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Title:
Teacher:
Content
Focus:
Project
Idea:
Nguyen
Science
Summary of the
issue, challenge,
investigation,
scenario, or
problem
Essential
Question:
Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)
During this unit students will do activities and collect data that will help them to
understand the relationships of kinetic energy to the mass of an object and to the
speed of an object. (MS-PS3-1).
Students will be constructing roller coaster models to help them understand how
energy is transferred. (MS-PS3-3, MS-PS3-5).
Driving
Questi
on
clarify
information, strengthen claims and evidence, and add interest.
(MS-PS3-2)
Mathematics MP.2
Reason abstractly and quantitatively. (MS-PS3-1),(MS-PS3-4),(MSPS3-5)
6.RP.A.1
Understand the concept of ratio and use ratio language to describe a
ratio
relationship between two quantities. (MS-PS3-1),(MS-PS3-5)
6.RP.A.2
Understand the concept of a unit rate a/b associated with a ratio a:b
with b 0,
and use rate language in the context of a ratio relationship.
(MS-PS3-1)
7.RP.A.2
Recognize and represent proportional relationships between
quantities. (MS-PS31),(MS-PS3-5)
8.EE.A.1
Know and apply the properties of integer exponents to generate
equivalent
numerical expressions. (MS-PS3-1)
8.EE.A.2
Use square root and cube root symbols to represent solutions to
equations of the
form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square
roots of small perfect squares and cube roots of small perfect
cubes. Know that 2
is irrational. (MS-PS3-1)
8.F.A.3
Interpret the equation y = mx + b as defining a linear function,
whose graph is a
straight line; give examples of functions that are not linear.
(MS-PS3-1),(MS-PS3-5)
6.SP.B.5
(MS-PS3-4)
Presentation
T+
A
X
T+
A
X
Imagination
st
21 Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:
Collaboration
Critical Thinking
Project
Research Skills
Planning
Group:
Culminating
Products
and
Performanc
es
Research Paper
Presentation
Project
Presentation Audience
Class
School
Community
Individual:
Research Paper
Presentation
Experts
Web
Other:
Project Overview
Entry event
to launch
inquiry, engage
students:
Entry Event: Students watching a video Top 10 Biggest Roller Coasters in the
World 2014.
https://www.youtube.com/watch?v=xIjjchqzDFg
Students work on the Noticing/Wondering worksheet on the video clip of Top 10
Biggest Roller Coasters in the World 2014.
Have class discussion video and students experiences of roller coasters.
Outline or
Conceptual
Flow
Include
assessment
points:
When two objects interact, each one exerts a force on the other that can
cause energy to be transferred to or from the object. (MS-PS3-2)
Energy and Matter
Energy may take different forms (e.g. energy in field, thermal energy,
energy in motion). (MS-PS3-5).
Scale, Proportion, and Quantity
http://www.ultimaterollercoaster.com/coasters/history/
Students will do a report about the history of the roller coaster.
*Have students use their wondered questions about roller coasters and do
researches on them.
Do research on those questions.
Presentation: They can choose to do PowerPoint, Prezi, or a poster.
Teacher does demo using foam to create a roller coaster in class for students to
understand more about roller coasters. Students should know the two forms of
energy that are most important are gravitational potential energy and kinetic
energy.
KEY Notes For Students:
Gravitational potential energy is the energy that an object has because of
its height and is equal to the object's mass multiplied by its height
multiplied by the gravitational constant (P.E. = mgh). (Potential Energy =
mass times height times gravitational constant)
Gravitational potential energy is greatest at the highest point of a roller
coaster and least at the lowest point.
Kinetic energy is energy an object has because of its motion and is equal
to one-half multiplied by the mass of an object multiplied by its velocity
squared (K.E. = 1/2 mv2). (Kinetic Energy = one half times mass times
velocity times 2)
Kinetic energy is greatest at the lowest point of a roller coaster and least
at the highest point.
Potential and kinetic energy can be exchanged for one another.
Vocabulary/Definitions
force:
gravity:
speed:
How fast an object moves and is equal to the distance that object travels di
by the time it takes.
velocity:
critical
velocity:
The speed needed at the top of a loop for a car to make it through the loop
without falling off the track.
acceleration:
How quickly an object speeds up, slows down or changes direction. Is equal
change in velocity divided by time.
friction:
potential
energy:
The energy stored by an object ready to be used. (In this lesson, we use
gravitational potential energy, which is directly related to the height of an o
and its mass.)
kinetic
energy:
gravitational
constant:
The acceleration caused by the Earth's gravity at sea level. Is equal to 9.81
m/sec^2 (32.2 ft/sec^2).
g-force:
EL Strategies: Take vocabulary and use the strategy of the three column notes.
First column the vocabulary, second column the definition, and third column the
drawing of the definition. Have students share and talk about their work.
Intervention Lesson focus: Demonstrate the model foam roller coaster with
students. Students will use the teachers model roller coaster to help see
different point on the roller coaster. Students work on understanding and
identifying what is causing the marble to move. Apply the math equation to solve
the model roller coaster.
The more precisely a design tasks criteria and constraints can be defined,
the more likely it is that the designed solution will be successful.
Specification of constraints includes consideration of scientific principals
and other relevant knowledge that is likely to limit possible solutions. (MSPS3-3).
Systems and System Models
The top of the first hill must be the highest point on the roller coaster.
Cars move fastest at the bottoms of hills and slowest at the tops of hills.
To avoid falling, cars must have a certain velocity at the tops of loops.
Go to the website below to help guide students becoming interested in
engineering.
https://www.teachengineering.org/view_lesson.php?
url=collection/cub_/lessons/cub_design/cub_design_lesson01.xml
Which roller coasters were most exciting? Which were the safest?
Which won for creativity? Which won for performance and safety?
Which model best met the overall challenge for both thrilling design and
safety? What were the trade-offs? (Engineers call this optimization
(balancing competing project requirements).
If you were to redesign your roller coaster, what improvements would you
make and why?
What engineering design steps and techniques did we use today? (Answer:
brainstorming, modeling, simulation, testing, analyzing, redesign, and
optimization.)
Students display their project and provide information for other students read
and score. Teacher takes a video of students final roller coaster. Students will
reflect on their project.
Post Assessment:
Discuss the effects of gravity and friction in the context of their roller
coaster designs.
Identify points on a roller coaster track at which a car has maximum kinetic
and potential energy.
Assessment
s
Formative
Assessments
(During Project)
Quizzes/Tests
Journaling/Learning Log
Preliminary Plans/Outlines
Rough Drafts
Online Tests/Exams
Summative
Other Products
Assessments
(End of Project)
Resources
Needed
Peer Evaluation
Multiple Choice/Short
Answer Test
Self-Evaluation
Essay Test
Other
On-site people,
facilities
Equipment
Materials
Web resources
Reflection
Methods
(Individual, Group,
and/or Whole
Class)
Journal/Learning Log
Focus Group
Whole-class Discussion
Fishbowl Discussion
Survey
X
X
Other
What is friction?
Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?
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