# Unit on Roller Coaster Physics

RLC Unit Activities for Mrs. Braden's Class:“Twisting, Turning, Roller Coaster Physics”
1.     Students will complete a KWL Chart about Newton’s Three Laws of Motion and The Two Forms of Energy (Potential and Kinetic).  They will write down what they know about the topics and generate 10 questions to research about.  (C#3 – Writing Center Task Card)

2.   Students will generate an experiment showing what they learned about Newton’s Three Laws of Motion and the two forms of Energy (Potential and Kinetic) using 2 or 3 objects in the classroom.  (C#3 – Science Center)
Science, Grade 3, 20054.) Define force and motion.• Identifying forces that change an object's position or motionExamples: lifting, pushing, pulling• Identifying sources of frictionExamples: rubbing hands together, applying sandpaper to wood• Describing the force of gravityScience, Grade 4, 20054.) Describe effects of friction on moving objects.• Identifying momentum and inertia as properties of moving objects• Identifying ways to increase or decrease friction  Science, Grade 5, 20054.) Describe forms of energy, including chemical, heat, light, and mechanical.• Identifying types of potential and kinetic energyExamples:- potential-water behind a dam, battery;- kinetic-water moving across turbine blades

3.   Students will gather background information on the history of roller coasters.  They will write their notes on lined paper to keep in their Design Folders.  (C#3 – Reading Center)

4.   They will use an organizational chart (Who, What, Where, and When) on the top 10 roller coasters in the world.  (C#3 – Writing Folder Work)
English Language Arts, Grade 3 12.) Demonstrate retrieval skills needed to research a topic.• Formulating questions based on a topic• Using appropriate reference materialsExamples: dictionaries, atlases, almanacs, thesauruses, technology resources, news and feature articles• Evaluating relevant information gained through research• Recognizing text features, including italics, captions, sidebars, photographs, and illustrationsEnglish Language Arts, Grade 412.) Organize information on a specific topic obtained from grade-appropriate reference materials.Examples: dictionaries, online resources, thesauruses, atlases, news and feature articles• Formulating research questions• Using paraphrasing to convey ideas from resources• Using note-taking skills to gather informationEnglish Language Arts, Grade 511.) Use search strategies in the research process to identify reliable current resources and computer technology to locate information.
5.    They will develop a PowerPoint Presentation on their facts to summarize their findings.  (C#3 – Challenge Folder Work)

 Technology Education, Grade 3 – 51.) Use input and output devices of technology systems.Examples: input-recording devices, keyboards, touchscreens- output-printers• Demonstrating ergonomics relative to technology systems• Demonstrating correct keyboarding techniques• Demonstrating safe removal of storage media2.) Use various technology applications, including word processing and multimedia software.• Using navigational features commonly found in technology applications• Identifying digital file types5.) Practice safe use of technology systems and applications.Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites6.) Describe social and ethical behaviors related to technology use.Examples: social-developing positive attitudes for using technology collaboratively- ethical-citing sources of text and digital content, avoiding plagiarism, avoiding manipulation of others' work without permission 8.) Collect information from a variety of digital sources.Examples: online libraries, multimedia dictionaries• Using technology tools to organize information• Demonstrating efficient Internet search strategiesExample: keyword search• Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility 9.) Use technology tools to organize, interpret, and display data.Examples: spreadsheets, databases, electronic graphing tools 10.) Use digital environments to collaborate and communicate.Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts• Producing digital works collaborativelyExamples: developing shared writing projects and group multimedia projects 11.) Use digital tools to analyze authentic problems.Examples: electronic graphing tools, concept-mapping software 12.) Create a product using digital tools.Examples: products-digital story, podcast, digital artwork

6.   Students will create Design Folders to keep their sketches, planning lists, surveys, evaluations, and notes.  (C#3 – Art Center)

Arts Education, Grade 3, Visual Arts, 20061.) Utilize a variety of processes and media in the production of artwork.Examples: producing a drawing using markers and crayons, creating a painting using watercolors and pastels on watercolor paper• Utilizing digital processes to produce works of artExample: using a paint program to design a digital quiltArts Education, Grade 5, Visual Arts, 20064.) Critique personal works of art orally or in writing according to specified criteria, including elements of art, principals of design, technical skill, and creativity.• Organizing the progression of artwork in a personal portfolio

7.   Students complete the Beginning Business paperwork.  They will decide whether to become sole proprietors or be in a partnership; think of a name for their business; write a brief description of their roller coaster business plan.  (C#3 – Challenge Task Card)

8.   Students create a Sample Plan or blueprint of their rollercoaster structure.  Remind students as they draw specific geometric shapes that ¼ inch = 1 foot.
They should use rulers and drafting triangles to draw their shapes.  Look at the Sample Site handout. They need to answer the following questions:  *How wide is the whole structure?*What are the dimensions of the platform?*How high is the first climb? *How long are the tracks, hills, and loops? *What are the spaces between each hill and loop? *How high are the elevations? *How does it work?(C#3 – Math Task Card)

9.   They will draw an image of their roller coaster using a ¼ inch Grid Paper using the following Scale: ¼” + 1’.  (C#3 – Math Folder Work)
Mathematics, Grade 3, 200912.) Measure length in metric units.• Converting linear measures in meters to centimeters• Estimating lengths to the nearest metric unit• Measuring weight, mass, volume, and capacity using metric and customary units• Measuring temperature in Celsius• Relating Celsius temperatures to Fahrenheit temperaturesExample: describing 30° as being hot, 20° as being pleasing, 10° as being cool, and 0° as being freezing• Calculating perimeter and area of rectangular shapesMathematics, Grade 4, 200914.) Measure length, width, weight, mass, volume, and capacity using metric and customary units, and temperature using Celsius and Fahrenheit.• Estimating perimeter and area of irregular shapes using unit squares and grid paper• Identifying a larger unit of measure equivalent to a smaller unit of measure within the same customary or metric systemMathematics, Grade 5, 200911.) Estimate perimeter and area of irregular shapes using unit squares and grid paper.13.) Convert a larger unit of measurement to a smaller unit of measurement within the same customary or metric system.Examples: 4 cups = 32 fluid ounces, 2 meters = 200 centimeters, 2 miles = 10,560 feet

10.                Students will complete a Design Process Form identifying the following topics for discussion: Who (Who will use this rollercoaster?); What (What actions will take place?); Where (Where will they build this structure?); Layout (Is the structure interesting and challenging?); Safety (What are the safety features?); Cost (How much money will it cost to build?) (C#4 – Writing Task Card and Folder Work)

11.                Students will create a power point presentation of their business proposal.  *See Sample Slides*  (C#4 – Challenge Task Card and Folder Work)

12.                Complete a Purchase Order.  Be sure to price your items correctly.  Refer to the List of Supplies and Prices! (C# 4 – Math Task Card)
Mathematics, Grade 4, 20092.) Write money amounts in words and in dollar-and-cent notation.• Using coins and bills to make change up to \$100• Identifying equivalent sums of money

13.                Students will keep track of their expenses using the Transaction Log Form.  (C#4 – Math Folder Work)

Mathematics, Grade 4, 2009• Estimating sums and differences using various strategies, including rounding and compatible numbers, to judge the reasonableness of an answer• Using addition and subtraction to solve problems with decimals to the hundredths place• Using addition and subtraction to calculate the balance of an accountExamples: checking, savings, or credit card account; classroom store account

14.                Students will create a logo to use in their business transactions. (C#4 –  Art Center)

15.                Students create posters and commercials to use for advertising their roller coasters.  (C#5 – Challenge Task Card and Folder Work)

Arts Education, Grade 4, Visual Arts, 20062.) Use traditional and digital media in the production of graphic design to communicate ideas and feelings.Example: designing posters, book covers, or logos on the themes of recycling, drug awareness, or endangered species

*Students will begin activities on designing and constructing their own 3-D models.*  (C#4 – Science Center)

Arts Education, Grade 4, Visual Arts, 20061.) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.Examples:- processes--using a digital camera to create images to be digitally altered;- materials--creating papier-mâché animals;- subject matter--creating portraits, landscapes, still lifes, interiors, or seascapes;- techniques--layering materials such as cardboard, rubber, fabric, paper clips, and papers to create a collagraph5.) Describe functions of art within the total environment, including functional sculptures, urban improvement, and transportation.Examples:- functional sculptures--fountains, benches, playground equipment;- urban improvement--murals on walls;- transportation--bridges Arts Education, Grade 5, Visual Arts, 20061.) Utilize the elements of art and principles of design and the structures and functions of art to communicate personal ideas.Example: creating a painting, drawing, or sculpture in reaction to world events, drug awareness, or medical issues• Creating works of art utilizing a variety of traditional found and recyclable objects Example: using Samuel "Sambo" Mockbee's architectural structures as motivation to produce recycled structures• Producing one-point perspective drawingExample: drawing cubes using a vanishing point2.) Apply variety and unity in the production of two- and three-dimensional works of art. Example: using Joan Miró's Horse Carnival of Harlequins to create a circus, carnival, zoo painting, or diorama• Producing moving and stationary sculptures Examples: mobiles, totem poles, origami paper sculptures, clay coil or slab-built pottery

16.                Students calculate the speed of an object as it travels down on their roller coasters using kitchen timers.  (C#5 – Math Task Card)

Mathematics, Grade 3, 200913.) Determine elapsed time to the day with calendars and to the hour with a clock.• Calculating elapsed time to the minute within the same hour Mathematics, Grade 4, 200913.) Calculate elapsed time in hours and minutes.Mathematics, Grade 5, 200913.) Convert a larger unit of measurement to a smaller unit of measurement within the same customary or metric system.Examples: 4 cups = 32 fluid ounces, 2 meters = 200 centimeters, 2 miles = 10,560 feet• Solving multistep word problems involving elapsed timeExample: Fourth-grade students go to lunch from 10:37 a.m. to 11:18 a.m. daily. How much time do the students spend at lunch during a five-day school week? Answer: The students spend 205 minutes or 3 hours and 25 minutes at lunch during a five-day school week.

17.                Students will develop a graph of their total expenses.
Mathematics, Grade 3, 200914.) Recognize data as either categorical or numerical.Examples: categorical--month, color, food, name- numerical--time, age, length, weight• Comparing related data sets from Venn diagrams, bar graphs, line graphs, and line plots• Interpreting data from displays, including Venn diagrams, bar graphs, and line plots• Locating the mode of a data set represented on a bar graph or a line plotMathematics, Grade 4, 200915.) Represent categorical data using tables and graphs, including bar graphs and line graphs.• Collecting data using observations, surveys, or experiments17.) Represent numerical data using tables and graphs, including bar graphs, line graphs, and line plots.• Locating the median from graphs or data setsMathematics, Grade 5, 200914.) Analyze data collected from a survey or experiment to determine results and factors that affect results.• Identifying the type of graph, including stem-and-leaf plot, line plot, bar graph, line graph, and Venn diagram, that most accurately represents given data• Determining the measures of central tendency to analyze dataExample: finding the mean, median, and mode for a set of data• Determining the range of a given data set