Force & Motion Web quest Created By: Ms. Yocherer December 2011 7th grade

Introduction

Task This project will require you to study the material presented in the websites and examine the videos and diagrams to gain additional understanding. After checking your knowledge, you will be ready to attempt the ultimate goal – balancing mass, speed, height, and friction to create your own roller coaster. This activity is to be completed individually until company groups are assigned. After the roller coaster design is submitted, the essay is to be done individually.

Process Step 1 You will research Force and Motion to learn all you can so you will become experts. So click on the links below to find out about what forces such as gravity and friction are. As you read through the different sites, take notes about the important information on each one. During this web quest you will learn about Newton’s Three laws of Motion. Your answers may be typed, but they must be in your own words, and notes will also be collected; which must be hand written. To begin this web quest, go to Science Kids and watch the introduction video on Isaac Newton. After the video, you will begin your research! Use the links provided below to answer the questions.    Research to be done individually: 1..) Who was Isaac Newton? What important contributions did he make to science? http://www.windows.ucar.edu/tour/link=/people/enlightenment/newton.html 2.) What was Isaac Newton’s childhood like? Write 2-3 sentences in your own words. http://www.pbs.org/wnet/hawking/cosmostar/html/cstars_newt.html (no picture available)

Continued Research 3. ) Look at a picture of Isaac Newton Continued Research 3.) Look at a picture of Isaac Newton. Write 1-2 sentences that describe what he looked like. http://www.google.com 4.) What is Newton’s 1st Law? Describe Newton’s first law. Has this ever happened to you? *Be sure to watch all animations!  http://teachertech.rice.edu/Participants/louviere/Newton/law1.html 5.) Newton’s 2nd Law is F=MA. Write the formula in words. Which requires more force, a speeding bullet, or a train? Why? http://teachertech.rice.edu/Participants/louviere/Newton/law2.html 6.) What is Newton’s 3rd Law? What example of this law can you give? (Do not use the example from the web page! Be creative! ) http://teachertech.rice.edu/Participants/louviere/Newton/law3.html

Step 2 Click on the link below to take a quiz. Use the links listed below and your science notebooks to find your answers. Quiz Sites to Look at: Force: http://library.thinkquest.org/CR0215468/force.htm Friction: http://library.thinkquest.org/CR0215468/friction.htm Gravity: http://library.thinkquest.org/CR0215468/gravity.htm Momentum: http://library.thinkquest.org/CR0215468/momentum.htm

Step 3 Now that you know the basics it is time to put what you know to practice. Click on the links below and practice. Read through the directions at the top of the box. Don't forget to press the Reset button after each action you do. When you finish, take the Quiz by pressing the yellow Quiz button near the bottom right hand corner. Write the answers and questions in your science notebook and label each set of experiment questions. Record your score after each set of questions. These quizzes are worth 10 total points maximum each. Experiment #1 Force and Motion: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml Experiment #2 Pushes and Pulls: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml Experiment #3 Friction: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

Step 4 To continue the web quest, go to Physics for Kids read the overview as a refresher to Newton's Laws. Open the sidebar sections for Force, Velocity, Friction,Gravity,Newton's First Law, and Newton's Second Law and define each term. Give two common real life examples for each of Newton's First and Second Laws. Record your answers on the Answer Sheet which you may print now. Return to the website Homepage and select 'Motion', then click 'Activities'. Under 'Motion Quizzes', select 'Motion Overview' and answer all 10 questions. Record your answers on the Answer Sheet before you check them, then correct any incorrect answers.

Step 5 Go to How Stuff Works and watch the video on how roller coasters work. You will want to take notes. You may need to view the video several times to record all the important information.

Step 6 Now that you are an expert with force and motion you will break into your company groups and decide on a name for your coaster. This can be done by vote, or by each person in the group writing a name on a small piece of paper and choosing one person to pick a name from a pile without looking. Groups also have to decide who will be designer, graphic artist, and statistician. Now, you are going to work in your group and apply the information you have learned about Newton and Newton’s Laws to the simulations. (These are simulations ONLY. Do not begin to design your roller coaster yet) Click on the links below and take notes about each simulation. Keep your notes handy! Your notes should include information about how the design of the roller coaster was affected by the different forces. Think about what worked, and what didn’t!  Build Your Own Roller Coaster: http://kids.discovery.com/games/rollercoasters/buildacoaster.html Make Your Own Coaster Tracks: http://sideshow.questacon.edu.au/maketracks.html Funderstanding Roller Coasters: http://www.funderstanding.com/coaster http://greengamesandham.com/roller-coaster/?aid=1579-KMG Math Moves You (Design a Ride): http://www.mathmovesu.com/#/sum-of-all-thrills

  Step 7 You will now get into your expert groups. Expert groups do the following: 1. Designer- You will look at what is appealing to people about existing roller coasters and report back to your Graphic Artist. Designers might ask such questions: “What roller coaster names do you think are the best?” “What colors should is your favorite roller coaster?” “How should the seats look?” “What special elements should be added?” “Should there be a theme?” (Think about theme parks you have been to! ) 2. Graphic Artists- You will become experts at designing and building roller coasters. Once your Designer reports their findings to you. (You are going to be drawing what the designer has found to be the best coaster! ) 3. Statisticians- You will conduct a poll of the students to see what they like about roller coasters. Statisticians might ask such questions: “What do you like about roller coasters?” “What don’t you like about roller coasters?” “What was your favorite coaster and why?” (Be creative and think about asking questions that will help you design a roller coaster that people can’t live without! ) *After 15 minutes you will get back into your original groups and share what you learned from your expert group.

Step 8   Now that you know the basics and have shared all of your information it is time to begin designing your roller coaster! Keep in mind the information you received from the stats, and ideas from existing roller coasters. The Graphic Artist will need to be in control of the mouse or paper. (You may use a paint program if you are good with the mouse) As a TEAM, discuss what you want the roller coaster to look like and the graphic artist will begin drawing it. Once you have finished your roller coaster you will need to turn it in with all group member names on the final coaster design! 

Step 9 You aren’t done yet… You will begin working on your presentations. (Persuasive essays are done individually, but presentations are done as a group! I must see each of your essays from your group before you may begin working on your group presentation. ) Persuasive essays should include 3 major points, an introduction, and a conclusion. Essays are expected to be written in an easy-to-follow, five paragraph format, which will be easy for other group members to read. You will need to persuade the amusement park board on why your roller coaster should be the one they pick for the amusement park. For help on writing a persuasive paper look at the three links below. Persuasive Writing Websites:  http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive http://www.abcteach.com/Writing/persuasive.htm Now that you have learned how to persuade someone you can begin your presentation persuading the Amusement Park Board to choose your design!

Step 10 After all of your essays have been approved, you will begin to make your group presentation. You may use Power Point or a Glog. Use Microsoft Power Point that is loaded on your machine. If you choose to use a Glog you will need to get your username and password from your teacher, then log on to http://edu.glogster.com/ and begin working.   Be sure to include: * Why the board should choose your design? * Describe what your coaster will look like. * Anything else you think will persuade the board to choose your design.

Scientific Drawings: Rollercoaster Design Evaluation Scientific Drawings: Rollercoaster Design CATEGORY 6 5       4 3       2 1 Design Safety   The roller coaster design is safe and reflects what you learned in the online simulations. The roller coaster design is safe and reflects most of what you learned in the online simulations. The roller coaster design appears to be safe and reflects a number of things you learned in the online simulations. The roller coaster design does not appear to be safe and reflects very little of what you learned in the online simulations. Drawing - details The details of the drawing add interest and show a lot of creativity. The details of the drawing add interest and show some creativity. The details of the drawing add some interest and show some creativity. The details of the drawing show little interest and show little creativity. Scaffolding   The scaffolding lines are evenly spaced and parallel to each other. Some of the scaffolding lines are evenly spaced and parallel to each other, but not all. The scaffolding lines are evenly spaced or are parallel to each other but not both. The scaffolding lines are not evenly spaced and are not parallel to each other. Track Design and Smoothness   The roller coaster track appears to have enough momentum to carry the passenger cars from the beginning to the end without stopping. The track looks smooth enough to carry the car without crashing. The roller coaster track appears to have enough momentum to carry the passenger cars from the beginning to the end without stopping. The track looks smooth enough in places to carry the car without crashing, it is rough in places. The roller coaster track appears to have enough momentum to carry the passenger cars from the beginning to the end without stopping OR The track looks smooth enough to carry the car without crashing. Meets one but not both. The roller coaster track does not appear to have enough momentum to carry the passenger cars from the beginning to the end without stopping. The track does not look smooth enough to carry the car without crashing. Excitement Factor   The overall design would make a very exciting ride. The overall design would make an exciting ride. The overall design would make a good ride. The overall design would make an ok ride.

Persuasive Presentation with Power Point or Glog CATEGORY 4 3 2 1 Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Background does not detract from text or other graphics. Choice of background is consistent from card to card. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the page. Originality Appropriate paragraph organization.  Logical and Appropriate sequencing of ideas.  Engaging introduction and conclusion. Effective use of transitions. Appropriate paragraph organization.  Logical sequencing of ideas.  Effective introduction and conclusion. Varied use of transitions. Beginning to establish appropriate organization.  Attempted to sequence ideas.  Attempted introduction and conclusion.  Some use of transitions Unclear organization. Minimal use of sequence of ideas. Ineffective introduction and conclusion. Limited use of transitions Text - Font Choice & Formatting Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Ideas Establishes a clear position. Maintaining full focus and point of view throughout paper.  Uses complex and relevant examples, facts, and details. Establishes a clear position.  Maintaining full focus and point of view throughout paper. Uses complex and relevant examples, facts, and details. Establishes a clear position. Maintaining full focus and point of view throughout paper. Uses complex and relevant examples, facts, and details. Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Cooperation Group delegates tasks and shares responsibility effectively all of the time. Group delegates tasks and shares responsibility effectively most of the time. Group delegates tasks and shares responsibility effectively some of the time. Group often is not effective in delegating tasks and/or sharing responsibility

Conclusion After completing this Web quest, you will have a good understanding of motion, force, speed, velocity, mass, momentum, and ROLLER COASTERS! If you have a new fascination with coasters ( or physics ) and you want to find out more, you may want to investigate these other sites: Roller coaster physics: http://search.eb.com/coasters/ride.html Amusement park physics: http://www.learner.org/interactives/parkphysics/coaster.html Finally, what will the Amusement Park Board think of your proposal? Will they take your suggestion or the suggestion of one of your fellow classmates? Who knows, your coaster could be the next one built ! Good Luck!

Credits The following sites offered a great deal of information and help to the designer of this web page. Although this web quest is in an original form, parts of other web quests were utilized in creating this web quest with permission from their creators. Thank you so much for the use of images, backgrounds, ideas and information. Designing a WebQuest. (2008). The WebQuest Place. Retrieved April 22, 2010 from the World Wide Web: http://www.thematzats.com/webquests/page5.html Webquest Garden. (2010). “Motion and Force” By: Michelle Yates from the World Wide Web: http://webquest.org/ Permissions We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share- Alike license for details. “Force and Motion Web quest” By: A Web Quest, Designed by: Abby Mims Last updated on April 08, 2011 http://www.sikeston.k12.mo.us/sjhs/forceandmotionwebquest/index.html (Credit given to the original creator Abby Mims a fifth grade teacher for Sikeston Public Schools in Sikeston, Missouri.) Illinois State Board of Education Learning Standards: http://www.isbe.state.il.us/ils/Default.htm www.isbe.state.il.us/ils/ela/standards.htm, http://www.isbe.state.il.us/ils/science/standards.htm

Illinois Learning Standards Teacher Information The purpose of this web quest is to provide an engaging activity in which students will take basic physics knowledge and apply that knowledge into the creation and design of an original roller coaster. Learners: This lesson is cross-curricular in science and writing and was intended for 6th grade, but may be modified to fit the needs of 5th through 7th grade students. The students will need some background in types and styles of roller coasters. The students will not be asked to do any mathematical calculations in this web quest. The roller coaster designs are not expected to be mathematically accurate. Students should demonstrate a basic understanding of roller coaster design, such as, the first hill must be the highest hill because it must be able to provide enough energy for the train to complete the entire course of the coaster. Loops need to be tear-drop shaped instead of a perfect circle because of the g forces that act upon the riders' bodies. The teacher can specify to the students what principles he/she expects to see demonstrated in the coaster drawing. These principles should mirror the information covered in the class prior to this project. Illinois Learning Standards Science: Goal 11, Inquiry and design; 11.A.3f Interpret and represent results of analysis to produce findings. 11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution. 11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety. 11.B.3c Select the most appropriate design and build a prototype or simulation. 11.B.3d Test the prototype using available materials, instruments and technology and record the data. Goal 12, Concepts and principals; 12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects). 12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance). Language Arts: Goal 3, Writing 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conven­tions. 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instruc­tions, news articles, correspondence) for a specified audience 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. Goal 4, Listening and speaking 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. 4.B.3b Design and produce reports and multi-media compositions that represent group projects Web Quest Skills and Objectives During this web quest, the students will: Use websites to gather information. Take gathered information and draw conclusions. Make predictions about the success of a new roller coaster based upon information gathered and analyzed. Take previously learned knowledge and apply it to roller coaster building simulations on the Internet. Take previously learned knowledge and use it to create a basic roller coaster design on paper. Use personal experiences to create a basic roller coaster design on paper. Design a basic roller coaster by drawing it