Science Lesson Planning Template
Context Issues of the Lesson
Unit or Lesson Title:
Grade Level
Topic/Theme/Nature
of the Investigation:
NGSS Performance
Expectation(s)
NGSS Dimension 1
component
NGSS Dimension 2
component
NGSS Dimension 3
component
Duration:
Roller Coaster
11
thgrade
Students will explore math and science concepts by developing and building an amusement park ride as a way to attract people to the city.
HS-ETS1-3
HS-ETS1-4
HS-ETS1-1
HS-ETS1-4
Planning Stages Within the 5-E Inquiry Model
Engage
PURPOSE:
To have students view examples of many popular roller coasters in motion and describe what makes them so thrilling to ride on.
To have students share their own experiences of riding roller coasters.
What is the teacher doing? What are the students doing?
Explore
PURPOSE:
To have students apply the concepts of centripetal acceleration and g-force.
To have students’ design and test accelerometers and apply the concepts to calculate the g-forces present in the turns of a roller coaster.
Activities (list)
Driving Question
Student Communication Product:
(written report, oral presentation, poster, etc.)
(Consider showing “Models” of student products to help student identify characteristics of quality)
Explain
T: Show different roller coaster rides and the riders’ reactions. S: Describe personal experiences riding roller coasters.
S: Brainstorm some ideas on what makes a roller coaster ride thrilling.
In groups of 3-4, students will complete the swirling can demonstration to gain insight on g-forces and centripetal acceleration.
Students will construct an accelerometer and test it by having a student sit on a swivel chair and spin them while holding the accelerometer.
The students will calculate the g-force the group using the given data and the independent variable (mass of each student). The groups will combine all of their data and make
determinations what calculations will put a rider in danger or case them to black out.
What components of a g-force prevent a person from falling out of a roller coaster?
Materials: bucket with handle, rope, water, clear plastic 8’’ tube, endcaps, brass cotter pin, extension spring, fishing sinker, metal washer, and hot glue.
Students will write a summary of the experiment performed in class. Students will predict the g-force on a roller coaster turn or hill.
Students will create a graph of their calculations and design a roller coaster that reflects their collected data.
PURPOSE:
Students will be able to experience actual g-forces and centripetal acceleration in comparison to previous simulated exercises involving g-force and centripetal acceleration.
Content Media: (written material, video, teacher lecture, technology)
Student Communication Product (assessment):
(unit test, written report, oral
presentation, poster, etc.)
Elaborate
PURPOSE:
To design and create a virtual roller coaster and model roller coaster using g-forces and
centripetal acceleration and explain why their coaster would be preferred over any other roller coaster.
Activities:
Content Media: (written material, video, teacher lecture, technology)
Extending/Application Questions for Whole/Small Group Discourse:
Student Communication Product (assessment):
(unit test, written report, oral
presentation, poster, etc.)
Students will access the amusement park website to obtain the workbook that accompanies the roller coasters in the park.
Students will work in groups to create a poster detailing the schematics of three roller coasters and present the collected data calculations of the g-force and centripetal force.
Students will create a virtual roller coater inputting g-forces and centripetal acceleration data to test their coaster.
Students will build a model roller coaster and create a two minute commercial explain why an amusement park should buy their roller coaster.
Students will use roller coaster tycoon software to aid them in their roller coaster design.
How do the rules of mathematics and the laws of physics govern the designs of engineers? Is it possible to reach 6g’s if the time of the ride was extended to 3 minutes?
Students will create a brief two minute commercial that will highlight the ride’s theme, key features of the ride, mathematical thrill calculation and how their new coaster thrill calculation compares to the other students creations, the top speeds, and the physics concepts that will contribute to the thrill of the ride.
Evaluate
PURPOSE:
For students to assess their understanding of the relationship between g-force, acceleration, and velocity.
For the teacher to assess student understanding of the relationship between g-force, acceleration, and velocity.
Skill/Reasoning Learning Objectives
Assessment Instrument
Knowledge Learning Objectives
Assessment Instrument
Support an argument that coasters with time limits of 30 seconds or longer, highest speeds, and safe g-forces will generate the greatest “thrill factor” and how this factor would be appealing for a city to purchase this roller coaster for its’ residents.
Students will show their understanding by calculating the velocity, g-force, and centripetal force.
Students will translate their calculations into narrative descriptions to explain how the thrill is calculated.
Students will learn that if a coaster exceeds 6 g-forces anywhere on the track, then the coaster occupants are at risk.
Students will learn that all motion must be driven by gravity after it reaches the top.
Students will show their understanding by analyzing the coasters of each group and use a student evaluation rubric to provide feedback to the other groups.
Students will write a short paper comparing their coaster to the other students’ coasters noting the g-force, average speed of each coaster, areas of positive/negative acceleration, and changes in velocity.
