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The Roller Coaster Ride

Skapad 2019-12-07 21:25 i Rödabergsskolan Stockholm Grundskolor
For many people, there is only one reason to go to an amusement park: the roller coaster. Some people call it the "scream machine," with good reason. The history of this ride reflects a constant search for greater and more death-defying thrills. How do physics laws affect amusement park ride design? In this project, you'll have a chance to find out by designing your own roller coaster. Plan it carefully--it has to pass a safety inspection.
Grundskola 7 – 9 Teknik
For many people, there is only one reason to go to an amusement park: the roller coaster. Some people call it the "scream machine," with good reason. The history of this ride reflects a constant search for greater and more death-defying thrills. How do physics laws affect amusement park ride design? In this project, you'll have a chance to find out by designing your own roller coaster. Plan it carefully--it has to pass a safety inspection.

Innehåll

INNEHÅLL/CONTENT

Grönalund has been hearing from its customers that their roller coasters are boring. The public is threatening that if the amusement park does not build a new, more exciting roller coaster they will stop going to the amusement park. You are part of a team of engineers that has just been asked to submit a new roller coaster design to the amusement park. Using the concepts of forces, motion, and energy, design and build a model of a workable roller coaster that could be built in the Grönalund.

To appease the public, your roller coaster must have a “thrill factor.” There must be at least one loop, at least one turn, and if possible, a “jump.” Your roller coaster also needs to be safe for the public, so you will also need to calculate the speed, acceleration, PE and KE on various locations of your roller coaster.

 

MÅL/TARGET:

  • Identify and analyze technical solutions based on efficiency and function
  • To identify problems and needs that can be solved with technology and to develop proposals for solutions
  • Using the concepts and expressions
  • To assess the consequesnces of different technology choices for individual, society and environment.

 

MATERIAL/RESOURCES

  • Construction Paper 7 pieces each group

  • scissors

  • tape

  • cardboard base

  • ruler

Each team should have 3-4 memebers. Each member is responsible for the development and construction of the roller coaster including:

  • Creating a unique name for the roller coaster
  • Creating unique designs for important curves/loops/hills, corkscrews, etc.
  • Each member is reponsible for the entire project, including be responsible for daily organization and plan for each member.
  • Help Build/type reports/problem solve/clean up, management of materials and proper storage of construction project(set-up and clean-up)
  • Responsible for getting materials and supplies out and put up each day. Report and problem to and help to build/write reports/ problem solve/clean up

 

BEDÖMNING/ASSESSMENT

  • Your Paper Roller Coaster must meet all of the following requirements:
  • 1. height between 30 cm and 100 cm
  • 2. track length must be at least 150 cm
  • 3. at least one loop
  • 4. at least six turns
  • 5. bucket at the end to catch marbles
  • 6. decorations

Individual Requirements:

  • You are graded as an individual based on your process journal data
  • Research all topics on force, motion, and energy concepts, plus roller coaster history and amusement parks. Take notes in your process journal.
  • DAILY journal reports in each individual journal (each team member)
  • Your daily journal includes:
  • Daily step by step instructions on what was done that day
  • Daily building procedures ( how it was done)
  • Problems that were encountered
  • How problems were solved
  • Action plan for tomorrow
  • Complete daily tracking progress sheet

Team Requirements:

  • 3-4 team members
  • Build a roller coaster that meets all criteria using only the required materials
  • Keep daily journals that includes:
  • Track progress journal Problems encountered
  • how problems were solved
  • what needs to be done

Uppgifter

  • HW:Process Journals

  • HW:Process Journals

  • Här kan du lägga större uppgifter, eller så många som du vill.

Kopplingar till läroplanen

  • Syfte
  • identifiera och analysera tekniska lösningar utifrån ändamålsenlighet och funktion,
    Tk
  • identifiera problem och behov som kan lösas med teknik och utarbeta förslag till lösningar,
    Tk
  • använda teknikområdets begrepp och uttrycksformer,
    Tk
  • värdera konsekvenser av olika teknikval för individ, samhälle och miljö, och
    Tk

Matriser

Tk
Rödabergsskolan MALL 7-9

Rubrik 1

Nivå 1
Nivå 2
Nivå 3
Aspekt 1

Tk
Technology

Nivå 1
Nivå 2
Nivå 3
identify and analyse technological solutions based on their appropriateness and function
Pupils can study different technical solutions in everyday life and with some use of topic-specific terms describe how easily identifiable parts work together to satisfy their purpose and function.
Pupils can study different technical solutions in everyday life and with relatively good use of topicspecific terms describe how parts of sub-systems work together to satisfy their purpose and function.
Pupils can study different technical solutions in everyday life and with good use of topic-specific terms describe how parts of sub-systems work together to satisfy their purpose and function, and show other similar solutions
In addition, pupils apply simple and to some extent informed reasoning about similarities and differences between some materials and their use in technical solutions
In addition, pupils apply developed and relatively well informed reasoning about similarities and differences between some materials and their use in technical solutions.
In addition, pupils carry out well developed and well informed reasoning about similarities and differences between some materials and their use in technical solutions.
identify problems and needs that can be solved by means of technology, and work out proposals for solutions
Pupils can carry out simple work involving technology and design by studying and testing possible solutions and also designing simple physical or digital models.
Pupils can carry out simple work involving technologynand design by studying and testing and retesting possible ideas for solutions and also designing developed physical or digital models.
Pupils can carry out simple work involving technology and design by studying and systematically testing and retesting possible ideas for solutions and also design well developed and well planned physical or digital models.
During the work process, pupils contribute to formulating and choosing action alternatives that lead to improvements
During the work process, pupils for-mulate and choose action alternatives which with some adaptation lead to improvements
During the work process, pupils formulate and choose action alternatives that lead to improvements.
use the concepts and expressions of technology
Pupils draw up simple documentation of the work with sketches, models, drawings or reports where the intention of the work is to some extent clear.
Pupils draw up developed documentation of the work with sketches, models, drawings or reports where the intention of the work is relatively well made clear.
Pupils draw up well developed documentation of the work using sketches, models, drawings or reports where the intention of the work is well documented.
assess the consequences of different technological choices for the individual, society and the environment
Pupils can apply simple and to some extent informed reasoning about how some objects and technical systems in society change over time, and show the driving forces behind technological development.
Pupils can apply developed and relatively well informed reasoning about how some objects and technical systems in society change over time, and show the driving forces in technological development.
Pupils can apply well developed and well informed reasoning over how some objects and technical systems in society have changed over time and show the driving forces of technological development.
analyse the driving forces of technological development and how technology has changed over time
In addition, pupils can apply simple and to some extent informed reasoning about how different technical solutions can have different consequences on the individual, society and the environment.
In addition, pupils can apply well developed and relatively well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.
In addition, pupils can apply well developed and well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.
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