nearest quarter inch.
Ramp Height and Amount of Recoil
Trial 1
Trial 2
Trial 3
Average
Original Height
of Ramp:
_____________
Height of Ramp
After First
Increase:
_____________
Height of Ramp
After Second
Increase:
_____________
Analysis and Conclusions:
1. How did the height of the ramp change the recoil of the car?
________________________________________________________________
________________________________________________________________
2. As the height of the ramp increases, the amount of kinetic energy the car has
____________________.
(increases or decreases)
3. What was the longest distance your toy car recoiled when your ramp height
was the lowest?
__________
4. What was the longest distance your toy car recoiled when your ramp was the
highest?
__________
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5. Find the difference between the two distances you measured and recorded for
numbers 3 and 4. Attach a separate sheet of paper to show all work needed to
solve the problem.
Car Mass and Amount of Recoil
Trial 1
Trial 2
Trial 3
Average
Original Mass
of Car:
_____________
Mass of Car
After Adding
Pennies:
_____________
Mass of Car
After Adding
More Pennies:
_____________
Analysis and Conclusions:
1. How did the mass of the car change the recoil of the car?
________________________________________________________________
________________________________________________________________
2. As the mass of the car increases, the amount of potential energy the car has
________________.
(increases or decreases)
3. What was the longest distance your toy car recoiled when it had the least
mass?
__________
4. What was the longest distance your toy car recoiled when it had the most
mass?
__________
5. Find the difference between the two distances you measured and recorded for
numbers 3 and 4. Attach a separate sheet of paper to show all work needed to
solve the problem.
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Appendix Q: Advertisement Rubric
4
3
2
1
Information
Information is
presented
clearly. All
details focus on
the topic.
Information is
presented
appropriately.
Some information
may be missing
or confusing.
Most details
focus on the
topic.
Information is
missing or
unclear. Details
do not focus on
the topic, OR too
much information
is included.
Little or no
information is
provided.
Details do not
focus on the
topic.
Graphics
Multiple graphics
are used
effectively and
clearly.
Multiple graphics
are used
appropriately.
Some graphics
may be unclear
or confusing.
Few graphics are
used. They may
be unclear or
confusing.
Graphics are
unclear or
confusing.
The layout is
organized and
interestgrabbing.
The layout
somewhat
organized and
uses some
interest-grabbing
techniques.
An attempt has
been made to
organize the
layout. There is
little evidence of
interest-grabbing
techniques.
The layout is
unorganized.
There is no
evidence of
interestgrabbing
techniques.
The
advertisement
has few or no
errors in
grammar,
spelling, and
punctuation that
do not interfere
with
understanding.
The
advertisement
has several
errors in
grammar,
spelling, and
punctuation that
do not interfere
with
understanding.
The
advertisement
has frequent
errors in
grammar,
spelling, and
punctuation that
sometimes
interfere with
understanding.
Errors in
grammar,
spelling, and
punctuation
prevent the
reader from fully
understanding
the
advertisement.
❏ Titles and
Subheadings
❏ short text
passages
❏ claims
supported by
facts
❏ photos &
illustrations
❏ captions
❏ data / graphs
Layout
❏ bold headings
❏ color
❏ organized
Mechanics
❏ spelling
❏ punctuation
❏ grammar
Final Score
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Appendix R: Writing Map
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Appendix S: Writing Rubric
4
3
2
1
Introduction
and Claim
The introduction
is written in an
interesting way.
It includes
background
information and
a strong claim.
The introduction
includes
background
information and
includes a claim.
The introduction
includes some
background
information. The
claim is weak or
not present.
The introduction
includes little
background
information. The
claim is weak or
not present.
Evidence/
Support
The writer
supports the
claim with 3 or
more clear
pieces of
evidence.
The writer
supports the
claim with 2-3
pieces of
evidence.
The writer
supports the
claim with 1-2
pieces of
evidence. Or
the evidence
does not support
the claim.
The evidence
does not support
the claim.
Conclusion
The conclusion
sums up the
supporting
evidence and
restates the
claim.
The conclusion
sums up part of
the supporting
evidence and
restates the
claim.
The conclusion
sums up little or
no supporting
evidence. The
claim is unclear
or not restated.
The conclusion
does not sum up
the evidence.
The claim is not
restated.
Sentence
Fluency and
Word Choice
The writer uses
a variety of
sentence
structures and
word choices.
The writer uses
some variety in
sentence
structure and
word choice.
Sentence
structure is
simple and
unvaried; word
choice is mostly
accurate.
Sentences lack
formal structure;
word choice may
often be
inaccurate.
Conventions
The writer
makes few to no
errors in
grammar,
spelling, and
punctuation that
do not interfere
with
understanding.
The writer
makes several
errors in
grammar,
spelling, and
punctuation that
do not interfere
with
understanding.
The writer
makes frequent
errors in
grammar,
spelling, and
punctuation that
sometimes
interfere with
understanding.
Errors in
grammar,
spelling, and
punctuation
prevent the
reader from fully
understanding
the essay.
Final Score
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Appendix T: Traffic Safety Facts Article-Modified
Occupant Protection
Seat belt use in 2012 was 86 percent, up from 84 percent in 2011. This is a huge
increase from 79 percent in 2003 and 58 percent in 1994. This result is from the
National Occupant Protection Use Survey (NOPUS), which is the only survey
that provides nationwide probability-based observed data on seat belt use in the
United States (DOT HS 811 691).
In 2012, there were 21,667 occupants of passenger vehicles (passenger cars,
pickup trucks, vans, and SUVs) who died in motor vehicle traffic crashes. Of the
21,667 total occupants killed, 9,679 were restrained. Restraint use was not known
for 1,653 occupants. Looking only at occupants where the restraint status was
known, 52 percent were unrestrained at the time of the crashes (Table 1).
The proportion of passenger vehicle occupants killed that were unrestrained has
decreased from 2003 to 2012. Among passenger vehicle occupants killed when
restraint use was known, the percentage of unrestrained deaths decreased by 4
percentage points from 56 percent in 2003 to 52 percent in 2012 (Table 1).
Table 1
Passenger Vehicle Occupant Fatalities, by “Known “Restraint Use
Year
2003
2007
2012
Occupants’ Restraint Use
Restrained
Unrestrained
Percent
Percent
Number Percent Number Percent Restrained Unrestrained
12,967
40%
16,764
52%
44%
56%
12,322
42%
14,446
50%
46%
54%
9,679
45%
10,335
48%
48%
52%
(NHTSA, 2012, Table 1)
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Vehicle Type and Restraint Use
A total of 15,767 passenger vehicle drivers were killed in traffic crashes in 2012.
Among the 14,629 driver fatalities for which restraint use was known, 51 percent
(7,458) were unrestrained. Furthermore, 64 percent (2,015) of the drivers of
pickup trucks killed were unrestrained, compared to 58 percent (1,452) for SUVs,
44 percent (293) for vans, and 45 percent (3,692) for passenger cars (Table 2).
Table 2
Drivers Killed, by Passenger Vehicle Type and “Known” Restraint Use, 2012
Type of
Restrained
Passenger
Vehicle Number Percent
Passenger
Cars
Pickup
Trucks
Sport
Utility
Vehicles
Unrestrained
Number
Percent
Percent
Percent
Restrained Unrestrained
4,575
51%
3,692
42%
55%
45%
1,142
34%
2,015
59%
36%
64%
1,068
39%
1,452
54%
42%
58%
378
50%
293
39%
56%
44%
8
50%
6
38%
57%
43%
7,171
45%
7,458
47%
49%
51%
Vans
Other
Light
Trucks
Total
(NHTSA, 2012, Table 3)
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Seat Belt Use and Benefits
Research has found that lap/shoulder seat belts, when used, reduce the risk of
fatal injury to front-seat passenger car occupants by 45 percent and the risk of
moderate- to-critical injury by 50 percent. For light-truck occupants, seat belts
reduce the risk of fatal injury by 60 percent and moderate- to-critical injury by 65
percent.
Ejection from the vehicle is one of the most injurious events that can happen to a
person in a crash. In fatal crashes in 2012, 79 percent of passenger vehicle
occupants who were totally ejected from the vehicles were killed. Seat belts are
effective in preventing total ejections; only 1 percent of the occupants reported to
have been using restraints were totally ejected, compared with 30 percent of the
unrestrained occupants.
Lives Saved by Seat Belts
Among passenger vehicle occupants 5 and older, seat belts saved an estimated
12,174 lives in 2012. If all passenger vehicle occupants 5 and older had worn seat
belts, 15,205 lives (that is, an additional 3,031) could have been saved in 2012. The
cumulative estimated number of lives saved by seat belts from 1975 to 2012 is
over 300,000.
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