-An Interactive Experience
Author: Donna Markey
Students apply physics concepts through an interactive Web application from Funderstanding. They design their own roller coaster and, as designers, set the height of three hills and the size of the loops. They experiment with the variables of initial speed of the coaster, its mass, the gravity at work and the amount of friction on the track.
Teacher Practice Activity
1. To access the Funderstanding Interactive Roller Coaster Activity, go to http://www.funderstanding.com/coaster and click the “Start” button to begin the simulation.
2. During the Explore phase, explore the different scenes and objects by clicking the buttons on the right, adjust the speed by moving the slider to the right and change the shape of the track by clicking on the different buttons on the left.
3. Experiment with the other variables and observe the effect on the object as it moves on the track.
Lesson Title: Design a Rollercoaster
Author: Donna Markey
Overview: In this computer simulation, students design their own roller coaster. Will the cart stay on the track? Will it have enough speed to make it all the way around a loop? This lesson provides students with opportunities to manipulate variables as they design a roller coaster using technology skills in the science classroom to promote student engagement and motivation. Both a short video clip and a computer simulation activity are used during class. The video clip allows students to activate prior knowledge about roller coasters, while the computerized animation allows students to interact with manipulating factors that influence the success of a roller coaster (speed, mass, gravity, friction). Vocabulary words covered in this lesson: potential energy, kinetic energy, speed, mass, gravity and friction.
Science Concepts: Genetic variation and environmental forces influence diversity of organisms.
The four factors of natural selection that support the theory of evolution are overproduction, natural selection, competition and variation within a species.
Objective 8.2 Unbalanced forces cause changes in velocity
Science Standards:
● 8.2c Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.
● 8.2d Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.
● 8.9c Distinguish between variable and controlled parameters in a test.
Pre-Activities and Concepts:
This activity can be used as an introduction to forces or as a review, once forces have been introduced.
NETS Standards (http://www.iste.org):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
c. use models and simulations to explore complex systems and issues.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
d. process data and report results.
Support Materials (Video Links, Web links, etc):
Two minute video from “How Things Work” to engage the students with the topic of roller coasters: http://science.howstuffworks.com/engineering/structural/roller-coaster.htm
The Funderstanding website offers a simulation that the can be downloaded for students to explore variables in the design and operation of rollercoaster tracks.
http://www.funderstanding.com/coaster
Technology/system requirements: Laptops, Projector, Internet access, video, and speakers connected to laptop to project sound from video.
Material Requirements: Design a Rollercoaster worksheet, writing utensils.
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Teacher Notes: You might consider setting up the websites on the classroom computers prior to students entering the room. Depending on the background and technological experience of students, you may wish to extend the time students explore the activity.
Lesson Elements Guide for Teacher
Engage: Teacher will engage the student by activating prior knowledge by showing the roller coaster video. Students will view the 2 minute video http://science.howstuffworks.com/engineering/structural/roller-coaster.htm and listen and look for the vocabulary words of “potential energy,” “kinetic energy,” “Gs,” “loops” and “drops” (drops are called “hills” in the simulation). Students will discuss their understanding of the vocabulary with a partner and find examples from the video that relate to their understanding.
Explore: Students will work in pairs at computers to explore the following website. http://www.funderstanding.com/coaster.
1. They should click on the icons on the right side and see what happens and then choose one to use.
2. Students will click on the “start” arrow and watch what happens to the object on the track. Have students follow the instructions on the worksheet. Each time the students design a new roller coaster, they are to draw their design on the data sheet.
Explain: Students will demonstrate knowledge of this concept by completing the Design a Rollercoaster worksheet. Students will discuss with a partner about their findings about the effect of the variables and then share out whole class when called out randomly by the teacher.
Evaluate: Students will record data on the Design a Rollercoaster worksheet. Students will also answer the five conclusion questions on this worksheet.
Extend: Students are challenged to design a track and set the variables that results in the fastest time to get the object to the end of the track. They are asked to draw the track they design and list the level of each variable.
Assessment, Product, or Outcome: Students will record data on the Design a Rollercoaster worksheet as an authentic product. In addition to recording data they will answer five conclusion questions to synthesize their understanding of how the variables affect the speed of the rollercoaster. Students share their understanding verbally in a whole class closure.
Evidence of ICT alignment with science concept: Students demonstrate innovation and creativity using the Funderstanding simulation to explore the impact of the variables on the path of a rollercoaster.
Attachment Descriptions:
Student Worksheet: Use the student worksheet to record observations and data from the simulation, and describe their understanding by answering the conclusion questions.
iQUEST Lesson: http://www.csusm.edu/iquest - NSF Project Award Number: 0833753 Roller Coaster