1. Roller Coaster Manufacterer Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Mr. Lenling’s 9 th grade Physical Science Designed by Kyle Lenling [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Roller coasters have been one of the most popular amusement park attractions since the late nineteenth century. The amusement park industry has experienced a coaster boom of sorts in the past 15 years or so. Without roller coasters, what would the amusement park or theme park be?! Let’s face it, time at the amusement park would be pretty boring without the thrilling drops, turns, and loops a roller coaster offers. Amusement parks keep upping the ante, and it’s your group’s job to build faster and more complex roller coasters, with the fundamental principles of force, motion, and work at play.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Roller coasters are driven almost entirely by inertial, gravitational, and centripetal forces. Your group will use the internet to research information relating to work , force , and motion . Your group will then, using Styrofoam tubing, build your own small roller coaster complete with turns, corkscrews, or loops and describe to me the motions and forces exerted on a “magic marble” riding your coaster. Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In the following WebQuest, you will use teamwork coupled with the many resources on the internet to learn all about the principle physical characteristics of force , motion , and work . Each person in your group will be assigned a different task to research. After the research has been conducted, you will need to report the information that you have discovered back to your group. Once each group member has discussed his or her findings, your team will brainstorm possible ideas and plans in order to construct an up to date, inventive, and exciting roller coaster to compete with the latest designs of other amusement parks. Next Page

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Next Page ` Step 1 : Become an Expert As your teacher, I will now assign each group member to a specific role. Once you know which expert you are, it is time to begin researching and exploring your topic. Use the following questions and web sites as a basis for your research. Back Kinematics Expert Newtonian Expert Applied Forces Expert Energy Expert In order to complete this WebQuest, please use the following steps below for instruction: Step 1 Step 2 Step 3 Step 4

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Next Page Once your individual research is complete, it is time to collaborate with your group members. Each expert will take a few minutes to explain his/her role and the important concepts they have discovered. Experts should make sure that each group member has a good understanding of each topic. This understanding will be essential to the roller coaster making process as you will need to relate each field to your roller coaster construction and function. In addition, during each explanation, every expert should be sure to discuss the real-world examples they have come across that relate to their content. Back Step 2 : Share Your Findings

8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Next Page After each group member has discussed his/her findings with the rest of the group, it is now time to brainstorm the ways in which these concepts will be presented in your roller coaster building. It may be helpful for your group to sketch or come up with a blueprint to help visualize the physical features you want to incorporate into your design to demonstrate work, force, and motion. The group also needs to decide which group members will construct certain parts of the coaster. Lastly, you must get your teacher’s approval of your blueprint. Back Step 3: Brainstorm Roller Coaster Ideas

9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Next Page Once your blueprint or sketch has been approved, it’s finally time to start making your coaster. The creation process should follow the information you have put down on your blueprint. Supplies will be provided in class. Feel free to use glue sticks, colored paper, and whatever else you can construct to bring your roller coaster to life and give it pizzazz. If any problems arise during construction, be sure to ask your teacher for help. Back Step 4: Production

10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The class period following production, your group will present to the class and your teacher the roller coaster you have designed. Each group member should introduce themselves, including their name and their expert role. During your presentation your group will then take the “magic marble” your teacher provides and let it run your coaster. As the marble travels through your roller coaster (which will be very quick), describe the motion and forces exerted on the marble. Back Step 5: Group Presentations

15. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be graded individually and collectively as a group. Individual grading will be based on the quality and thoroughness of research and how effectively you conveyed your expert area to the rest of the group. Collective grading will include the presentation, accuracy, and creativity of the roller coaster. See Rubric

16. RUBRIC: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY A B C F Information Gathering The student is able to extract all accurate and important information taken from the web that relate to their expert field and related questions. Student is able to extract some accurate and important information from the web to help answer role-related questions. Student is able to extract information from the web, but does not answer role-related questions in their expert field accurately or at all. The student is able to access and extract information taken from few sources and/or does not apply the information to their expert field, nor answer role-related questions. Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected. Inappropriate materials were selected and contributed to a product that performed poorly. Presentation Includes all important information from all of the experts. Exemplary preparation, creativity, and use of terminology and concepts. Includes all important information from most of the experts. Adequate preparation, creativity, and use of terminology. Includes some important information but not from every expert. Minimal preparation, organization unclear. Does not include important information from each expert. Information is not presented in a clear manner. Lacks preparation and creativity. Collaborative Group Work Cooperated extremely well with group. Individual work essential to final product. Cooperated well with group members but focused more on individual work. Minimal cooperation with group members or acted as a distraction. Did not cooperate with group members or very disruptive.

17. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have now successfully researched, created, and presented your very own roller coaster design. The roller coaster your group produced helped to inform your fellow classmates about the concepts relating motion and force to roller coasters. Hopefully you have also been able to see how your life is effected by the forces of motion on a daily basis.

18. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] References: C.R. Nave (2005). HyperPhysics. [Online] Available at http://hyperphysics.phy-astr.gsu.edu/hbase/wcon.html, April 12, 2005. Kurtus, R. (2005). Resistive Force of Friction . [Online] Available at http://www.school-for-champions.com/science/friction.htm PhoolProofPhysics (1996). PhoolProofPhysics . [Online] Available at http://library.thinkquest.org/15433/, April 12, 2005. How Stuff Works. (2005). How Roller Coasters Work. [Online] Available at http://science.howstuffworks.com/roller-coaster.htm Newton's Three Laws of Motion (n.d.) [Online] http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html

19. Roller Coaster Manufacterer [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th grade Physical Science Designed by Kyle Lenling Email: kbquarium@msn.com Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

20. Introduction [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of Colorado State Universities School of Education Educator licensure program, accredited by the Colorado Department of Education as well as the National Council for Accreditation of Teacher Education. This WebQuest is intended for students to learn about and have a hands on interaction with the forces, motions, and energy states that pertain to a roller coaster. In this WebQuest, the students work both individually and cooperatively to complete their task of designing a Styrofoam roller coaster. In addition, through their research, individual, and cooperative investigation, students will be able to make connections to everyday life, allowing for a deeper understanding of the content. Evaluation Teacher Script Conclusion

21. Learners [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This Lesson is designed for ninth grade physical science students and may be used in other grade levels if edited. This WebQuest relies on prior knowledge and familiarization with the internet and the technicalities of computers.

23. The Process [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This WebQuest is designed to be completed over a two week time period. Students will use this time to research their specific roles, discuss their findings among their group, brainstorm creative ideas for a roller coaster, construct the coaster, and present their completed design to the class. This WebQuest combines science concepts along with technological education and collaborative work. The teacher is responsible for dividing the students into groups of 4-6. This can be done whichever way you find necessary where individual and collaborative work will excel. It is imperative the teacher be present and monitoring the students as they research their roles on the internet. As the teacher, allow the students space to work individually as well as collaboratively, but still remaining a facilitator so the students do their work and have questions answered when they come up. Before the presentations, the teacher should take a few minutes to remind the students of the important components of a successful presentation. This should include appearance, volume and clarity, eye contact, and movement.

25. Evaluation [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The students will be graded individually and collectively as groups. Individual grading will be based on the quality and thoroughness of research and how effectively the students conveyed their expert area to the rest of the group. Collective grading will include the presentation, accuracy, and creativity of the roller coaster. See Rubric

26. Teacher Script [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion First, the students will begin in the classroom and the teacher will divide the students into their groups. They will either randomly pick an expert field, say from a jar, or will be given a specific expert field by the teacher. The teacher will then explain the rules of the computer lab. The teacher should let the students know how important it is to stay on task and respect the computers as well as the other members of the group. The teacher should remind the students that this is a group project, therefore all of the members of the group should be involved in the research and final product. The teacher will then explain the process of the lesson ( see Process Section ). The teacher will explain the time allotted to research on the web and why it is important to finish each task on the appropriate day or time. Limited amount of instruction will be given to the students once they are doing their research as the lesson is designed to be an inquiry based project. Questions may be answered as they arise throughout the two week period.

27. Conclusion [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion From this WebQuest, students will have a greater knowledge of the principles and applications of motion, force, and energy. They will have experienced participation in collaborative group design and realize the strengths they can provide in the process by working as both individuals and as a team.

28. Credits & References [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion References: C.R. Nave (2005). HyperPhysics. [Online] Available at http://hyperphysics.phy-astr.gsu.edu/hbase/wcon.html, April 12, 2005. Kurtus, R. (2005). Resistive Force of Friction . [Online] Available at http://www.school-for-champions.com/science/friction.htm PhoolProofPhysics (1996). PhoolProofPhysics . [Online] Available at http://library.thinkquest.org/15433/, April 12, 2005. How Stuff Works. (2005). How Roller Coasters Work. [Online] Available at http://science.howstuffworks.com/roller-coaster.htm Newton's Three Laws of Motion (n.d.) [Online] http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html Links