Unit 1 - Forces and Energy

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.


4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Activities below for Rock Hill Schools teachers to use along with the SC Inspire Science program by McGraw-Hill.

Opening Phenomenon: 
​Where do roller coasters get the energy to go up and down hills and through loops?  

For Discussion:  How did you feel as the roller coaster ride began?  Did you feel differently as you could see you had reached the top?  Do you like to ride roller coasters?  Why or why not?  From where do you think roller coasters get their energy? 
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Do you think you can design a roller coaster?  Click the image to the right to try designing a roller coaster - but first consider the questions below.  Answer in your Science notebook.

1. Can all the hills on a roller coaster be the same height?
     If not, why?
2. Can the hills get bigger as you move through the track or
     must they get smaller? Explain
3. Does steepness of the hills effect the coaster's ability to
​     finish the track? 

Link for additional info and questions. 

In your Science notebook, write a description of how roller coasters operate using as many of the following terms as possible. 
motion, speed,  velocity, acceleration, force, inertia, gravity, friction, energy.  Share and discuss your explanation with a partner and each of you make changes to your explanation based on your discussion.   
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With a partner, try this activity on p. 8-9​

With a partner, try this activity on p. ​16-17