PROJECT OVERVIEW Page 1 s9

Project Overview page 1
Name of Project: / The Physics of Thrills Roller Coaster / Duration: / 15 Days
Subject/Course: / Physics / Teacher(s): / Grade Level: / 9-12
Other Subject Areas to Be Included: / Algebra I
Project Idea / Students will research individual amusement park rides and learn about specific topics (conservation of momentum with bumper cars, maximum and minimum acceleration and velocity from the periodic motion of a pendulum ride, centripetal acceleration and force with vertical spinning rides, rotational motion with horizontal spinning rides, and free fall with drop tower) along with force diagrams and the conservation of energy. This research will lead to each student bringing their knowledge to the group to help with the building of a roller coaster.
Driving Question / What physics principles cause a roller coaster to be a thrill ride and how do we explain these principles clearly?
Content Standards to be taught and assessed: / Physics (6)Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
(A)investigate and calculate quantities using the work-energy theorem in various situations;
(B)investigate examples of kinetic and potential energy and their transformations;
(C)calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;
(D)demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension;
Algebra 1 (1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:
(C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;
(E) interpret and make decisions, predictions, and critical judgments from functional relationships.
Algebra 1 (3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations. The student is expected to:
(A) use symbols to represent unknowns and variables;
21st Century Skills to be taught and assessed: / Collaboration:
· Demonstrate ability to work effectively and respectfully with diverse teams
· Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
· Assume shared responsibility for collaborative work, and value the individual contributions made by each team member / Critical Thinking:
· Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
· Effectively analyze and evaluate evidence, arguments, claims and beliefs
· Analyze and evaluate major alternative points of view
· Synthesize and make connections between information and arguments
· Interpret information and draw conclusions based on the best analysis
· Reflect critically on learning experiences and processes
Communication:
· Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
· Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
· Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
· Utilize multiple media and technologies, and know how to judge their effectiveness a priority as well as assess their impact
· Communicate effectively in diverse environments
Major Products & Performances / Group: / Teams develop a brochure that contains information on all sections of the individual physics studied by each group member. The brochure should be professional and interesting to high school amusement park riders. / Presentation Audience
 Presentation Audience:

  Class
 School
X / Class
School
Community
Individual: / Students individually research amusement park rides to explain the physics behind them. / Experts
Web
Other:
Project Overview page 2
Entry Event to
launch inquiry,
engage students: / Students are roller coaster designers who have been hired to build a roller coaster and design a brochure to explain the physics behind the coaster. See the Entry Document.
Assessments / Formative Assessments
(During Project) / Quizzes/Tests / Practice Presentations
Journal/Learning Log / Notes
Preliminary Plans/Outlines/Prototypes / X / Checklists / X
Rough Drafts / Concept Maps
Online Tests/Exams / Other: Worksheets
Summative Assessments
(End of Project) / Written Product(s), with rubric:
Roller Coaster Brochure Due Day 14 / X / Other Product(s) or Performance(s), with
rubric: Roller Coaster Running Day 15
Oral Presentation, with rubric / Peer Evaluation
Multiple Choice/Short Answer Test / Self-Evaluation
Essay Test / Other:
Resources Needed / On-site people, facilities:
Equipment: / Computer and Internet Access
Materials: / Pipe Insulation and other building materials
Community resources:
Reflection Methods / (Individual, Group, and/or Whole Class) / Journal/Learning Log / X / Focus Group
Whole-Class Discussion / X / Fishbowl Discussion
Survey / Other: / X