Roller Coaster Design Roller Coaster Design Technology ProjectTechnology Project

Kelly MajewskiKelly MajewskiEllis Middle SchoolEllis Middle SchoolSchool District USchool District U--464688thth Grade ScienceGrade Science

This learning activity was developed as part of the requirements for the Aurora University/ District U-46 graduate credit course Design Problem Based Learning: OEDC 6047, Summer 2006, under the guidance of instructor Richard Levine.

ProjectProject--Based LearningBased LearningStudents will be answering the following Students will be answering the following question: “How do roller coaster designs question: “How do roller coaster designs obey the laws of physics?” obey the laws of physics?” Students will answer this question as a Students will answer this question as a culminating project after a unit on energy, force, culminating project after a unit on energy, force, and motion. and motion. Students will investigate the laws the physics Students will investigate the laws the physics that take place on a roller coaster as they build that take place on a roller coaster as they build their own roller coasters with pipe insulation their own roller coasters with pipe insulation tubing, tape, and a marble (the passenger). tubing, tape, and a marble (the passenger). They will further calculate the speed of their They will further calculate the speed of their design. They will use the process of design design. They will use the process of design technology to make a book of their designs and technology to make a book of their designs and findings.findings.

Goals and CurriculumGoals and CurriculumIllinois Learning StandardsIllinois Learning Standards

11.B.3a11.B.3a Identify an actual design problem and establish criteria for Identify an actual design problem and establish criteria for determining the success of a solution. determining the success of a solution. 11.B.3b11.B.3b Sketch, propose, and compare design solutions to the Sketch, propose, and compare design solutions to the problem considering available materials, tools, cost effectiveneproblem considering available materials, tools, cost effectiveness, ss, and safety. and safety. 11.B.3c11.B.3c Select the most appropriate design and build a prototype. Select the most appropriate design and build a prototype. 11.B.3d 11.B.3d Test the prototype using available materials, instruments Test the prototype using available materials, instruments and technology and record the data. and technology and record the data. 11.B.3e11.B.3e Evaluate the test results based on established criteria, note Evaluate the test results based on established criteria, note sources of error and recommend improvements. sources of error and recommend improvements. 11.B.3f11.B.3f Using available technology, report the relative success of Using available technology, report the relative success of the design based on the test results and criteria.the design based on the test results and criteria.12.C.3a 12.C.3a Explain interactions of energy with matter includingExplain interactions of energy with matter includingchanges of state and conservation of mass and energy. changes of state and conservation of mass and energy. 12.D.3a12.D.3a Explain and demonstrate how forces affect motion. Explain and demonstrate how forces affect motion.

Essential QuestionsEssential QuestionsHow can physical science be observed How can physical science be observed in our every day lives?in our every day lives?How can science laws describe what is How can science laws describe what is happening in the world?happening in the world?How do scientists use the process of How do scientists use the process of technological design to constantly technological design to constantly redesign and improve items?redesign and improve items?How do scientists build on the How do scientists build on the knowledge of others to further knowledge of others to further technology?technology?How do science and technology work How do science and technology work together to bring us the items we have together to bring us the items we have today?today?

InterdisciplinaryInterdisciplinary ConsiderationsConsiderationsThis project incorporates math skills as students This project incorporates math skills as students calculate the speed of their roller coasters calculate the speed of their roller coasters (Speed = Distance/Time). (Speed = Distance/Time).

I will ask the math teacher on my team to spend I will ask the math teacher on my team to spend a short period of time discussing how variables a short period of time discussing how variables can be manipulated to solve for distance and can be manipulated to solve for distance and time as well. Also, the math teacher can discuss time as well. Also, the math teacher can discuss what happens to speed as distance and time what happens to speed as distance and time increase and decrease. increase and decrease. The students benefit by seeing how math and The students benefit by seeing how math and science are interrelated. science are interrelated.

TimelineTimelineThis project will take approximately two weeks to complete.This project will take approximately two weeks to complete.

Day 1 Day 1 –– View United Streaming clips on roller coasters and take notes.View United Streaming clips on roller coasters and take notes.Day 2 Day 2 –– View Roller Coaster movie by Nova and take notes.View Roller Coaster movie by Nova and take notes.Day 3 Day 3 –– Use the internet to further read and take notes. Practice Use the internet to further read and take notes. Practice building roller coasters on building roller coasters on www.learner.org/exhibits/parkphysicswww.learner.org/exhibits/parkphysics

Day 4 Day 4 –– Decide on a first design with group and sketch it.Decide on a first design with group and sketch it.Day 5 Day 5 –– Build sketch with group, try it out, identify design problems, Build sketch with group, try it out, identify design problems, and and establish criteria for a successful roller coaster.establish criteria for a successful roller coaster.Day 6 Day 6 -- Sketch two or three new designs to improve roller coaster Sketch two or three new designs to improve roller coaster considering available materials, tools, cost effectiveness, and considering available materials, tools, cost effectiveness, and safety. safety.

Day 7 Day 7 –– Pick one sketch to build final prototype and calculate speed.Pick one sketch to build final prototype and calculate speed.Day 8 Day 8 –– Write conclusion and use notes from days 1Write conclusion and use notes from days 1--3 to explain and 3 to explain and make a diagram of three to four forces acting on the roller coasmake a diagram of three to four forces acting on the roller coaster and ter and how these forces affect motion. Lastly, explain two to three fohow these forces affect motion. Lastly, explain two to three forms of rms of energy used by the roller coaster to transfer energy. energy used by the roller coaster to transfer energy. Day 9 Day 9 –– Share books with other students in class and share books with Share books with other students in class and share books with 77thth grade students. Take books home at night to share with parentsgrade students. Take books home at night to share with parents. .

Target Audience and Other Target Audience and Other ParticipantsParticipants

Students will share their books with three other people. Students will share their books with three other people. After they have read and explained the book, the person After they have read and explained the book, the person they shared the book with will sign a sheet and comment on they shared the book with will sign a sheet and comment on the book and how well the student did in explaining the the book and how well the student did in explaining the physics laws used by a roller coaster. See physics laws used by a roller coaster. See comment comment sheet.sheet.The first person they will share the book with is another The first person they will share the book with is another student from class. student from class. The second person they will share the book with is a 7The second person they will share the book with is a 7thth

grade student. I will ask the 7grade student. I will ask the 7thth grade teachers if my grade teachers if my students can share their books with the 7students can share their books with the 7thth graders. This graders. This should only take 10should only take 10--15 minutes of their class time. 15 minutes of their class time. The third person they will share the book with is their The third person they will share the book with is their parent/guardian or another adult if neither parent is parent/guardian or another adult if neither parent is available.available.

Project LevelProject LevelBloom’s TaxonomyBloom’s Taxonomy

Knowledge Knowledge –– Students will name the forces and forms of energy Students will name the forces and forms of energy acting in the roller coaster.acting in the roller coaster.ComprehensionComprehension –– Students will identify design problems. They will Students will identify design problems. They will describe how forces affect motion and how energy is transferred.describe how forces affect motion and how energy is transferred.Application Application –– Students will sketch a first design and two or three Students will sketch a first design and two or three improved designs. Students will make a diagram showing how improved designs. Students will make a diagram showing how forces affect the motion of the roller coaster.forces affect the motion of the roller coaster.AnalysisAnalysis –– Students will analyze data collected, report on the Students will analyze data collected, report on the success of the design, and state what was learned from their success of the design, and state what was learned from their designs and testing based on test results in the conclusion.designs and testing based on test results in the conclusion.SynthesisSynthesis –– Students will design and assemble their own roller Students will design and assemble their own roller coasters. They will construct a data table, collect data, and coasters. They will construct a data table, collect data, and calculate speed. calculate speed. EvaluationEvaluation –– Students will evaluate and compare new designs to Students will evaluate and compare new designs to pick one to build a final prototype. They will assess their finpick one to build a final prototype. They will assess their final al prototype for sources of error and recommend further prototype for sources of error and recommend further improvements. improvements.

TechnologyTechnologyStudents will use technology as they view clips Students will use technology as they view clips and a movie about roller coasters to take notes. and a movie about roller coasters to take notes. Students will use the internet to further take Students will use the internet to further take notes on how energy and forces are acting on notes on how energy and forces are acting on roller coasters. roller coasters. Students will build a roller coaster on an internet Students will build a roller coaster on an internet site to see how physics laws contribute to the site to see how physics laws contribute to the design. Their final roller coaster will be evaluated design. Their final roller coaster will be evaluated for them, so they can see how safe and fun their for them, so they can see how safe and fun their design turned out. design turned out. Students will be given extra points for neatness if Students will be given extra points for neatness if they choose to type up the information that is they choose to type up the information that is placed the book.placed the book.

Roles of StudentsRoles of StudentsEach student will be responsible for turning in Each student will be responsible for turning in their own design book. They will work in their own design book. They will work in groups of three to four to build the roller groups of three to four to build the roller coasters. coasters. We will discuss the different roles and tasks We will discuss the different roles and tasks that need to be accomplished during building that need to be accomplished during building and testing, such as timer, recorder, marble and testing, such as timer, recorder, marble launcher, and builder. launcher, and builder. The students will choose and divide up the The students will choose and divide up the tasks in their groups. tasks in their groups. Students will be actively engaged in the Students will be actively engaged in the project as they design, construct, test, and project as they design, construct, test, and analyze their own ideas. analyze their own ideas.

Students as Problem SolversStudents as Problem SolversStudents will be responsible for Students will be responsible for coming up with their own sketches coming up with their own sketches and designs. They will identify design and designs. They will identify design problems and rebuild their roller problems and rebuild their roller coasters with improvements. coasters with improvements. Students will choose what role and Students will choose what role and task they will accomplish in their task they will accomplish in their group. group. I will tell the students what information I will tell the students what information needs to be on each page of the needs to be on each page of the book, and then they will add their own book, and then they will add their own creativity and organization. creativity and organization.

Managing Student Managing Student GroupsGroups

On the third day after their research is complete, I will On the third day after their research is complete, I will collect their notes and evaluate them for depth and collect their notes and evaluate them for depth and accuracy. The notes will be given back to students to accuracy. The notes will be given back to students to add to or fix if they need to be. I will keep their notes add to or fix if they need to be. I will keep their notes and give them back to them when they are ready to and give them back to them when they are ready to complete the final page of the book. complete the final page of the book. Students will determine their roles and tasks in their Students will determine their roles and tasks in their groups. groups. Students will be told what page or pages to work on Students will be told what page or pages to work on that day with brief instructions on what the that day with brief instructions on what the page(spage(s) ) should include, so students know exactly what they should include, so students know exactly what they should be doing during class. should be doing during class.

CheckpointsCheckpointsI am going to have three different checkpoints I am going to have three different checkpoints during the project. See during the project. See checklistchecklist

11stst –– When research is complete, after day three, When research is complete, after day three, the students will turn in their notes. the students will turn in their notes. 22ndnd –– After day five students will need to have After day five students will need to have completed the cover through page 2.completed the cover through page 2.33rdrd –– After day seven students will need to have After day seven students will need to have completed up to page 6.completed up to page 6.

If a student does not have his/her work completed If a student does not have his/her work completed for that checkpoint, I will have a discussion with for that checkpoint, I will have a discussion with him/her to determine if the student needs additional him/her to determine if the student needs additional help or if we need to make a plan to make sure the help or if we need to make a plan to make sure the book is completed on time.book is completed on time.

Working with Others Outside Working with Others Outside the Classroomthe Classroom

I am going to have my students share their I am going to have my students share their books with the 7books with the 7thth grade students, so they grade students, so they can explain their book to someone can explain their book to someone younger. younger.

By sharing their books three times this will By sharing their books three times this will help solidify the physics concepts they help solidify the physics concepts they have learned.have learned.

Technological ResourcesTechnological Resources

Conceptual/Language Readiness Conceptual/Language Readiness I will give them the web sites that I will give them the web sites that they will use to do their research. they will use to do their research. This way I will know that the sites This way I will know that the sites are appropriate in content and level. are appropriate in content and level. See approved See approved sitessites

The students will view video clips The students will view video clips and a movie before using the and a movie before using the internet, so this will help build prior internet, so this will help build prior knowledge when they do the reading knowledge when they do the reading from the web sites.from the web sites.

Technological ResourcesTechnological ResourcesTechnical Readiness Technical Readiness

I will check to make sure the students I will check to make sure the students have turned in the form to use the have turned in the form to use the internet.internet.The students need to know how to The students need to know how to navigate to different sites, but I will give navigate to different sites, but I will give them the sites they can use.them the sites they can use.The students may choose to type the The students may choose to type the information that is put in their books. information that is put in their books. I will review with them how to make a I will review with them how to make a table in Microsoft Word for any students table in Microsoft Word for any students that are interested. that are interested.

Technological ResourcesTechnological Resources

Research Skill ReadinessResearch Skill ReadinessI will review with the students how to take I will review with the students how to take good notes, and I will provide them with a good notes, and I will provide them with a sheet of the concepts they need to focus sheet of the concepts they need to focus on. on. I will give them approved web sites to I will give them approved web sites to conduct their research. conduct their research.

Assessing Students and Evaluating Assessing Students and Evaluating ProductsProducts

Students will become active learners as Students will become active learners as they design, modify, and test their own they design, modify, and test their own roller coasters. They will actively work on roller coasters. They will actively work on a few pages of their books every day. a few pages of their books every day. The students will be allowed to suggest The students will be allowed to suggest criteria for what makes a good book. criteria for what makes a good book. The students will be provided with a rubric The students will be provided with a rubric before the project begins so they know before the project begins so they know what is expected of them. what is expected of them.

See See rubricrubric