of Expected Process
The teacher's role in problem-based learning is to be a "guide on the
side", which makes the outcomes of this project a little less predictable.
The following outline is the anticipated process that your class will follow.
There may be opportunities to enhance the understanding of the physical
science concepts through related activities/extensions.
Divide class into seven teams suggested in the memo
Each team assigns its members roles
Each team isolates key terms/vocabulary for their category
Each member adopts a term or concept
See What's Out There
Check out vocabulary/terms:
speed, velocity, acceleration, gravity, g forces, potential
and kinetic energy, momentum, inertia, conservation of energy
Research the data
"get acquainted" with their roller coaster by interpreting
the diagram and the position/time, velocity/time, and g-force charts
Research the competition through online databases
Does it make a difference if you are specific about:
materials used? (What are factors that affect speed?--friction, motion,
changes in direction, etc.)
comparing only part of the ride vs. the ride overall? Possibilities
Where would the greatest speed, velocity, or acceleration occur?
What's wrong with these designs?
Take a Stand
Make a legitimate claim based on the scientific evidence
Make an alternate claim
calculations, data sources, safety concerns
Produce a report
Assign presentation responsibilities
Review data to plan script and visual aids
Report to "board of directors"