• Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (MS-PS3-1)

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)

• The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. (5)

• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (6-8)
• A system of objects may also contain stored (potential) energy, depending on their relative positions. (6-8)

• When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (6-8)

• Cause and effect relationships may be used to predict phenomena in natural or designed systems. (6-8)

• Models can be used to represent systems and their interactions. (6-8)

• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (6-8)
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (6-8)

• Structures can be designed to serve particular functions. (6-8)

• Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
  • Develop and use a model to describe phenomena. (6-8)

• Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods. (6-8)
  • Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (6-8)
  • Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. (6-8)

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (WHST.6-8.2)

• WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

This self-paced multimedia tutorial explores how cars move along a roller coaster track as a result of energy transformation. Part of the Middle School Literacy Project, it is designed to develop literacy skills in the context of a focused science or math lesson. Students read informational text, build vocabulary, view videos and interactive simulations, and create written responses in both short and extended forms. Registered teachers may set up student accounts for tracking progress.

• Physical Sciences K-8 The Case of Roller Coasters Unit
• Physics First The Case of Roller Coasters Unit