Running Head: UNIT PLAN - ROLLER COASTER ENERGY

Unit Plan - Roller Coaster Energy

Course Physics 20 Grade Level 11

Subject Physics Time Frame 8 days

Title Roller Coaster Energy Date NA

Developed by: Gordon Phillips

Brief Summary of the Unit, including Performance Tasks[s]:

Students will learn about the conservation of mechanical energy through the creation of an
infographic and the physical design of a roller coaster.
Stage 1 – Desired Results
General Outcomes (s):
● explain that work is a transfer of energy and that conservation of energy in an isolated
system is a fundamental physical concept.
Curriculum Competencies:
● Problem-Solving
○ approach issues from different angles
● Creativity & Innovation
○ evaluate the application of scientific information
● Collaboration
○ share responsibility to design
Enduring Understandings/Big
Ideas/Essential Question: Guiding Questions: (topic specific)
Big Idea: Dynamics ● How can knowledge of conservation of energy be
used to aid in roller coaster design?
Essential Question: How do we ● In what situations does conservation of energy
create a thrilling amusement park apply?
ride? Prior Knowledge:
● Introduction to the conservation of energy in grades
Students will understand that 9 & 10
● Scientific ideas can be used ● Data collection and measurement
to solve problems or make ● What is a legitimate source of error in a scientific
decisions experiment?
● Grade 10 algebra
Related misconceptions:
● Energy is a concrete thing
○ Energy is actually
abstract/mathematic
al
● Objects move because they
have kinetic energy
 Unit Plan - Roller Coaster Energy 2
● Energy is lost in certain
situations

Knowledge objectives (specific Skill objectives (specific outcomes):

outcomes):
● Students will know:
○ define mechanical energy
as the sum of kinetic and
potential energy (20–C2.1k)
○ determine, quantitatively,
the relationships among
the kinetic, gravitational
potential and total
mechanical energies of a
mass at any point between
maximum potential energy
and maximum kinetic
energy (20–C2.2k)
○ analyze, quantitatively,
kinematics and dynamics
problems that relate to the
conservation of mechanical
energy in an isolated
system (20–C2.3k)
○ describe, qualitatively, the
change in mechanical
energy in a system that is
not isolated. (20–C2.6k)
● Students will be able to:
○ formulate questions about observed relationships
and plan investigations of questions, ideas,
problems and issues (20–C2.1s)
○ conduct investigations into relationships among
observable variables and use a broad range of tools
and techniques to gather and record data and
information(20–C2.2s)
○ work collaboratively to develop and carry out
investigations (CT–NS1)
○ select and use appropriate numeric, symbolic,
graphical and linguistic modes of representation to
communicate findings and conclusions (CT–NS2)
○ compile and organize findings and data by hand or
computer, using appropriate formats such as
diagrams, flowcharts, tables and graphs (PR–NS4)
○ recognize the importance of reviewing the basic
assumptions from which a line of inquiry has arisen
(Attitude Outcome)
○ insist that the critical assumptions behind any line
of reasoning be made explicit so that the validity
of the position taken can be judged (Attitude
Outcome)

Stage 2 – Performance Assessment Evidence

Performance Assessment/Authentic Learning Task(s): Students will work in small groups (2-4
students) to design and build a small roller coaster. As part of this task, they will predict the
velocity of a marble at various points along their track and collect data to verify the accuracy of
their prediction. A full description of the task and the associated rubric are found in Appendix A.
Other Evidence
Other Plans for Summative: Formative Assessment Strategies:
● As this is a high school ● Pre-assessment using thumbs up/down
course, students will write a ● Observation of work on practice problems
unit exam on the final day of ● Peer assessment of infographics
the unit. ● Observation of small group discussion
● Infographic (See Appendix B) ● Self assessment using rubrics
● Self assessment using practice problems of different
difficulties
 Unit Plan - Roller Coaster Energy 3
Stage 3 – Learning Plan

Learning Activity: Average high school class (75-90 minutes).

Lesson
What the teacher does/what the student
# Assessment Materials/Resources
does
● Check current understanding of energy, ● Formative - ● List of prepared
systems, friction etc and look for thumbs pre-assessment
misconceptions by asking questions up/down/sidew questions
and looking for hand signals (thumbs ays pre-
up/down) assessment ● List of vocabulary
terms for the unit
● Introduce roller coaster framework for ● Formative -
the unit and share outcomes from PoS observations
with students based on the
discussion
1 ● Introduce vocabulary list for the unit about
(to aid with ELL as well as others) vocabulary
○ Have students work in groups to words
define each of the words. They can
look up words on phones if
necessary.

○ Share with rest of the group after

and discuss any
misconceptions/confusion

● Introduce potential energy calculations ● Formative - ● Prepared practice

(20–C2.1/2/3k): observation problems
while students
○ Gravitational and elastic work on
● Relationships - linear/non-linear. Quick practice
graphing refresher (20–C2.2s) problems
2
● Practice problems including some that
transfer understanding to new
scenarios. (CT–NS2)

○ Mini-lessons as necessary

● A quick refresher on potential energy ● Formative - ● Prepared practice

thumbs problems
○ Thumbs up/down to various up/down
3 statements (eg relative potential ● Similar objects
energy of various objects/springs in ● Formative - that can be easily
different positions) observation held at different
while trying heights for the
 Unit Plan - Roller Coaster Energy 4
● Introduce kinetic energy (20– practice refresher
C2.1/2/3k) questions

○ Simple practice problems for

students to extend understanding
on their own/in small groups

○ Responsive mini-lessons as required

● Introduce conservation of mechanical

energy as it applies to isolated systems
(always constant so potential <->
kinetic)

○ Time to work through a couple of

practice problems (CT–NS2)

● Introduce infographic project (CT–NS2, ● Formative/sum ● Computers

PR–NS4) mative -
Infographic ● Online interactive
○ Demonstration of what good Model/Simulation
organization of information looks
like ● Examples of good
data
○ Discussion of what assumptions we presentation/orga
might be making when thinking nization
about conservation of energy in this
project ● Online infographic
tutorial:
4
○ Introduce online simulation if https://www.yout
students want to explore on their ube.com/watch?v
own =nLxQAa5Sras&ab
_channel=visme
○ Work time for the project

○ Students have opportunities to

develop their digital literacy by
creating the infographics on
computers. Online tutorials can be
suggested.
 Unit Plan - Roller Coaster Energy 5
● Peer feedback on infographics using ● Formative - ● Video - Why is
provided rubric peer feedback being scared so
using rubrics fun?
● Discussion of isolated vs non-isolated
systems (20–C2.6k) ● Formative - ● Practice problems
observation at different levels
○ Students will discuss in small groups of complexity
how does friction affect the
situation and summarize in the big
group

● Can introduce performance assessment

task
5
○ Show “Why is being scared so fun?”
video to show connections to other
disciplines

● Provide more practice problems for

students to attempt prior to the unit
exam when they have time.

○ Include multiple levels of

complexity so students can self-
assess as to which areas require
more study

● Work on performance assessment task ● Summative - ● Performance

(20–C2.1/2/3k, 20–C2.1s, CT–NS1) performance assessment
assessment task description &
rubric
6 ● Formative -
teacher
observations/fe
edback

● Work on performance assessment task ● Summative ● Performance

(20–C2.1/2/3k, 20–C2.1s, CT–NS1) assessment
● Formative - description &
○ Use the rubric to self-assess teacher rubric
7 observations/fe
edback

● Self-assessment
with rubric
 Unit Plan - Roller Coaster Energy
● Unit exam verifying student’s
understanding of the conservation of
8 mechanical energy.
Considerations
Is there alignment between
the first 3 stages?
How has learner
differentiation been
addressed?
Sources consulted (APA
format)
6
● Summative - ● Unit exam
exam
Stage 4 – Reflection
Comments
Yes - the learning outcomes and big questions identified in stage
one are reflected in the authentic summative performance task
outlined in stage two. These learning outcomes are addressed
in the learning plan outlined in stage three.
Learner differentiation has been addressed by thinking about the UDL
principles:
● Engagement:
○ The goals of the unit are shared with students to aid
with engagement.
○ The authentic nature of the performance task also leads
to increased student engagement.
○ Rubrics are provided ahead of time to encourage
students to participate in self-reflection.
● Representation:
○ A variety of oral and visual methods are used to
communicate information including videos, simulations
and direct teacher instruction using a whiteboard and
orally.
○ Discussion with classmates is encouraged at various
points during the lessons so students receive multiple
points of view.
○ Vocabulary is clarified at the beginning to help support
learning for all students and especially ELL students.
● Action & Expression:
○ Students are given multiple options for showing their
knowledge in the final performance task, including in
video form, as a written report or orally.
○ The prototype that they build is also another way for
them to show their knowledge in a way that may work
better for some students.
CAST (2018). Universal Design for Learning Guidelines version 2.2.
Retrieved from http://udlguidelines.cast.org
The Physics Classroom. (n.d.). Roller Coaster Model Interactive.
Retrieved from https://www.physicsclassroom.com/Physics-
Interactives/Work-and-Energy/Roller-Coaster-Model/Roller-
Coaster-Model-Interactive
TED-Ed. (2016, April 21). Why is Being Scared So Fun? [Video File].
Retrieved from
https://www.youtube.com/watch?v=oetVvR5RQUs&ab_channel
=TED-Ed
Unit Plan - Roller Coaster Energy 7

visme. (2013, June 30). How to Create an Infographic - Part 1: What

Makes a Good Infographic? [Video File]. Retrieved from
https://www.youtube.com/watch?v=nLxQAa5Sras&ab_channel
=visme

Adapted by Jeff Turner (2016) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander,Virgina.

The BSCS 5E Instructional Model: Origins and Effectiveness (selected sections: p. 1-2; 4-13; 29-
30) http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Full_Report.pdf
Unit Plan - Roller Coaster Energy 8

Appendix A: Performance Assessment Task

The rollercoaster design challenge

Your team at Engineering Corp Ltd has been invited to design a thrilling roller coaster experience
for the CEO of FunFunWorld (aka Mr. Phillips). In order to create the best final design, you must
first build a scale prototype to verify that it meets all required criteria, including safety, thrill and
most of all, fun! The scale prototype will be built out of whatever materials your teams decides
on but the demo rollercoaster car will be a marble provided by Mr. Phillips.

Prior to building the prototype, your team must complete calculations predicting the velocity of
the marble at three different points on the track and create a supplies list. Once the prototype is
built, the team will have to verify that the velocity predictions were correct by determining the
actual speed of the marble at each of the points using whatever method the team deems best
(video analysis might be a good option). Any discrepancies between the predicted and observed
velocities must be justified. The calculations, collected data, and discussion of errors may be
submitted as a lab report, presented orally or in a video.

Emergent Satisfactory Good Outstanding

Calculations Calculations are Calculations are Calculations are Calculations are

of Velocity not accurate, somewhat generally accurate, completely
unclear and accurate, lack mostly clear and accurate,
contain many clarity and contain contain few errors. exceptionally clear
errors. several errors. and contain no
errors.

Prototype The prototype is The prototype is The prototype is The prototype is

poorly moderately well well constructed, very well
constructed, and constructed, and and most materials constructed, and all
no materials are some materials are listed. materials are listed.
listed. are listed.

Collection of The method to The method to The method to The method to

Data collect and process collect and process collect and process collect and process
data is not well data is somewhat data is well data is very well
explained and well explained and explained and explained and
results in results in partly results in mostly results in complete
incomplete and complete and complete and and accurate data.
inaccurate data. accurate data. accurate data.

Discussion Any differences Any differences Any differences Any differences

of Errors between between between predictions between
predictions and predictions and and observations are predictions and
observations are observations are well explained and observations are
fully explained and partly explained mostly justify the fully explained and
thoroughly justify and somewhat collected results. thoroughly justify
the collected justify the the collected
results. collected results. results.
Unit Plan - Roller Coaster Energy 9

Appendix B: Infographic Assessment

With a partner, create an infographic showing, qualitatively, the potential, kinetic, and total
mechanical energy of a roller coaster car as it travels along a roller coaster track. The infographic
must contain information for at least 4 different points and the relative energies can be
represented in a manner that you and your partner deem best (mini bar graphs recommended).
State all assumptions that may impact the energy transformations.

Emergent Satisfactory Good Outstanding

Accuracy of Infographic Infographic shows Infographic shows Infographic shows

Depiction of shows a somewhat clear mostly clear very clear
Mechanical beginner-level understanding of understanding of understanding of
Energy understanding of conservation of conservation of the conservation of
conservation of mechanical mechanical energy. mechanical energy.
mechanical energy.
energy.

Organization Information is Information is Information is Information is

ineffectively somewhat mostly effectively effectively
organized and effectively organized and easy organized and easy
difficult to follow. organized and to follow. to follow.
easy to follow.

Assumptions Assumptions that Assumptions that Assumptions that Assumptions that

may affect energy may affect energy may affect energy may affect energy
transformations transformations transformations are transformations are
are not defined are somewhat generally clearly clearly defined and
and incomplete. clearly defined defined and mostly complete.
and partially complete.
complete.