Your Name(s):
Casey Davenport & Erin Doherty
Unit BIG IDEAS:
Potential/Kinetic Energy (Energy Transfer)
Grade Level
6
School:
:
Lafayette Sunnyside Middle School
Key vocabulary:
Kinetic Energy, Potential Energy, Gravitational
Force, Gravitational Potential Energy, Elastic
Potential Energy, Chemical Potential Energy,
Conservation of Energy, Friction
Unit prior to and following this unit :
Prior: Matter (solid, liquid, gas)
Following: Energy as heat, light, electricity, mechanical, motion & Sound as well as Chemical and Physical Changes
Estimated starting date in the school year:
Fourth nine weeks end of April
Total time (hours or class sessions):
3 Class Sessions (45 minutes)
Unit Objectives :
By the end of this unit, students will be able to:
Students design, build and test model roller coasters using foam tubing. The goal is for students to understand the basics of engineering design associated with kinetic and potential energy to build an optimal roller coaster.
The marble starts with potential energy that is converted to kinetic energy as it moves along the track. The diameter of the loops that the marble traverses without falling out depends on the kinetic energy obtained by the marble.
Describe how to apply potential or kinetic energy to power a model of a roller coaster.
Construct, test, and re-design a model of a roller coaster that uses PE and KE to function.
Identify PE and KE interactions within the model of the roller coaster.
Core Indiana Academic Standard to be addressed :
Understand that there are different forms of energy with unique characteristics.
Apply a form of energy to design and construct a simple mechanical device.
Standard Indicator(s) to be addressed:
6.1.4 Recognize that objects in motion have kinetic energy and objects at rest have potential energy.
6.1.5 Describe with examples that potential energy exists in several different forms (e.g. gravitational potential energy, elastic potential energy, and chemical potential energy.)
6.1.6 Compare and contrast potential and kinetic energy and how they can be transformed from one form to another.
6.4.1 Understand how to apply potential or kinetic energy to power a simple device.
SLED Summer Institute 2011

6.4.2 Construct a simple device that uses potential or kinetic energy to perform work.
Materials and Resources (available in school and/or will need to get):
Roller Coaster Foam tubing, string, duct tape, thumb tacks, building space, marbles, sticky notes, Roller
Coaster Cost Handout, Rolling Marbles Do Now, PE/KE Foldable
Toy Activity pinwheel, slinky, bouncy ball, sling shot, hand fan, toy bus, yo-yo and sling shot gun
Bottle Racer Car - plastic bottles, various lids, straws, vinegar, baking soda, string, duct tape, wooden rods
Overview of Unit Activities:
Nine Week Unit that Covers Concepts in Physical Science
Introduction to the Unit
Vocabulary terms and concepts o Foldable
Demonstrations (skateboarding, rubber bands)
Film clips of roller coasters, rides etc.
KWL Chart
Questions I will ask to Introduce the Unit:
Have you ever been on a roller coaster?
What do you remember about your experience?
How did you feel at different points throughout the ride (high, low)?
What do you already know about energy?
Hands-On Activities:
Toy Investigation
Students will work in small groups and explore, explain and discuss how simple toys work (in terms of energy transfer). Students will have access to small, simple toys such as a slinky, pinwheel, sling shot etc.
Roller Coaster
( Design Task) Students will construct a roller coaster that results in the greatest total loop diameter at the lowest cost using materials listed above. (We will also discuss the engineering design process)
Bottle Racer Car (Conclusion)
(Design Task) Students will engage and discuss potential and kinetic energy and be introduce to concepts such as chemical and physical changes (which will be an introduction to those terms and concepts)
Day 1 – Review design process and introduce vocabulary concepts and terms using foldables and demonstrations.
Day 2 – 3 – Come up with a group plan and do a cost analysis. Use decision matrix to develop a plan. Then
SLED Summer Institute 2011

begin construction. Test and share results with the whole group.
Day 4 – 6 – Bottle Car Racers Activity (Design Challenge) reinforcing the energy concepts as well as introducing the students to terms and concepts related to chemical and physical changes.
Cross-curricular connections:
Math connections with cost analysis and measurements.
6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
6.5.10 Add, subtract, multiply, and divide with money in decimal notation.
Language Arts connections with notebook entries and writing assignment. Students explain to an expert which roller coaster design would be most efficient.
6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
6.5.7 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as necessary.
Assessment:
How will you assess student learning?
Formative Assessment:
Discussion
Observation
Foldable (PE and KE with bowling ball as an example)
Summative Assessment:
Collect and review design notebooks. Tally the number of times students use PE and KE to explain how their models performed. Use a rubric to determine level of accuracy with using the terms.
Review letters to the lead engineer to determine how well students have: 1) identified key features using scientific concepts; 2) clearly articulated a rationale for his/her design.
SLED written research assessment at the completion of the unit.
SLED Summer Institute 2011