• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

• Objects in contact exert forces on each other. (3)
• The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. (5)

• The faster a given object is moving, the more energy it possesses. (4)
• 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 two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (6-8)

• Cause and effect relationships are routinely identified, tested, and used to explain change. (3-5)
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. (6-8)

• A system can be described in terms of its components and their interactions. (3-5)
• Models can be used to represent systems and their interactions. (6-8)

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

• Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (3-5)

• Knowledge of relevant scientific concepts and research findings is important in engineering. (3-4)
• Science and engineering complement each other in the cycle known as research and development (R&D). (9-12)

• Science affects everyday life. (3-4)

• Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. (3-5)
  • Develop models to describe phenomena. (3-4)
• 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 a model to predict and/or describe phenomena. (6-8)

Want to do a quick lesson on energy transfer in a roller coaster, but can't devote more than one class period? This simulation lets kids design a very simple roller coaster, then it evaluates the design based on physical principles, safety, and "fun factor". Good springboard for further inquiry into energy transformation.

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

This simulation allows the student to design a simple roller coaster, and then evaluates the roller coaster based on physics principles.  It rates each student's roller coaster design for safety and fun, with detailed explanations of the strength or failing of each design. This simulation could work well as a starting point for studying roller coaster motion. The resource below is a perfect follow-up.

• Physical Sciences K-8 Conservation of Energy Unit
• Physics First Conservation of Energy Unit
• Conceptual Physics Conservation of Energy Unit