Evaluate structure tests

13.C Critically read a scientific text adapted for classroom use to determine how concussions can result in breaks in the axons of neurons (structure) and why this can lead to memory loss (function), how a snug fit (structure) for a helmet would affect its performance (function), and how other changes in the structure of cushioning material (in a helmet) would affect its performance (function).

Use of structure-and-function relationships in the responses to the following questions:

Question 1 and 2 should include the ideas that

concussions can result in breaks in the axons of neurons (structure),

new connections between neurons is how memories are stored, and

breaking such structures would result in memory loss (function) which could tend to accumulate or get worse with each additional concussion.

Question 3 should include the ideas that

a snug fit increases the surface area or points of contact between a helmet and the head,

this would spread out the forces applied to a larger section of the head,

this would reduce the strength of peak forces on any particular section of the head in a collision, and

this would improve its ability to protect the head from a concussion in a collision because the kinetic energy of the objects would be higher if there was not a snug fit.

Questions 4 and 5 should include responses that

cracks or dents in cushioning material change its physical structure and

any changes in structure could affect how effectively it can reduce peak forces in a collision.

Students may mention a variety of reasons why effectiveness of the cushioning material would be reduced, such as these:

reducing how much it can deform,

changing how springy it is (its force-to-deformation ratio),

changing the elastic limit of the pieces that aren’t broken,

or that the now-broken-up structure may no longer be able to spread out the force across a larger area,

and, in the case of the dent, reducing the number of points of contact with the head, thereby increasing the amount of peak force on the remaining points of contact.

Review this after you collect it at the start of Lesson 14 and return it to students before you start Lesson 15. Provide guidance or feedback to students in time for them to use it to prepare for the Lesson 15 assessment that uses a related protective headgear design context.