Download Lesson 1: Rolling And Moving With Science

Lesson 1:
Rolling and moving with Science
Question:
• How is science related to roller coasters?
OBJECTIVES:
 Interpret and apply Newton's three laws of motion.
 Describe phase transitions in terms of kinetic
molecular theory
Teacher Background Knowledge:
• Know Newton’s Laws (all three) (Attached)
• How Stuff Works search for roller coasters http://www.howstuffworks.com/search.php?terms=roller+coaster
Materials:
• Computer and a projector for video
• Computers/ laptops for student research
• Copy of Video Questions for Teacher (Attached)
Vocabulary
• inertia
• Newton’s Laws
• potential energy
• Kinetic energy
• Velocity
• Friction
Procedure:
1. Quick write: Have students write what they know about roller coasters and how roller coasters are
connected to science.
2. Introduction: read questions (Attached) to students then tell them to think about it while you watch a clip
http://videos.howstuffworks.com/discovery-channel/396-build-it-bigger-kinetic-madness-video.htm
3. If you have access to united streaming you could watch Roller coaster physics : (segments) The Ties that
Bend: the Science of Roller Coasters, Galileo’s “Stop Height”: Gravity and Potential and Kinetic Energy at
work, The Thrill of it all: G-forces, intertia, and Newton’s first law of motion
4. After video, talk about roller coasters and have students start thinking about the questions.
5. Then explain that students are going to design their own rollercoaster within their group. They will save or
write down data collected on paper •
Formative Assessment:
• Student sheets are their exit slips to see if some have started thinking
Teacher Background:
Newton’s Law’s
1.) Newton’s First Law of Motion:
Every object in a state of uniform motion tends to remain in that state of motion unless an external
force is applied to it.
2.) Newton’s Second Law of Motion:
The relationship between an object's mass m, its acceleration a, and the applied force F is F = ma.
Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of
the acceleration vector.
3.) Newton’s Third Law of Motion:
For every action there is an equal and opposite reaction.
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Video Questions
The purpose of these questions is to gauge your student’s background knowledge.
You can either ask these questions of your students orally or you can combine
these with the quick write.
Example answers are given:
1. What energy is building first? Do you know what this may be or do? Potential
2. Roller coasters are designed to move themselves around the track without any
form of fuel. How can the roller coaster get around all of those loops, turns, twists,
without any assistance? Energy from the first hill
3. The laws of physics help us explain how the roller coasters get around the track.
What are some science words that you heard/saw in the video? Potential energy,
Gravity, Kinetic energy
Lesson 2:
Researching Roller Coasters
OBJECTIVES:
• Interpret and apply Newton's three laws of motion.
• The students will organize information to show
understanding or relationships among facts, ideas, and events
• The students will research and organize information for
oral communication appropriate for the occasion, audience, and
purpose
Materials:
• Teacher computer to display PowerPoint
• Power Point “Roller Coasters and Science??
• Laptops for student research
Vocabulary
• inertia
• Newton’s Laws
• potential energy
• Kinetic energy
• Velocity
• Friction
Procedure:
1. Show PowerPoint “Roller Coasters and Science and discuss the slides to get students thinking
2. Pass out their papers from previous days
3. Students will research on internet the following:
 Roller coaster g-forces
 Law of conservation of energy
 Kinetic and potential energy as they apply to roller coasters
 How the forces of a roller coaster effect the human body
 How actual roller coasters are designed and built.
4. Give exit slip last 5-10 minutes of class
Formative Assessment:
• Exit slip: What have they learned and how will they incorporate it into their rollercoaster design?
(SEE POWERPOINT ATTACHMENT)
Lesson 3:
Research
OBJECTIVES:
• The student will organize information to show
understanding or relationships among facts, ideas, and events
• The student will research and organize information for
oral communication appropriate for the occasion, audience, and
purpose
Materials:
• Laptop
• Projector
• paper
Vocabulary
• inertia
• Newton’s Laws
• potential energy
• Kinetic energy
• Velocity
• Friction
Procedure:
1. Show gravity clip and discuss and let them play with the Roller Coaster Simulation
(http://www.funderstanding.com/coaster)
2. Continue collecting data – tell them this is the last day to collect any needed information so make sure they
have some kind of notes
3. Exit slip
Formative Assessment:
• Exit slip: How will the gravity clip help me build my rollercoaster and what will I do with this new
knowledge?
Lesson 4
Planning the Design
OBJECTIVES:
The student will organize information to show understanding or relationships among facts, ideas, and events
Materials:
• Poster paper
• Pencil, crayons
• Laptop
• rollercoaster guide
Vocabulary
• inertia
• Newton’s Laws
• potential energy
• Kinetic energy
• Velocity
• Friction
Procedure:
1. Go over rollercoaster guidelines with students pertaining to their plans
2. Within their groups, construct a rollercoaster plan according to findings and label loops– they may use internet
sites for support – (http://www.glencoe.com/sec/science/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.learner.org/exhibits/par
kphysics/)
Formative Assessment:
• Student rollercoaster plans
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Roller Coaster Design Guide
Each member has to input their information into designing the coaster so make sure you know your material.
 Use facts and details gathered
1. Go back to other models to get ideas or suggestions
2. Draw first as a draft then revise as a team (you may go back and look at more roller coasters for ideas).
3.) Make sure your design includes:
 A name for your coaster that reflects the theme
 At least 3 labeled design elements, not including first and second hill
 Labeling of energy transformations
 The top height of coaster, longest drop distance, top speed, and any other technical details for purpose
of comparing to real world designs
 Wooden or steel
 Show your reinforcement (were the roller coaster is supported)
Lesson 5
Building a coaster
OBJECTIVES:
• Students will demonstrate the concepts of potential and kinetic energy
• Students will experience many of the basic physics and engineering concepts inherent in roller coasters.
Materials:






Plastic drinking cups
Masking tape
marbles – acts as rollercoaster
Foam tubing or insulator – swimming noodles cut in half will also work
Pencil, markers, crayons
Measuring device
Procedure:
1. Begin by identifying the project parts. Hold a piece of track between your hands and place a marble on it,
and rock the marble back and forth to show how it works.
2. Next show the students how to construct the roller coaster. This shouldn’t take more than 5 minutes. You
can explain key concepts as you build each element, or at the end of the demonstration.
3. Students will start building rollercoaster’s by first:
 Give groups the foam tube, masking, tape, drinking cup and marbles and begin building their coasters.
Students should be able to build their first coaster in 10 minutes or less.
 Start by letting them build a coaster with one loop. Constraints include:
1. Marble must stay on track.
2. Roller coaster must be placed in track without help.
3. Marble must be placed in track without extra force
4. Materials may not be destroyed
4. This time include at least one loop, hill and jump.
5. Put the plastic cup at the end of the course. The challenge is to get the marble to land in the cup.
6. Once they get their roller coaster to work, try starting the coaster at a higher point and see what happens. Try a
different design by adding more loops, hills, or curves to your course.
Formative Assessment:
• Exit slip: reflection – What worked that day and what did not work?
Lesson 6
Still Building
OBJECTIVES:
• Students will demonstrate the concepts of potential and kinetic energy
• Students will experience many of the basic physics and engineering concepts inherent in roller coasters.
Materials:






Plastic drinking cups
Masking tape
marbles – acts as rollercoaster
Foam tubing or insulator – swimming noodles cut in half will also work
Pencil, markers, crayons
Measuring device
Procedure:
1. Students will begin building their own roller coasters, and then analyze them using principles of physics.
They examine conversions between kinetic and potential energy and frictional effects to design roller coasters
that are completely driven by gravity.
2. Students will continue to build their rollercoaster with the given materials and calculate fastest speed, track
length of coaster, highest hill
3. A class competition is then held to determine the most innovative and successful roller coasters.
Formative Assessment:
• Exit slip: Where did they find conversions between kinetic and potential energy?
*During the design of their roller coasters, students will encounter many of the issues that actual roller coaster
engineers encounter. In order to build a working roller coaster, students must recognize the constraints placed
on their design and the design of real roller coasters by basic laws of physics. Their ability to understand and
work with these constraints is paramount to the success of their roller coasters.