COURSE TITLE. Amusement Parks and Bridges LENGTH. One Semester DEPARTMENT. STEM Department SCHOOL. Union Middle School DATE

Transcription

1 COURSE TITLE Amusement Parks and Bridges LENGTH One Semester DEPARTMENT STEM Department SCHOOL Union Middle School DATE Spring 2017

2 Amusement Parks and Bridges Page 2 Amusement Parks and Bridges I. Introduction/Overview/Philosophy In this class, students will explore structures as they are related to amusement park rides and bridges. Half of the course will be students exploring the forces involved in physical science by researching, building and measuring various amusement park rides (loops, ferris wheels, and roller coasters). The other half of the class will focus on the construction of bridges. After researching the background and physics behind designing bridges, students will then build and test their own bridge. II. Objectives Course Outline Students will demonstrate the ability to: A. Skills 1. Understand how roller coasters work. 2. Use physics to explain how a roller coaster model works. 3. Discuss the effect of gravity and friction in the context of their designs. 4. Use the principle of conservation of energy to explain design and layout. 5. Identify maximum kinetic and potential energy. 6. Use g-forces to explain why a person will feel thrills during changes in forces. 7. Identify acceleration and deceleration. 8. Build simulations of roller coasters. 9. Construct an efficient bridge related to mass. 10. Evaluate and improve upon prior designs. 11. Calculate efficiency. 12. Use engineering practices. B. Content 1. Models can be used to represent systems and their interactions such as inputs, processes and outputs and energy and matter flows within systems. 2. The motion of an object is determined by the sum of the forces acting on it. 3. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). 4. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.

3 Amusement Parks and Bridges Page 3 5. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 6. A system of objects may also contain stored (potential) energy, depending on their relative positions. 7. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. 8. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. 9. The more precisely a design task s criteria and constraints can be defined, the more likely it is the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. 10. A solution needs to be tested and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of the problem. New Jersey Student Learning Standards Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge A.3- Use and/or develop a simulation that provides an environment to solve a realworld problem or theory. 8.1.P.C.1- Collaborate with peers by participating in interactive digital games or activities E.1- Effectively use a variety of search tools and filters in professional public databases to find information to solve a real-world problem. 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment A.2- Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system C.1- Explain how different teams/groups can contribute to the overall design of a product C.2- Explain the need for optimization in a design process C.5a- Create a technical sketch of a product with materials and measurements labeled D.2- Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook.

4 Amusement Parks and Bridges Page 4 21 st Century Life and Career Standards CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social, and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP12. Work productively in teams while using cultural global competence B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career. III. Proficiency Levels Amusement Parks and Bridges is a semester elective course appropriate for all grade 7 and 8 students. IV. Methods of Assessment V. Grouping 1. Research Projects 2. Portfolios 3. Projects 4. Individual participation 5. Group participation 6. Other teacher-developed methods of assessment This is a middle school elective course offered to students in grade 7 and grade 8. VI. Articulation/Scope and Sequence/Time Frame Course length is one semester. VII. Resources Resources include but are not limited to: uk_rollercoaster_music_act/duk_rollercoaster_music_act.xml

5 Amusement Parks and Bridges Page VIII. Methodologies The following methods of instruction are suggested: lecture, group projects, demonstration, hands-on applications, and class presentations. IX. Suggested Activities Activities may include, but are not limited to: 1. Building an amusement ride 2. Building a bridge X. Interdisciplinary Connections The primary focus of this course is to allow students to connect concepts learned in the regular science classroom to activities and situations in the real world. Applications to math, English/language arts, writing, and social studies will be made on a daily basis through a variety of projects and explorations. Differentiating Instruction for Students with Special Needs: Students with Disabilities, English Language Learners, and Gifted & Talented Students Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers

6 Amusement Parks and Bridges Page 6 Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames think-pair-share cooperative learning groups Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction Independent study Higher-order thinking skills Interest-based content Student-driven Real-world problems and scenarios XI. Professional Development The teacher will continue to improve expertise through participation in a variety of professional development opportunities. XII. Curriculum Map Week Topics 1 Introduction to Amusement Park Physics 2 Explore speed, gravity, inertia and acceleration. Possible Activities Documentaries and history of amusement park rides Forces on amusement park rides Discuss terms speed, acceleration, gravity, inertia, projectile motion, air resistance, friction, kinetic and potential energy. Use amusement park websites Cartoon physics Car races

7 Amusement Parks and Bridges Page 7 Compare actual physics to cartoon physics. Investigate the history of roller coasters and compare potential and kinetic energy 3 Simulate a roller coaster drop. Explain the meaning of free fall Discuss g-forces 4 Using gravity and forces to simulate roller coaster physics 5-7 Design or simulate a roller coaster. 8-9 Design or simulate a roller coaster - electronically. 10 Use G-forces to explain Ferris Wheel physics. Define refraction and reflection 11 Introduction to bridges and different bridge designs Roller coaster webquest Build and complete various challenges on a roller coaster Perform weightless water trick Challenges on student-built roller coaster Online videos Build Paper Roller Coaster Use technology to create roller coaster design. Fun House Mirrors Online videos Online Bridge Games 12 Bridge Project begins Pre-planning on Bridge Project Build Bridges Bridge Project 16 Test bridges and redesign Test bridges related to mass Redesign bridges Rebuild bridges Redesign and rebuild bridges 20 Test bridges Test redesigned bridges