Eighth Grade Forms and Transformations of Energy Unit

Title: Energy in a Roller Coaster System
Adapted from JasonProject Coaster Creator
Estimated Time: 2-3 days
Core Ideas (GSE Standards):
S8P2 Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.
a.  Analyze and interpret data to create graphical displays that illustrate the relationships of kinetic energy to mass and speed, and potential energy to mass and height of an object.
b.  Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system.
c.  Construct an argument to support a claim about the type of energy transformations within a system
Science and Engineering Practices:
Asking Questions and Defining Problems:
·  Ask questions that arise from careful observation of phenomena to clarify and/or seek additional information.
·  To clarify and/or refine a model, an explanation, or an engineering problem.
·  Ask questions that arise from examining models to clarify information and relationships.
Developing and Using Models
·  Evaluate merits and limitations of two different models of the same proposed system in order to revise a model or create an explanation that best fits the evidence.
·  Develop or modify a model-based on evidence-to match what happens if a variable or component of a system is changed.
·  Develop and/or use a model to predict and/or describe phenomena
Constructing Explanations and Designing Solutions
·  Construct an explanation using models or representations. / Crosscutting Concepts:
Patterns:
·  Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.
·  Patterns can be used to identify cause and effect relationships.
·  Graphs, charts, and images can be used to identify patterns in data.
· 
Scale, Proportion, and Quantity:
·  Proportional relationships among different types of quantities provide information about the magnitude of properties and processes.
Cause and Effect:
·  Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Systems and System Models:
·  Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
Energy and Matter: Flows, Cycles, and Conservation
·  Within a natural or designed system, the transfer of energy drive the motion and/or cycling of matter.
·  Energy may take different forms.
·  The transfer of energy can be tracked as energy flows through a designed or natural system.
Authentic Scenario/Phenomenon
Roller coasters are an excellent model of the Law of Conservation of Energy and energy conversions that students are familiar with. Students will view the roller coaster video: http://youtu.be/juuhMHeDQXk?hd=1 (a clip from the top 10 deadliest roller coasters)
OR this video (first 2:13 with sound off)
https://www.youtube.com/watch?v=LrRdKmjhOgw
Guiding Question(s):
·  How is kinetic energy related to mass and speed?
·  How is potential energy related to mass and height?
·  How does energy transform in a system?
·  What is the law of conservation of energy?
·  How does the LOCOE apply to a roller coaster?
5E Stage / Student Activities
How will students engage actively in the three dimensions throughout the lesson? / Teacher Activities
How will the teacher facilitate and monitor student learning throughout the lesson?
Engage
Day 1 / Students will view the roller coaster video. While viewing write down 2 questions about roller coasters and and think about whether or not you would like to ride one of those coasters.
Other questions to consider:
How do the coasters work? What makes them run? How are they designed? What factors do you have to consider when designing a roller coaster?
In small groups of 2-3 discuss your questions and what you thought of the two coasters shown in the video, share out as a class. / Show the students the roller coaster video. Either the clip from the top 10 Deadliest (http://youtu.be/juuhMHeDQXk?hd=1 or another video of your choice.
Discuss student observations and explanations.
Explore
Day 1-2 / Students will explore kinetic and potential energy while trying to create a successful coaster using Jason’s Coaster Creator.
Students complete the Coaster Creator Lab Worksheet while experimenting with different coaster configurations. Students will record at least their first two designs and their last design on the lab sheet.
After successful creation of a coaster, students will answer several questions and analyze data.
After all students finish, share out coaster designs and discuss the challenges faced/overcome while designing the coasters. / Bring students to the computer lab, so that they can either each have a computer or work in pairs on Jason’s Coaster Creator. This simulation requires Flash Player.
http://content3.jason.org/resource_content/content/digitallab/4859/misc_content/public/coaster.html
Provide each student with the Coaster Creator Lab sheet as well, for filling out during the experimentation. Make sure students understand the directions.
Circulate and check in with students. Ask guiding questions. Make sure students are documenting their design process and changes on their lab sheet.
Make sure students show you their successful design and then hand them the post-lab sheet.
Facilitate a debriefing discussion about what was easy, what was difficult, and what students learned from their results.
Explain
Day 3 / Students will read one of the Roller Coaster articles and complete a RAN chart.
Students will share out their information in small groups and then as a large class. / Provide students with one of the readings on PE/KE or roller coasters. Have them complete a RAN chart in order to document questions, misconceptions, new learning, etc.
Elaborate
Day 3-4 / Optional: Students can design and build a K’nex roller coaster or design and build a roller coaster using pipe insulation. / Provide students with opportunities to build an actual 3-D roller coaster now that they have experienced a computer simulation.
Evaluate
Day 2-3 / Formative: Students will be evaluated based off of their answers to the analysis questions on the Lab Worksheets.
Summative: Students construct an explanation about how to successfully build a rollercoaster that is geared towards a younger student. Students will use the following vocabulary: height, speed, kinetic energy, potential energy, friction and thermal energy in their explanation. / Formative: Assess students’ written explanations for depth of knowledge, understanding and use of evidence.
Summative: Assess students’ explanations using a rubric and ensuring at least all 6 vocabulary terms were used correctly.
Teacher Notes:
Make sure that students have access to a computer OR iPads with Puffin web browser (make sure it works on your iPads and that the app is installed successfully prior to use)
Make sure students are answering the questions thoroughly and documenting their designs properly on the lab sheet.
Students can then experiment with building a 3-D roller coaster using K’nex or a marble roller coaster using pipe insulation.
Materials needed:
·  Colored Pencils (green, red, orange)
·  Lab sheets photocopied
·  Computer OR iPad with Puffin App installed to allow flash content.