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Understanding by Design: Complete Collection Understanding by Design

8-2011

Life Is Like a Rollercoaster (Physics)

Michelle Hockley
Trinity University

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Hockley, Michelle, "Life Is Like a Rollercoaster (Physics)" (2011). Understanding by Design: Complete Collection. 159.
http://digitalcommons.trinity.edu/educ_understandings/159

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 UNDERSTANDING BY DESIGN

Unit Cover Page

Unit Title: Life Is Like a Rollercoaster (Physics)

Grade Level: 6th Grade

Subject/Topic Area(s): Physics-Force, Work, Motion and Energy

Designed By: Michelle Hockley

Time Frame: 4 weeks

School District: Northside Independent School District

School: William P. Hobby Middle School

School Address and Phone: 11843 Vance Jackson

San Antonio, TX 78230
phone: 210- 397-6300

Brief Summary of Unit (Including curricular context and unit goals):

The main goal of this unit is for students to formulate a basic understanding of the mechanical
physics concepts of force, work, motion and energy. Simple machines were examined in
elementary school science so a review of these concepts is included in the unit. Then force,
work, motion and energy are introduced with emphasis on lab work during which students will
take the information and apply it.

The final assessment of the unit is a performance task in which students will independently
design and create a rollercoaster with the requirements that it must be fun, safe and
educational. The educational component will include Newton’s Laws of Motion, graphing of
speed and motion, and potential vs. kinetic energy.
 Unit: Force, Work, Motion and Energy

Grade: 6th Grade Science

Stage 1 – Desired Results

Transfer
Students will independently use their learning to…
Established Goals
(e.g., standards) Design a safe and fun rollercoaster that demonstrates the mechanical physics
concepts of force, work, motion and energy.
• TEKS 6.8E investigate Meaning
how inclined planes
Understandings Essential Questions
and pulleys can be
Students will understand that…. • To Work or Not to Work?
used to change the
amount of force to
• If unbalanced forces are exerted on • Is the Force strong with
move an object a body, it will change the direction you?
of motion. • Why would you want
• TEKS 7.7A contrast • If the forces are balanced on an
situations where simple machines in your
object, the object will be at rest life?
work is done with
different amounts of and not moving. • Are you balanced?
force to situations • Simple machines change the • Which is more important
where no work is amount of force needed to move in life-potential or kinetic
done such as moving an object. energy?
a box with a ramp • Every form of energy is either
and without a ramp, potential or kinetic energy.
or standing still
• TEKS 6.8B identify Acquisition
and describe the Knowledge Skills
changes in position, Students will know… Students will be able to…
direction, and speed
of an object when • Vocabulary: force, balanced forces, • Calculate average speed
acted upon by unbalanced forces, gravity, using distance and time
unbalanced forces. buoyancy, motion, inclined plane, measurements
• TEKS 6.8D measure input force, Joule, load, machine, • Calculate work using
and graph changes in net force, Newton, output force, force and distance
motion speed, pulley, work. measurements
• Speed is equal to distance divided • Measure and graph
• TEKS 6.8A compare
and contrast by time. changes in motion
potential and kinetic • Work is equal to force times • Distinguish between
energy distance. potential and kinetic
• Newton’s Laws of Motion energy
 Stage 2 – Evidence

COD Evaluative
E Criteria
(M (for rubric)
or T)
Performance Task(s)
Students will demonstrate meaning-making and transfer by…
T • Fun and • Designing and creating with a physical model, computer
appealing design model or a drawing of a rollercoaster for Fiesta Texas.
• Accurate model Include at least two simple machines in the design. There
or drawing must be at least one loop and one steep drop in the design.
• Accurate graph The rollercoaster must change directions at some point and
of the motion of go from forward moving to backwards moving.
M/T the rollercoaster • Creating a graph of the motion of the rollercoaster.
M/T • Correct labeling • Creating an advertisement brochure that explains and
of types of illustrates why your rollercoaster is not only safe and fun,
energy and but also how it is educational because it follows the concepts
demonstration of Newton’s Laws of Motion. The educational section of the
of Newton’s brochure must also describe the locations on the
Laws of Motion rollercoaster where potential energy or kinetic energy is
present.

-------------------------------------------------------------------------------------------
-------
Other Evidence (e.g., formative)

Quizzes, Exit Tickets and Informal Checks for Understanding

Stage 3 – Learning Plan

COD Pre-Assessment
E How will you check students’ prior knowledge, skill levels, and potential misconceptions?
(A, • Students will take a survey to assess prior knowledge about force, work, motion and energy
• Students will be asked the essential questions in a group discussion format
M, T)
Learning Activities Progress
Monitoring (e.g.,
Day 1 formative data)
A • To Work or Not to Work? (Hook) (essential question)
-Students perform scenarios in the classroom and decide as a class if
work is being done or not.
(ex. Carrying books across a room versus picking up books) Pre-assessment
A • Is the Force strong with you? (essential question) of prior
-Students will discuss in groups what “force” means to them. knowledge
 Day 2
• Interview Famous Scientists (Jigsaw)
A/M -Students will interview three students portraying Aristotle, Galileo
and Newton
-Students that interview the scientists will create posters with the
physic concepts that the scientists discovered. The posters must
include a drawing of the concept as well as a written explanation.

Day 3
• To Work or Not to Work? Explanations & Calculating Work
A/M • Work Scenarios- Students go to different stations. At each station is
a card describing a scenario. Students must decide in their group if
work is being done and the reason for their decision. If work is
being done, they must also calculate how much work is being done.

Day 4
• Continuation of Work Scenario Stations. Exit Ticket with
M • Students must calculate showing their work on the white boards three work
some examples of work given to them. scenarios and
• Exit Ticket with three scenarios. calculating work
to check for
understanding
Day 5
• Simple Machines Review- (computer lab)
M -Students will watch a BrainPOP video on simple machines.
-Students will go to the following website:
http://www.hopkinton.k12.ma.us/hopkins/curriculum_activities/si
mplemachines/index.htm
Information regarding simple machines is on the website. -- Quiz over simple
Students will use the information to answer questions on the machines
worksheet.
-Students will take a quiz on the computer.
Day 6
• Force Lab- Objective: To compare the amount of force needed to
T move an object with and without the use of inclined planes or
pulleys.
-Students will record data on direction change, distance and input Lab assessment
force.
-Students will graph results and make a conclusion.

Day 7
M • Force and Work Quiz
A
• Balancing Act (hook)
-Bring in an animal perched on a branch/item and ask students what
Quiz over force
are the forces acting upon the animal. Ask students if the forces are
and work
balanced or unbalanced.
 Day 8
A/M • Motion and Speed Notes with powerpoint.
-Students will enter Cornell notes into their interactive notebooks. Summarize notes
Day 9
• Are you balanced? (essential question)
M • Balanced or Unbalanced Forces?
-Students will create a Venn diagram to compare and contrast
balanced and unbalanced forces. Venn diagram
-Students will draw a resultant vector arrow to indicate the direction
and amount of net force for different situations.

Day 10
• Speed Olympics- (outside)
M -In a group, students will choose one activity that involves doing
something “the fastest” such as running, pushing a ball with their
noses or doing a set number of jumping jacks. Students will do the
activity while another person in the group takes accurate data on
how long it took each person to complete the activity. The results
will be posted on the Elmo and then as a class we will decide which
activity could be used to calculate speed and which ones could not
(must have distance to calculate speed). Students will calculate the
speed of these activities and share results with class.

Day 11
• Matching Motion and Speed
M -Direct instruction on how to graph motion and speed using
examples from the Speed Olympics (model graphing of motion and
speed). Matching cards
-As a class, graph more examples from the Speed Olympics. to check for
-In pairs, students will match cards that have a graph of speed and understanding
motion on half of the cards and the other half have a “story”.

Day 12
• Representing Motion Lab (start outside for data) –
T Objective: Demonstrate that changes in motion can be measured
and graphically represented. Lab assessment
-Students will compare results from a “snail walk” and a “power
walk”.

Day 13
• Force and Motion Quiz
M • Roll Back Toy (hook) Quiz over force
A -Students will create a toy with a coffee can that represents energy and motion
of motion (kinetic) and stored energy (potential)
Increase students' awareness of kinetic energy by having them:
-Identify objects in motion around them
 -Discriminate between fast and slow moving objects
-Compare how various objects move (walk, roll, jump, etc.)
-Analyze if still objects are really moving (e.g., a plant)

Day 14
• Which is more important in life- potential or kinetic energy?
M (essential question)
Summarize
• Potential vs. Kinetic Energy Notes w powerpoint.
Notes
-Students will enter Cornell notes into their interactive notebooks.

Day 15
• Bounce the Ball Lab-
T
Objectives:
-Illustrate the relationship between potential and kinetic energy.
-In this activity, students will investigate the relationship between
height and the amount of stored energy. Students should
understand that potential energy transforms to kinetic energy.
Day 16

T • Comparing Potential and Kinetic Energy

-In pairs, Students will sort cards that represent kinetic energy into Venn diagram
one column and the cards that represent potential energy into
another column.
-Independently, Students will create a Venn diagram comparing
potential and kinetic energy.

Day 17
• Buffer Day Transfers
Day 18 learning to a
realistic situation
T • Introduce and Assign Performance Task with learner
-Students will begin to create their rollercoaster design independence
Day 19
• Continue Performance Task

Day 20
• Complete Performance Task
 Life Is Like A Rollercoaster

• You are a mechanical engineer that designs roller coasters. Fiesta Texas is looking for a new and
exciting rollercoaster to add to their theme park in San Antonio. You would like to design that
new rollercoaster, but there is a lot of competition among engineers designing roller coasters.
You will have to convince the executives at Fiesta Texas that you have the most safe, fun and
educational design for a rollercoaster.

• Give your rollercoaster an awesome name!

• Your design can be shown as a physical model, computer model, or a drawing.

• Your rollercoaster must include at least one loop and one steep drop.

• You must include at least two simple machines in the design of your rollercoaster.

• You must create a marketing proposal brochure that explains to Fiesta Texas why your
rollercoaster design is safe, fun, and educational. In the educational section you must include
the following:

1. An analysis of how your rollercoaster follows Newton’s laws of motion.

2. An explanation of the simple machines that you used to create your rollercoaster. Also,
label on your model or drawing where the simple machines are located.
3. A graph of the changes in speed and motion of the rollercoaster.
4. Label on your model or drawing where potential energy occurs and where kinetic energy
occurs.
 Due Date:

Name___________________________ Date Submitted_________

Rollercoaster Design Rubric

0-2 points 6-7 points 8-9 points 10 points
Design Vague, non- Limited details Solid roller Detailed roller
detailed line in drawing coaster design, coaster design,
drawing includes theme and name
possible theme, present, energies
some energies, labeled,
etc. Newton’s Laws
indicated
Coaster Model Model of coaster Model is Model is Model is
is incomplete completed but completed on completed on
construction time time and exhibits
appears shaky strong
construction
Or Drawing Not Accurate Barely Somewhat Clearly resembles
resembles the resembles the coaster
coaster coaster
Attractive Model/Drawing Unacceptable Neat Done in color, Done in color,
very neat, labels are typed
labels are
handwritten
Types of Energy Labeled Not labeled One type of Two types of Three or more
energy labeled energy are types of energy
labeled are labeled
Newton’s Laws Labeled Not labeled One of Two of All three Laws
Newton’s Laws Newton’s Laws are labeled
is labeled are labeled
Would Attract Visitors Not Attract Minimal Moderate Strong attraction
attraction attraction

Requirements No loop or steep Either loop or At least one At least one loop
drop steep drop loop and one and one steep
missing steep drop drop included
included plus extra ones
Calculations 3 or more 2 or more 1 or more No mistakes in
mistakes in mistakes in mistakes in computation
computation computation computation
Graph Not present Present with Present with a No inaccuracies
several few
inaccuracies inaccuracies
Earned Points = ____/90