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# Running Head: ROLLER COASTERS THE ENERGY OF FUN

## Roller Coasters: The Energy of Fun

Amanda K. Yarbrough
Liberty University Online EDUC 630

## Roller Coasters: The Energy of Fun

Topic: Kinetic & Potential Energy
Strand 2.2.D.a - Compare the effects of balanced and unbalanced forces (including magnetic,
gravity, friction, push or pull) on an objects motion
Strand 2.2.D.b - Explain that when forces (including magnetic, gravity, friction, push or pull) are
balanced, objects are at rest or their motion remains constant
Strand 2.2.D.c - Explain that a change in motion is the result of an unbalanced force acting upon
an object
Strand 2.2.D.d - Explain how the acceleration of a moving object is affected by the amount of net
force applied and the mass of the object
Objectives:
1. The student will be able to define and compare kinetic and potential energy with 80%
accuracy.
2. The student will be able to identify, on a drawing of a roller coaster, where the roller
coaster has the most kinetic and potential energy.
3. The student will be able to use their knowledge of kinetic and potential energy to
construct a roller coaster with 100% participation.
List of Materials:
Brainpop videos (accessed through the Brainpop website), construction paper, pipe
Diversity: There are three eighth-grade classes comprising of approximately 48 students. Over
90% are on free/reduced lunch and come from homes that are below the federal poverty level.
Class 1: There are 19 students with 8 girls and 11 boys. There is one student who is in
the special education program who has difficulties in reading, comprehension,
mathematics and controlling behavior. There are two other students who do not qualify
for special services; however, they have extreme difficulties in reading, comprehension
and mathematics. The majority of the students are kinesthetic learners, but they also do
well with audio/visual activities. These students consistently perform at a B-C level,
although they have the ability to perform higher.

## Roller Coasters: The Energy of Fun

Class 2: There are 18 students with 8 girls and 10 boys. All students are considered to be
average students and consistently perform at a A-C grade level. The majority of the
students are kinesthetic learners, but they also do well with audio/visual activities. The
biggest difficulty with this class is keeping them on task and making sure that they follow
directions.
Class 3: There are 17 students with 6 girls and 11 boys. There are five students who are
in the special education program who have difficulties in reading, comprehension,
mathematics and controlling behavior. The majority of this class are kinesthetic learners
but can learn through visual and audio. This class ranges in performance from A to F.
Poor performance is due to inconsistent school attendance and not fulfilling classroom
requirements.
Technology Inclusion:
1. The teacher will be using the SmartBoard to show Powerpoint presentation on kinetic
and potential energy and incorporating Brainpop videos.
2. Students will be using video software on tablets or their phones to record their
completed roller coasters and identify where the coaster had the greatest potential
energy and the greatest kinetic energy.
3. The teacher will show the Worlds Tallest Roller Coaster video accessed through
4. Students will use either the RCB app on the iPad or Roller Coaster Designer game on
laptops to make their own virtual roller coasters.
Procedures:
Anticipatory set:
Day 1: Play the childs game Red Light/Green Light then turn it into Potential/Kinetic
Energy
Day 2: How many of you like to ride roller coasters? If you could build one, what would
you include?
Day 4: Skyscraper POV Promo World's Tallest Roller Coaster! Orlando Skyplex Coming
2017! Rolercoaster
Direct Instruction and Guided Practice:
Day 1: Roller Coasters - The Energy of Fun Powerpoint (see attached). As
the teacher is guiding the students through the Powerpoint, students will be
making a foldable identifying the definition, an example and a drawing of kinetic
and potential energy.

## Roller Coasters: The Energy of Fun

Days 2-3: Review of kinetic and potential energy. Drawing of roller coaster on
board identifying kinetic and potential energy. Model how to build a roller
coaster using the materials given.
Day 4: The Physics of Phun Powerpoint & worksheet. Students will pair up in
groups of two to use their iPad or laptop to watch the powerpoint and complete
the attached worksheet.
Independent Practice:
Day 1: Potential and Kinetic Energy worksheet: Students will complete the
worksheet by inputting their answers via Smartboard clickers. The teacher will
have immediate feedback as to whether or not students are able to identify
examples of kinetic and potential energy.
Days 2-3: Students will be in groups of three to four to do the Roller Coaster Lab
(see attached). As students complete their roller coasters, they will need to use
their iPad or video software on their phone to record their roller coaster in action
and identify where the marble has the greatest potentital energy and greatest
potential energy.
Day 4: iPad activity: RCB Travel Rollercoaster Builder (free app available
through iTunes) or if iPads are unavailable, play Roller Coaster Design game at
http://puzzling.caret.cam.ac.uk/game.php?game=roller
Evaluation/Assessment:
1. As students complete their roller coasters, they will need to use their iPad or video
software on their phone to record their roller coaster in action and identify where the
marble has the greatest potential energy and greatest potential energy.
2. As students are completing the Roller Coaster lab and building their own coasters on
the computers, the teacher will be walking around and asking questions to determine
whether or not students understand kinetic and potential energy and working with
students to evaluate coaster designs that will work but not harm their passengers in
the process.
3. This four day lesson is part of a larger unit on machines and the material will be
assessed in a unit test.
Risk Analysis: When using technology, there is always the risk that computers or tablets will
not work, students may not be able to connect to the wireless network or websites could be
down. All of these have been faced in my classroom with this lesson at times. Some alternatives
to using technology with this lesson if needed are:

## Roller Coasters: The Energy of Fun

Day 1: If the BrainPop videos are unavailable (or do not buffer correctly), the foldable
can still be done using information from the textbook and do different demonstrations of
kinetic and potential energy.
Days 2-3: If video software is unavailable, the teacher can still perform evaluations by
walking around the room and evaluating designs. The students must make their coaster
perform for the teacher and the teacher must sign off before the students can proceed to
the next design.
Day 4: At times the Physics of Phun powerpoint can be difficult to load due to its size
and the number of people trying to access it. There are three different ways that I have
used to get around this: 1) The teacher downloads it to the master computer and then
saves a copy in each students server file for them to access. This way, you are not
having to connect to the actual website to access the powerpoint. 2) This can be done as
an entire class activity, with the teacher showing the powerpoint on the Smartboard and
students complete the information as we go through it together as a group. 3) The
teacher prints off copies of the slides for each group to complete the worksheet.

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