Ultimate Ride Coaster Deluxe

Lesson Plan

Created by: Laura Labieniec

 

 

Introduction

This lesson plan is designed for 8th grade students as part of a unit on energy.  The key concepts of this unit are kinetic and potential energy, energy transformations, and the law of conservation of energy.  It is important to note the background information the students will have acquired before they use the computer program.  Prior to this lesson the students will have these terms defined and explained. Also, the students will have constructed a roller coaster out of flexible ¼ inch tubing.  Copper shot will have served as the coaster cars. They will have created this product in small groups.  This roller coaster will have the following requirements: two hills or one hill and one loop, enough momentum to complete the ride, and the only energy source being the potential energy from the placement at the beginning of the coaster. The culminating activity for the unit is an academic math/science field trip to an amusement park.  The hands-on experience enables students to move from the concrete to the abstract in the software program more easily.  A lesson on how to use the computer program will be given beforehand.  Using an LCD projector and allowing students free exploration using the software will accomplish this.

 

 This three-day lesson using the computer program will serve as an extension of the skills and concepts used in their 3D coaster design.  As with the 3D coaster, their simulated computer coaster will have to meet certain requirements. Two different scenarios are provided in order to challenge students at different levels. Any number of challenges could be created.   A “Coaster Challenge Worksheet”that is the same for all students keeps the students focused on content and is an assessment tool.   The software allows for additional criteria such as maximum G force, minimum and maximum altitudes, length of ride restrictions, and accessories such as chains and accelerators.

 

This lesson is expected to take 3 days to complete with class periods that are 42 minutes long. Day 1 is for introducing the task and starting on construction. Day 2 is for completing construction and making the diagram. Day 3 is for completing the diagram and answering the questions as a group.  Independent homework assigned on day 3 is for assessing the individual. 

 

Lesson Objectives

The students will be able to describe the energy transformations as cars travel over a roller coaster.

The students will be able to explain the principle of conservation of energy as it relates to a roller coaster ride.

Materials

Teacher:

7 laptops with Ultimate Ride Coaster Deluxe installed

Coaster Challenge Sheet A and Challenge Sheet B

Chart paper with student groups and assigned computer and lab station

Student:

Writing utensil

Notes on kinetic and potential energy from previous class lessons

Lesson Sequence –Day 1

Initiation:

 

Begin by reviewing some of the challenges students had when constructing their flexible tubing coaster. Prompt students with the following questions:

  1. Why did your coasters have to start with a hill? It needs enough potential energy to carry it to the end of the ride.
  2. Why does the first hill have to be higher than every hill after it? Energy is lost as heat and sound.
  3. Why are loops placed at the beginning of the ride rather than at the end? So there is enough momentum to get the cars completely around the loop.
  4. What provides the energy to the cars at the beginning of your coaster? Your arm as it lifts the BB.
  5. What provides the energy to move the cars to the first hill on a real coaster? A motorized track

 

Then I will explain that in the real world engineers use computer programs to design and test roller coasters.  The students’ task is to design a coaster with specific requirements that I will give them.  The track style and environment is their choice. They may also choose props if they like.  They will be working in groups of three that I have chosen. Today their goal is to begin their coaster but they must save it for tomorrow. The chart paper on the easel lists all the groups and the lab stations they will be working at. 

 

Activity:

Have students move to the appropriate lab station and distribute the Challenge Sheet (A) and Challenge ( B) that is appropriate for that group. 

 

Monitor each small group for understanding of the task.

 

Closure: The last 7 minutes of class.

Remind students to save their designs and log off the computer.

Gather students back at their desks.  Ask students for any problems they encountered or any question they have about the task. 

 

 

Lesson Sequence-Day 2

Materials

Teacher:

7 laptops with Ultimate Ride Coaster Deluxe installed

 Coaster Challenge Worksheet-one per student

Student:

Writing utensil

 

Initiation:

Begin by asking students what their goal is today. Complete their design

I will then explain that they will need to create a labeled diagram of their coaster and answer a few questions about energy.  Each member of the group should fill out an assessment sheet but they may help each other with the questions.  They will need the information on it to complete another assignment that they will do independently.

 

Hand out the  Coaster Challenge Worksheet and go over the directions and questions.

 

Activity:

The students will work in their assigned small groups to complete their design and begin their worksheet.

 

Monitor students in their small groups.

 

Closure: The last 7 minutes of class.

  • Remind students to save their designs and log off the computer.
  • Gather students back at their desks.  Ask students for any problems they encountered or any question they have about the worksheet.
  • Ask each group briefly share one part of their design where energy is transformed
  • Ask how many groups need time to finish the next day.  Remind students to bring their  Coaster Challenge Worksheet with them to class tomorrow.

 

Lesson Sequence-Day3

Materials

Teacher:

 7 laptops with Ultimate Ride Coaster Deluxe installed

Homework /final assessment sheet-one per student

 

Student:

Writing utensil

 Coaster Challenge Worksheet from yesterday.

 

Initiation:

Tell students that they must complete their design and  Coaster Challenge Worksheet today in the first half of the class period.  Have students go directly to their station to being working.

 

Activity:

This is a continuation of yesterday’s work for the first half. (Approximately 15 minutes.)

Monitor students in their small groups.

 

Transition-

Have students log off computers and move back to their desks with their  Coaster Challenge Worksheet.

 

Activity:

Conduct a whole group discussion using the questions on the  Coaster Challenge Worksheet. Students may hold up diagrams of their design or draw it on the board or overhead.

 

Closure: 

Ask the students the following:

  • Compare this activity with making a coaster out of flexible tubing?
  • Describe how your knowledge of kinetic and potential energy helped you design a roller coaster in each of these activities.

 

Hand out the Homework /final assessment sheet-Read through the questions and ask if any students need clarification.

 

Evaluation

Assessment of understanding of content and its application will be done through teacher observation of the students as they work in small groups, through whole group discussions and the responses on the Coaster Challenge Worksheet.  An assessment of content understanding and application of individual students will be accomplished by the final homework assessment that requires students to write an expository paragraph that synthesizes the concepts used.

 

Supporting Internet Links:

   Amusement Park Physics            http://www.learner.org/exhibits/parkphysics/

  Provides information on the history of a variety of amusement park rides, how the rides works, a physics glossary and interactive section.

 

Supplemental Materials:

 

Roller Coaster Challenge A

 

Your task is to design a coaster that meets the following requirements:

  • The ride must sustain enough momentum to finish the ride.
  • The ride must be less than 1:00.00 minute long.
  • The coaster must have two hills
  • The vertical G force must be less than 5.00G

 

You may choose any track type and environment you like.  You may add loops and/or additional hills. You may add props.  Have fun and enjoy the ride.

 

 

 

 

Roller Coaster Challenge B

 

Your task is to design a coaster that meets the following requirements:

  • The ride must sustain enough momentum to finish the ride.
  • The ride must be less than 1:00.00 minutes long.
  • The coaster must have two hills and one loop
  • The vertical G force must be less than 5.00G
  • The coaster height is less than 250 feet but at least 50 feet.

 

You may choose any track type and environment you like.  You may include additional loops and/or hills. You may add props.  Have fun and enjoy the ride.

 

 

 

 

 

Name __________________________________________Period ___ Challenge ______

 

 Coaster Challenge Worksheet

Directions:  In the space below create a simple line diagram of you coaster.  Label your coaster with the following:

  • Give each hill and loop a letter designation  ex. Hill A   Loop C
  • Label the altitude of each hill and loop.
  • Name your coaster.

Then answer the questions in the space provided.

 

Roller Coaster Diagram

 

 

Coaster name ____________________________________________________________

 

  1. What is the greatest G force experienced during a ride? 

 

  1. Where does this G force occur on your coaster?

 

 

  1. Describe the location of any chains or accelerators used in your design.  Explain why you placed them where you did.

 

 

  1. If you did not use any chains or accelerators explain why these were not necessary.

 

 

  1. Describe locations on your coaster where the cars have potential energy.

 

 

  1. Where is potential energy the greatest?

 

  1. Describe locations on your coaster where potential energy is transformed into kinetic energy.

 

 

  1. Where is kinetic energy the greatest?

 

 

  1. Explain in terms of kinetic and potential energy why the first hill must be the highest if chains and accelerators are not permitted on any other hill.

 

 

  1. If you moved your coaster to the moon where there is less gravity how might the ride change in terms of excitement and energy?

 

 

 

Name ___________________________________________period____ Challenge _____

 

Roller Coaster Homework- Final Assessment

 

Directions:  Please answer the following question in a paragraph.  Use complete sentences and correct spelling.  Use specifics from your coaster design to support your statements.  Staple your Coaster Challenge Worksheet to this page.

Challenge sheet-25 points

Final assessment-25 points

Total for project=50 points

 

Analyze your coaster ride from start to finish in terms of kinetic and potential energy.  Include in your discussion all relevant energy forms, where and when on the ride the energy transformations are occurring.  Relate the principle of “conservation of energy” to the energy transformations.  You may include diagrams.

 

 

 

Last revised 4/02/03