Coaster Creators. Science/Math Module. Grades 6-8

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1 Science/Math Module Grades 6-8 By Virginia Barrett MAP Team Member Lathrop R-II School District Northwest Regional MAP Center 1

2 Purpose: This module can be used as the culminating activity for a unit of study on motion, forces and energy. The students will construct a roller coaster and answer several questions about force and motion as they apply to roller coasters. The students will find average times and calculate speed. Subject: Science/Math Show-Me Standards Addressed: Knowledge: SC 2, SC7, M 2 Performance: 1.2, 1.4, 2.1, 3.2 Grade Level: 6-8 Materials needed: Module packet (including the student response sheets and the scoring guides that do not give clues to the correct answers), pencil, meter stick, 3 sections (1 meter each) of foam pipe insulation (cut in half lengthwise), 1 marble, masking tape, colored pencils or markers, 1 index card, and 1 stop watch. Time needed: 1-2 forty-five minute periods for constructing roller coaster. 1-2 forty-five minute periods for written parts of module. Instruction for Administration: Present students with the prompt, response sheets, and scoring guides (that do not give clues to correct answers). Go over the instructions and scoring guides so students clearly understand what is expected for the creation of quality responses and products. Pre-Assessment Instructions: The students will need to have prior knowledge of forces, motion and energy, finding averages, determining speed, multiplying and dividing decimals to the tenths, identifying areas of maximum potential and kinetic energies, and identifying areas of acceleration and constant velocity. 2

3 Performance Task Student Prompt Roller coasters are becoming extremely popular and designing new coasters that will attract people to amusement parks has become a competitive and exciting challenge for coaster creators. Not only must coasters be safe, but they must also provide a thrilling ride for their passengers. Your team of physicists has been given the challenge of creating a new and exciting roller coaster for the All-State Amusement Park. You must use the list of materials and the list of coaster requirements to design and build your new coaster. Use Response Sheet #1 to show a drawing of your new coaster. Use Response Sheet #2 to record the data from your test trials of the new coaster. If your model and drawing meet all of the requirements, your coaster may be the one selected for the All-State Amusement Park next year! 3

4 Performance Task Materials Needed * pencil * meter stick * 3 sections (1 meter each) of foam pipe insulation (cut in half lengthwise). * 1 marble * masking rape * colored pencils or markers * 1 index card * 1 stop watch Coaster Requirements * The marble stops within 25 cm of the end of the track. * The coaster contains a minimum of two hills, one loop and one curve. * The first hill is no higher than 1 meter. * The marble stays on the track for the entire ride. * The coaster track is structurally sound and does not move excessively during the demonstration. Instructions * Use things found in the classroom to support your roller caster track, i.e. books, chairs, desks. * Secure the track to the objects used by rolling masking tape and placing on the back side of the track. * Cooperate and be sure all members of your group participate equally. * Use what you have learned about forces and motion to make adjustments in your track when needed. Remember...make small adjustments each time. Use the next page to produce a drawing of your roller coaster. Follow the drawing requirements listed below. Drawing Requirements * The drawing of the coaster is neatly and accurately done. * The drawing uses colors to mark the parts of the track that display acceleration and the parts that display constant velocity. * A key is displayed in the lower right corner of the drawing indicating what each color represents. * The points of maximum potential energy and maximum kinetic energy are labeled on the drawing. 4

5 Student Response Sheet #1 Name of Coaster: 5

6 Student Response Sheet #2 1. Use a stop watch to record the time it takes for your marble to complete the 3 meter track. Do this for three consecutive trials and do not make any alterations to your track between trials. Calculate the average time it takes for your marble to complete the 3 meter track to the nearest tenth of a second and determine the average speed at which it moves. Record your calculations in the charts below and label your numbers. Tmi e ofr hte Marbel ot Travel Trail1 Trail 2 Trail 3 Averag e Speed ofyourmarbel Trail1 Trail 2 Trail 3 Averag e 6

7 Student Response Sheet #3 Use what you have learned about motion, forces and energy to answer the questions below as they relate to roller coasters. 2. What is the force that keeps passengers in their seats when a roller coaster is upside down? 3. What effect does the length of the radius of a circle have on the speed of an object moving around its circumference? 4. What is the force used to pull a coaster down the first hill? 5. What force eventually causes the coaster to come to a stop? 6. How does the height of the first hill affect the speed and distance at which your marble will move? 7

8 Student Response Sheet #4 7. Imagine that the teacher has given you 3 more meters of track to add to your roller coaster. List 3 design changes you could make to maximize speed. 8

9 Performance Task Scoring Guides Coaster Design: Content: SC 2, SC 7 Process: Points: The coaster meets all of the construction and performance requirements. 3 Points: The marble stops before the end of the track and all but one of the requirements are met. 2 Points: The marble stops before the end of the track and all but two of the requirements are met. 1 Point: The coaster meets few of the specifications and the marble does not successfully complete the track OR the marble does not stop before the end of the track. O Points: Other Coaster Drawing: Content: SC 2 Process: Points: The drawing is neat, accurate and contains all the required elements. 2 Points: The drawing is neat, accurate and contains most of the required elements. 1 Points: The drawing is inaccurate but contains some of the required elements. O Points: Other 9

10 Scoring Guides Item 1: Constructed Response Content: M 2 Process: 1.4 Time Table 2 Points: Response includes 3 times and the average time is correctly calculated. 1 Point: Response includes 3 times but the average is incorrectly calculated. O Points: Other Speed Table 2 Points: Response includes 3 speeds and the average speed is correctly calculated. 1 Point: Response includes 3 speeds but the average is incorrectly calculated. O Points: Other Item 2: Constructed Response (Closed) Content: SC 2 Process: Correct answer: centripetal force. 1 Point: Response is correct. O Points: Other Item 3: Constructed Response (Closed) Content: SC 2 Process: Correct answer: The longer the radius of a circle, the slower an object moves around the circumference OR the shorter the radius of a circle, the faster an object moves around the circumference. 1 Point: Response is correct. 0 Points: Other 10

11 Scoring Guides Continued Item 4: Constructed Response (Closed) Content: SC 2 Process: Correct answer: Gravity 1 Point: Response is correct. 0 Points: Other Item 5: Constructed Response (Closed) Content: SC 2 Process: Correct answer: Friction 1 Point: Response is correct. 0 Points: Other Item 6: Constructed Response (Closed) Content: SC 2 Process: Correct answer: The higher the hill, the faster and farther the marble will move. 1 Point: Response is correct. 0 Points: Other Item 7: Constructed Response Content: SC 2 Process: 3.2 Example of appropriate changes: * start at a greater height * use steeper hills * include a greater radius in the loop * add loops * add curves 3 Points: The response includes three appropriate changes. 2 Points: The response includes two appropriate changes. 1 Point: The response includes one appropriate change. 0 Points: Other 11

Title ID Number Sequence and Duration. Age Level Essential Question Learning Objectives

Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives Lesson Activity Design a Roller Coaster (2 sessions, 60-80 minutes) HS-S-C3 Session 1: Background and Planning Lead