1—Lesson Overview - State of Oregon : Oregon.gov Home Page



Lesson Plan for Littlefoot’s RideA High School Physical Science Lesson Featuring Engineering DesignLesson Summary:Grade Level: High SchoolPreparation Time: 15 minutesCost:$358 - $659 initial costActivity Time: 100 minutes$2 - $6 recurring costKey Vocabulary: Clean-up Time: 15 minutesGravitational Potential Energy, Kinetic Energy, Law of Conservation of Energy, Friction, Inertia, Velocity, Acceleration, and G-Force. Grade Level: High SchoolPreparation Time: 15 minutesCost:$358 - $659 initial costActivity Time: 100 minutes$2 - $6 recurring costKey Vocabulary: Clean-up Time: 15 minutesGravitational Potential Energy, Kinetic Energy, Law of Conservation of Energy, Friction, Inertia, Velocity, Acceleration, and G-Force. Table of Contents TOC \o "1-3" \h \z \u 1—Lesson Overview PAGEREF _Toc399101664 \h 31.1—Introduction PAGEREF _Toc399101665 \h 31.2—Lesson Breakdown with Engineering Design PAGEREF _Toc399101666 \h 31.3—Pre-Requisite Knowledge PAGEREF _Toc399101667 \h 42—Teacher Background Information PAGEREF _Toc399101668 \h 42.1—Glossary of Terms PAGEREF _Toc399101669 \h 42.2—Scientific Concepts and Disciplinary Core Ideas PAGEREF _Toc399101670 \h 42.3—Lesson Materials PAGEREF _Toc399101671 \h 43—Preparation PAGEREF _Toc399101672 \h 53.1—Preparation Part 1: Reading Activity PAGEREF _Toc399101673 \h 53.1.1—Materials PAGEREF _Toc399101674 \h 53.1.2—Preparation Steps: Reading Activity PAGEREF _Toc399101675 \h 53.2—Preparation Part 2: Exploration Activity PAGEREF _Toc399101676 \h 53.2.1—Materials PAGEREF _Toc399101677 \h 53.2.2—Preparation Steps: Exploration Activity PAGEREF _Toc399101678 \h 53.3—Preparation Part 3: Engineering Design Activity PAGEREF _Toc399101679 \h 53.3.1—Materials PAGEREF _Toc399101680 \h 53.3.2—Preparation Steps: Engineering Design Activity PAGEREF _Toc399101681 \h 64—Activity Instructions PAGEREF _Toc399101682 \h 74.1—Activity Part 1: Reading PAGEREF _Toc399101683 \h 74.2—Activity Part 2: Exploration PAGEREF _Toc399101684 \h 74.3—Activity Part 3: Engineering Design PAGEREF _Toc399101685 \h 7Appendix 1A: 2009 Standards Met With This Lesson PAGEREF _Toc399101686 \h 8General Science PAGEREF _Toc399101687 \h 8Engineering and Design PAGEREF _Toc399101688 \h 8Scientific Inquiry PAGEREF _Toc399101689 \h 8Appendix 1B: 2014 (NGSS) Standards Met With This Lesson PAGEREF _Toc399101690 \h 9Alignment to Next Generation Science Standards PAGEREF _Toc399101691 \h 9Performance Expectations PAGEREF _Toc399101692 \h 9Science and Engineering Practices PAGEREF _Toc399101693 \h 9Disciplinary Core Ideas PAGEREF _Toc399101694 \h 10ETS1.A: Defining and Delimiting Engineering Problems PAGEREF _Toc399101695 \h 10Appendix 2: Complete Materials Listing PAGEREF _Toc399101696 \h 11Printed Materials PAGEREF _Toc399101697 \h 11Part 1: Reading Activity PAGEREF _Toc399101698 \h 11Part 2: Exploration Activity PAGEREF _Toc399101699 \h 11Part 3: Engineering Design Activity PAGEREF _Toc399101700 \h 11Activity Materials PAGEREF _Toc399101701 \h 11Part 1: Reading Activity PAGEREF _Toc399101702 \h 11Part 2: Exploration Activity PAGEREF _Toc399101703 \h 11Part 3: Engineering Design Activity PAGEREF _Toc399101704 \h 11Buyer’s Guide PAGEREF _Toc399101705 \h 12Appendix 3: Resources and Extensions PAGEREF _Toc399101706 \h 13Roller Coaster Design Simulations PAGEREF _Toc399101707 \h 131—Lesson Overview1.1—IntroductionIn this engineering lesson, students will address the problems associated with creating a roller coaster ride for kids. Their ultimate goal is to design carts that hold as many passengers as possible for a new amusement park ride on Mount Jefferson. The lesson is divided into three parts.Part 1 is a reading activity to familiarize students with the physics behind roller coasters.Part 2 is an exploration activity which allows students to examine the relationship between gravitational potential energy, kinetic energy, and track design.Part 3 is an engineering activity where students will design, build, test, and evaluate cart designs for a pre-set track. Optional: design, build, test and evaluate track designs.1.2—Lesson Breakdown with Engineering DesignEngineering Design StepsActivityHandoutProduct1. Define a problem that addresses a needPart 3: EngineeringDesign Handout Handout Questions2. Identify criteria, constraints, and prioritiesPart 3: EngineeringDesign HandoutHandout Questions3. Describe relevant scientific principles and knowledge.Part 1: ReadingRoller Coaster Physics 101 ArticleVocab Alert!Comprehension QuestionsVocab Alert WorksheetPart 2: Exploration Exploration HandoutComprehension Questions4. Investigate possible solutions and use the concept of trade-offs to compare solutions in terms of criteria and constraints.Part 3: EngineeringDesign HandoutSolution Proposal/Opinion Essay 5. Design and construct at least one proposed solution.Part 3: EngineeringDesign HandoutSolution Sketch 6. Test a proposed solution(s), collect and process relevant data and incorporate modifications based on data from testing or other analysis. Part 3: EngineeringDesign HandoutPrototype7. Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clearPart 2: ExplorationExploration HandoutData collection and analysis Part 3: Engineering Design HandoutData collection and analysis8. Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative designs as well as identifying further engineering that might be done to refine the recommendation.Part 3: EngineeringDesign HandoutEvaluation Essay1.3—Pre-Requisite KnowledgeStudents should be familiar with the engineering design concepts of criteria, priorities, constraints, and trade-offs.2—Teacher Background Information2.1—Glossary of TermsAcceleration: A change in an object’s velocity. Acceleration equals a change in velocity divided by time.Friction: A force which opposes motion.G-Force: Acceleration felt as weight. It is not a straight-up force like friction, but rather a force per unit mass. 1 g-force equals acceleration due to gravity or 9.8 m/s?.Gravitational Potential Energy: Stored energy due to height. GPE = Mass x Gravity x Height.Kinetic Energy: Energy of motion.Inertia: The tendency of an object to resist changes in motion, equal to its massLaw of Conservation of Energy: Energy cannot be created or destroyed, it can only change forms.Velocity: A rate of motion. Velocity equals distance divided by time and because it is a vector quantity both magnitude and direction are needed to define it.2.2—Scientific Concepts and Disciplinary Core IdeasSee the Article Handout for the scientific concepts covered in this lesson.Note: For a complete list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1.2.3—Lesson MaterialsNote: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing.3—Preparation3.1—Preparation Part 1: Reading Activity3.1.1—MaterialsPrinted MaterialsVocab Alert Handout—(one per student)Roller Coaster Physics 101 Article—(one per student)Activity MaterialsNone3.1.2—Preparation Steps: Reading ActivityMake student copies of both the Roller Coaster Physics 101 Article and its accompanying Vocab Alert3.2—Preparation Part 2: Exploration Activity3.2.1—MaterialsPrinted MaterialsExploration Handout—(one per student)Exploration Answer Key—(one per teacher)Track Building Instructions—(one per group/one for the teacher)Activity MaterialsChuggington Wooden Railway Elevated Track Pack (1 set will cover two groups)Maxim Enterprise Inc. Stone Bridge Set (1 set will cover two groups)Set of six 8" Straight Tracks (1 set will cover two groups)Set of six 3.5" Curved Wooden Train Tracks (1 set will cover two groups)Orbrium Toys Cargo Train Car Set for Wooden Railway, 5-Piece (1 set will cover four groups)Ruler or measuring tape (one per group)Pennies or similar weights to simulate passengersScale for weighing carts (one per 2-4 groups)3.2.2—Preparation Steps: Exploration ActivityPlan to have students work in groups of six for this activity.Make student copies of the Exploration Handout. Set-out the materials for track construction plus carts and pennies.Have scales and rulers available for student use. 3.3—Preparation Part 3: Engineering Design Activity3.3.1—MaterialsPrinted MaterialsDesign Handout—(one per student)Track Building Instructions—(one per group/one for the teacher)Activity MaterialsChuggington Wooden Railway Elevated Track Pack (1 set will cover two groups)Maxim Enterprise Inc. Stone Bridge Set (1 per group)Set of six 8" Straight Tracks (1 set will cover two groups)Set of six 3.5" Curved Wooden Train Tracks (1 set will cover two groups)Orbrium Toys Cargo Train Car Set for Wooden Railway, 5-Piece (1 set will two groups)Ruler or measuring tape (one per group)Pennies or similar weights to simulate passengersScale for weighing carts (one per 2-4 groups)3.3.2—Preparation Steps: Engineering Design Activity Plan to have students work in groups of three for this activity with two groups per track set-up.Make student copies of the Design Handout. Make group copies of the Track Building Instructions.Set-out the materials for track construction plus carts and pennies.Have scales and rulers available for student use.4—Activity Instructions4.1—Activity Part 1: ReadingPass out the Vocab Alert worksheet and have students rate their knowledge of the article’s key vocabulary.Pass out the Roller Coaster Physics 101 for students to read and discuss.Once students are finished with the article they should re-rate the vocabulary words as well as take notes on their meaning.4.2—Activity Part 2: ExplorationArrange students into groups of six.Pass out Exploration Handout to each student. Groups should spend around 25 minutes setting up the longest track their cart can travel.Students should spend the rest of the time sketching their tracks and answering the questions on their handouts.4.3—Activity Part 3: Engineering DesignPlan to have students work in groups of three with two groups sharing a track set-up.Pass out Design Handout to each student. Pass out a copy of the Track Building Instructions to each group.Go over the instructions and project requirements with the students. Be sure to show them the materials they have available for building their carts.In their groups, students should identify the problems, criteria, priorities, constraints, and trade-offs associated designing and building carts.Next, student groups should brainstorm initial hill solutions. They should build and test at least one design according to the instructions on their handout. Time permitting, there is also space on their handout to design more solutions.Using their observations and data, students should write an essay recommending a proposed solution, which identifies both its strengths and weaknesses as well as describes how it is preferable to other solutions. As a conclusion to this essay, students should suggest further engineering that might be done to refine their recommendations.Appendix 1A: 2009 Standards Met With This LessonGeneral ScienceH.2P.3 Describe the interactions of energy and matter including the law of conservation of energy.H.2P.4 Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant motion.Students will be able to describe the energy transformations that occur during a roller coaster ride.Students will examine how the law of gravitation affects the potential energy of a coaster cart.Students will examine how friction affects the kinetic energy of a coaster car. Engineering and Design H.4D.1 Define a problem and specify criteria for a solution within specific constraints or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints.Students will identify problems in the design of a cart for a kiddie coaster ride and brainstorm solutions.Students will evaluate their design ideas using the concepts of trade-offs, criteria, and constraints.H.4D.2 Create and test or otherwise analyze at least one of the more promising solutions. Collect and process relevant data. Incorporate modifications based on data from testing or other analysis.Students will build prototype carts and collect data on their effectiveness.H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear.Students will present their data in an easy-to-read graph format, and write an analysis which clearly communicates both the uncertainties in the data as well as the implications for their prototype.H.4D.4 Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative designs. Identify further engineering that might be done to refine the recommendations.After building and evaluating their first solutions, students will write a paragraph detailing its strengths, a paragraph describing its weaknesses, and either a paragraph or a new sketch of recommended modifications.Scientific InquiryH.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about the natural world, including the collection of sufficient and appropriate data.Students will make observations about and collect data on the speed of their coaster carts in order to determine the effectiveness of their design.H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation.Students will analyze data on sample hill and coaster cart prototypes to help them identify design problems, generate solutions, and build new prototypes.Students will analyze data in order to evaluate and write an analysis of their hill and coaster cart designs, which clearly communicates both the uncertainties in the data as well as the implications for their prototypes.Appendix 1B: 2014 (NGSS) Standards Met With This LessonAlignment to Next Generation Science StandardsPerformance ExpectationsHS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-PS3-1. 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. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] Science and Engineering PracticesAsking Questions and Defining Problems Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. Analyze complex real-world problems by specifying criteria and constraints for successful solutions. (HS-ETS1-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories. Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-2) Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-3) Disciplinary Core IdeasETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (HS-ETS1-1) Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS-ETS1-1) ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4) ETS1.B. Designing Solutions to Engineering Problems When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (HS-ETS1-2)Appendix 2: Complete Materials ListingPrinted MaterialsPart 1: Reading ActivityVocab Alert Handout—(one per student)Roller Coaster Physics 101 Article—(one per student)Part 2: Exploration ActivityExploration Handout—(one per student)Exploration Answer Key—(one per teacher)Basic Cart Building Instructions—(one per group/one for the teacher)Track Building Instructions—(one per group/one for the teacher)Part 3: Engineering Design ActivityDesign Handout—(one per student)Track Building Instructions—(one per group/one for the teacher)Activity MaterialsPart 1: Reading ActivityNonePart 2: Exploration ActivityChuggington Wooden Railway Elevated Track Pack (1 set will cover two groups)Maxim Enterprise Inc. Stone Bridge Set (1 set will cover two groups)Set of six 8" Straight Tracks (1 set will cover two groups)Set of six 3.5" Curved Wooden Train Tracks (1 set will cover two groups)Orbrium Toys Cargo Train Car Set for Wooden Railway, 5-Piece (1 set will cover four groups)Ruler or measuring tape (one per group)Pennies or similar weights to simulate passengersScale for weighing carts (one per 2-4 groups)Part 3: Engineering Design ActivityChuggington Wooden Railway Elevated Track Pack (1 set will cover two groups)Maxim Enterprise Inc. Stone Bridge Set (1 per group)Set of six 8" Straight Tracks (1 set will cover two groups)Set of six 3.5" Curved Wooden Train Tracks (1 set will cover two groups)Orbrium Toys Cargo Train Car Set for Wooden Railway, 5-Piece (1 set will two groups)Ruler or measuring tape (one per group)Pennies or similar weights to simulate passengersScale for weighing carts (one per 2-4 groups)Buyer’s GuideBudget Sheet for Littlefoot's RideItem InformationQuantity: Class size of…Local Retail Ext Costs: Class size of…Online Ext Costs: Class size of…Item to PurchaseRe usableWhere Found3040Ea.3040Ea.3040Masking TapeNo011$1.79$1.79$1.79$1.79$1.79$1.79ScaleYesAmazon or science store11$15.00$15.00$15.00$10.10$10.10$10.10Ruler or Measuring TapeYesDollar; Variety 15$1.00$1.00$5.00$1.00$1.00$5.00Pennies or washersYes3750$0.01$0.37$0.50$0.01$0.37$0.50Chuggington Wooden Railway Elevated Track Pack YesAmazon45$45.00$180.00$225.00$27.03$108.12$135.15Maxim Enterprise Inc. Stone Bridge Set YesAmazon811$17.00$136.00$187.00$13.33$106.64$146.638" Straight Tracks YesAmazon45$9.95$39.80$49.75$5.99$23.96$29.953.5" Curved Wooden Train Tracks YesAmazon45$9.95$39.80$49.75$6.95$27.80$34.75Orbrium Toys Cargo Train Car Set for Wooden Railway, 5-Piece YesAmazon45$24.95$99.80$124.75$19.62$78.48$98.10Subtotal?$513.56$658.54?$358.26$461.97Shipping??0.00?0.00??0.00?0.00Retail Total?$513.56$658.54???Online Total????$358.26$461.97Appendix 3: Resources and ExtensionsRoller Coaster Design Simulations — paid iOS app ................
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