the WGBH Educational Foundation
the The Walmart Foundation
This is a self-paced multimedia tutorial for middle school that explores how cars move along a roller coaster track as a result of energy transformation. It is part of the Inspiring Middle School Literacy project, in which students develop literacy skills as they explore a focused science or math concept. They read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. When they are finished, students select and complete a writing assignment offline.
Registered teacher-users may set up accounts for students over age 13 to track progress and document completion of work.
6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.
9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.
9-12: 4E/H9. Many forms of energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on the separation between mutually attracting or repelling objects.
6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
9-12: 4F/H7. In most familiar situations, frictional forces complicate the description of motion, although the basic principles still apply.
11. Common Themes
6-8: 11A/M2. Thinking about things as systems means looking for how every part relates to others. The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in the system as a whole.
6-8: 11B/M4. Simulations are often useful in modeling events and processes.
12. Habits of Mind
12D. Communication Skills
6-8: 12D/M2. Read simple tables and graphs produced by others and describe in words what they show.
6-8: 12D/M4. Understand oral, written, or visual presentations that incorporate circle charts, bar and line graphs, two-way data tables, diagrams, and symbols.
Common Core State Reading Standards for Literacy in Science and Technical Subjects 6—12
Key Ideas and Details (6-12)
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Craft and Structure (6-12)
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6—8 texts and topics.
Integration of Knowledge and Ideas (6-12)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity (6-12)
RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6—8 text complexity band independently and proficiently.
Common Core State Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
Text Types and Purposes (6-12)
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (WHST.6-8.2)
Research to Build and Present Knowledge (6-12)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
The Walmart Foundation. Teachers' Domain: Energy Transfer in a Roller Coaster. Boston: WGBH Educational Foundation, 2011. http://www.teachersdomain.org/resource/midlit11.sci.splenergy/ (accessed 4 December 2013).
%0 Electronic Source %D 2011 %T Teachers' Domain: Energy Transfer in a Roller Coaster %I WGBH Educational Foundation %V 2013 %N 4 December 2013 %9 text/html %U http://www.teachersdomain.org/resource/midlit11.sci.splenergy/
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A set of packaged materials for middle school in which students use a computer model to explore the motion of a roller coaster. Energy bar graphs are displayed to show changing kinetic and potential energy levels.