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Roller Coaster Energy Challenge

Grade 9Science5 days

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4.0 (1 rating)

In the Roller Coaster Energy Challenge, 9th-grade science students are tasked with designing and building a roller coaster prototype that demonstrates the Law of Conservation of Energy. Throughout this engaging, 5-day project, students explore the interplay of kinetic and potential energy, using computational thinking and mathematical analysis to calculate energy distribution at critical points, such as loops. The project culminates with students presenting their roller coasters and energy analyses, showcasing their understanding of energy transformations and conservation principles in an applied, real-world context.

Kinetic EnergyPotential EnergyLaw of Conservation of EnergyRoller Coaster DesignEnergy TransformationsMathematical AnalysisModel Building

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can you design and build a roller coaster that effectively demonstrates the Law of Conservation of Energy, focusing on the interplay between kinetic and potential energy, especially in relation to its loops?

Essential Questions

Supporting questions that break down major concepts.

What is kinetic energy and how does it differ from potential energy within a mechanical system?
How can the Law of Conservation of Energy be demonstrated through the construction and functioning of a roller coaster?
What specific design features of a roller coaster influence the distribution of kinetic and potential energy, especially in relation to loops?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand and apply the principles of kinetic and potential energy within mechanical systems.
Students will use computational thinking to assess and explain energy conservation in a roller coaster setting.
Students will design and build a model roller coaster demonstrating energy transformations and conservation principles.
Students will analyze the impact of roller coaster design elements, such as loops, on energy distribution.

State Science Standards

PS.PSc.7.2

Primary

PS.PSc.7.2 Use mathematics and computational thinking to explain the Law of Conservation of Energy in a mechanical system in terms of kinetic and potential energy. Reason: This standard directly involves explaining the Law of Conservation of Energy, which is the primary focus of the roller coaster project. Students will use mathematical calculations to assess kinetic and potential energy, aligning well with the project objectives.

NGSS

HS-PS3-1

Primary

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.Reason: The project involves calculating kinetic and potential energy as parts of a system, aligning with creating a computational model to track energy changes within the roller coaster.

HS-PS3-2

Primary

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of objects and energy associated with the relative positions of objects.Reason: Students will use models (roller coasters) to demonstrate how energy is converted and conserved, focusing on both kinetic (motion) and potential (position) energy.

Entry Events

Events that will be used to introduce the project to students

Roller Coaster Engineer for a Day

Students receive a mysterious package containing blueprints, a letter from a top amusement park, and a set of materials. They are tasked with creating a prototype roller coaster with a loop, analyzing the kinetic and potential energy at various points, and submitting their design for an upcoming park exhibit. This event immediately ties to real-world engineering and physics applications, sparking curiosity about what it takes to design thrilling rides.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Roller Coaster Design Challenge

Students begin by brainstorming and sketching their initial roller coaster designs, focusing on accommodating a loop. This activity will bridge theoretical concepts with practical design skills as they consider energy transformations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the driving and essential questions related to roller coasters and the conservation of energy.

2. Brainstorm different designs and features that could effectively incorporate a loop.

3. Create initial sketches of the roller coaster design, focusing on the locations of kinetic and potential energy.

4. Select a final design by evaluating the feasibility of energy conservation principles.

Final Product

What students will submit as the final product of the activityA detailed sketch of the roller coaster design with annotations on kinetic and potential energy at critical points, especially the loop.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards PS.PSc.7.2 and HS-PS3-2 by developing a model demonstrating energy distribution in a mechanical system.

Activity 2

Energy Analysis Planner

Students will calculate anticipated kinetic and potential energy at various points of their roller coaster designs, applying mathematical concepts to real-world scenarios.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify key points on the roller coaster where energy calculations will be made (e.g., top of a hill, bottom of a loop, etc.).

2. Use mathematical formulas to calculate potential and kinetic energy at these points based on proposed design elevations and speeds.

3. Create a table or chart to document energy values and analyze energy conservation throughout the coaster.

Final Product

What students will submit as the final product of the activityAn energy chart that calculates and compares potential and kinetic energy values at identified points along the coaster.

Alignment

How this activity aligns with the learning objectives & standardsApplies PS.PSc.7.2 by employing mathematics to interpret energy transformations and conservation.

Activity 3

Prototype Construction Workshop

Students translate their designs into physical roller coaster models, using materials provided in their mysterious packages to construct a prototype with at least one loop.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather materials provided for roller coaster construction (e.g., tracks, supports, connecting elements).

2. Assemble the roller coaster according to their design sketches and energy analysis, ensuring alignment with theoretical calculations.

3. Test the prototype to observe if the model roller coaster successfully demonstrates energy transformations.

Final Product

What students will submit as the final product of the activityA physical roller coaster prototype featuring a loop that exhibits the interplay of kinetic and potential energy.

Alignment

How this activity aligns with the learning objectives & standardsRelates to HS-PS3-1 by developing a physical model that illustrates energy changes within a system.

Activity 4

Energy Transformation Investigation

Students conduct investigations to analyze real-time energy transformation on their model roller coasters, validating their theoretical energy calculations and the Law of Conservation of Energy.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Observe and document the movement of the roller coaster through its track, noting areas of high and low kinetic and potential energy.

2. Compare observed energy distribution against theoretical calculations performed in the Energy Analysis Planner.

3. Compile data into a summary report that verifies the Law of Conservation of Energy through evidence from the model roller coaster.

Final Product

What students will submit as the final product of the activityA comprehensive report highlighting observed vs. calculated energy transformations and verifying energy conservation.

Alignment

How this activity aligns with the learning objectives & standardsSupports HS-PS3-2 by using investigations to illustrate energy conversions and supporting theoretical calculations with empirical evidence.

Activity 5

Roller Coaster Exhibition & Reflection

Students present their roller coaster models and findings in a classroom exhibition, demonstrating their understanding of energy conservation and transformations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare a presentation, including a demonstration of the roller coaster model and an explanation of energy analysis findings.

2. Showcase the roller coaster to peers or invited guests, articulating insights into the energy dynamics present in the ride.

3. Reflect on the project as a whole, discussing challenges faced, lessons learned, and how engineering principles were applied.

Final Product

What students will submit as the final product of the activityAn engaging exhibition demonstrating roller coaster functionality and a reflective component encompassing learned outcomes.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates PS.PSc.7.2 and NGSS standards by presenting a comprehensive understanding of energy conservation principles in an engaging, communicative format.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

High School Science Roller Coaster Project Rubric

Category 1

Conceptual Understanding

Evaluating students' grasp of the kinetic and potential energy concepts and the Law of Conservation of Energy.

Criterion 1

Energy Principles

Understanding of kinetic and potential energy and their transformation within a roller coaster system.

Exemplary

4 Points

Demonstrates a comprehensive and sophisticated understanding of kinetic and potential energy with clear, detailed explanations and examples.

Proficient

3 Points

Shows a thorough understanding of kinetic and potential energy with appropriate explanations and examples.

Developing

2 Points

Shows emerging understanding of energy concepts with basic explanations, possibly lacking depth.

Beginning

1 Points

Shows initial understanding of energy concepts with minimal explanations, often incorrect.

Criterion 2

Conservation of Energy

Understanding and explanation of the Law of Conservation of Energy as applied to a roller coaster system.

Exemplary

4 Points

Sophisticated explanation with multiple examples demonstrating energy conservation across different coaster segments.

Proficient

3 Points

Clear and accurate explanation with examples demonstrating energy conservation in key areas.

Developing

2 Points

Basic explanation with limited examples; some segments may not accurately reflect conservation principles.

Beginning

1 Points

Minimal or flawed explanation of energy conservation principles, often missing key components.

Category 2

Design and Application

Evaluating the effectiveness and creativity in designing a roller coaster that showcases energy principles.

Criterion 1

Design Sketch and Annotations

Quality and detail of the roller coaster design sketch, focusing on energy points.

Exemplary

4 Points

Sketch is exceptionally detailed with clear annotations showing precise energy points and transitions.

Proficient

3 Points

Detailed sketch with annotations that clearly identify key energy points.

Developing

2 Points

Basic sketch with some annotations; missing details may confuse energy locations.

Beginning

1 Points

Incomplete sketch with minimal annotations, often unclear or incorrect.

Criterion 2

Prototype Construction

Execution and functionality of the roller coaster prototype.

Exemplary

4 Points

Prototype is fully functional with few to no errors, accurately demonstrating energy transformations.

Proficient

3 Points

Prototype displays minor issues but demonstrates key energy concepts effectively.

Developing

2 Points

Prototype has several issues affecting functionality; some energy concepts are poorly demonstrated.

Beginning

1 Points

Prototype is primarily non-functional, demonstrating little practical understanding of design concepts.

Category 3

Analytical and Presentation Skills

Assessing students’ ability to analyze, report, and present their findings effectively.

Criterion 1

Energy Analysis and Interpretation

The ability to calculate, document, and interpret energy values throughout the coaster.

Exemplary

4 Points

Energy calculations are comprehensive, accurate, and well-interpreted, with clear, insightful explanations.

Proficient

3 Points

Calculations are accurate and interpretations relevant, mostly correctly explaining energy transformations.

Developing

2 Points

Basic calculations and interpretations; some errors present.

Beginning

1 Points

Inaccurate energy calculations with limited or flawed interpretations.

Criterion 2

Presentation and Reflection

Clarity, engagement, and depth of final presentation and reflection on the project’s outcomes.

Exemplary

4 Points

Presentation is highly engaging and clear, with profound reflection on learning processes and outcomes.

Proficient

3 Points

Clear and engaging presentation with substantial reflection on learning outcomes.

Developing

2 Points

Presentation has basic clarity with some reflection; lacks engagement or depth in insights.

Beginning

1 Points

Presentation lacks clarity and reflection, showing minimal engagement with the audience or materials.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most challenging aspect of designing and building your roller coaster, and how did you overcome it?

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Required

Question 2

On a scale of 1-5, how well do you think your roller coaster demonstrated the Law of Conservation of Energy?

Scale

Required

Question 3

Which stage of the project (design, analysis, building, testing) did you find most engaging, and why?

Multiple choice

Required

Options

Design

Analysis

Building

Testing

Question 4

Reflect on how your understanding of kinetic and potential energy evolved throughout this project. How did building and testing your model affect this understanding?

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Question 5

What insights did you gain about the relationship between roller coaster design and energy conservation through this project?

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Required