The Arizona STEM Acceleration Project

Roller Coasters Lesson 2 of 4

Physics Roller Coasters- Lesson 2 of 4

A 6th grade STEM lesson

Jenifer Henson

11/28/23

Notes for teachers

• Before the lesson, cut the top portion of the last 3 inches of the noodle (enough so that the marble will not fall off the track but the testing material can be applied to the last 3 inches). Look at image to help you.

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• Students should work in groups of 2-4 to build and test the roller coasters
• Use painters tape to connect pool noodles to the walls
• Use a meter stick to prop up the pool noodle
• Use masking tape to tape the pool noodle to the meter stick and floor
• Have students cut up the rubber bands to test the rubber section

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Unit Lessons 1-4

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List of Materials

• pool noodle (1 for each team)Cut the top off the last 3 inches like the picture)
• meter stick (2 for each team)
• timing device (1 for each team)
• sand paper (3 inches for each team)
• felt (3 inches for each team)
• saran wrap (3 inches for each team)
• rubber bands (enough for teams cut up to make 3 inches per team)
• card stock
• small clear plastic cup (large enough to fit around the end of the pool noodle)
• painters tape
• masking tape
• marble (1 for each team)
• roller coaster journal: https://docs.google.com/document/d/17rspSzthKNoB5uTOC4RMATsLshaXUE3Wk2A4CiSN0-w/edit?usp=sharing

Standards

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Science Standard

6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

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Engineering Practices

• Ask questions about what would happen if a variable is changed.
• Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
• Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
• Develop and/or use models to describe and/or predict phenomena.
• Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
• Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

Objectives:

Today we will explore friction and gravity.

Today we will test materials to determine which material best slows down a marble.

Agenda (75-90 minutes)

1. Have students think about what they remember about the physics of roller coasters. Have students think-pair-share what they remember and what they wonder
2. Show the video about roller coasters and friction: https://www.youtube.com/watch?v=VcRFh-dCxWE

While watching, students will take notes about friction and gravity in their roller coaster journal.

3. Have students discuss what they think friction and gravity is based on the video.

4. Go over the vocabulary and have students add it to their journals

5. Go over the experiment in students’ journals. Have students predict which material they think will best slow down the marble.

6. Have students test the different materials and record the data in their journals.

Intro/Driving Question/Opening

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Think-Pair-Share: What do you remember about the physics behind roller coasters? What do you still wonder?

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Intro/Driving Question/Opening

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As you watch, take notes on friction and gravity in your roller coaster journal

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Video: https://www.youtube.com/watch?v=VcRFh-dCxWE

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Vocabulary

Friction: force that resists the sliding or rolling of one solid object over another

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Gravity: an invisible force that pulls objects toward each other

Hands-on Activity Instructions

• Students will build a roller coaster with a 3 foot hill to test how different materials slow down the marble
• Students will line the last 3 inches of the roller coaster track with different materials (sand paper, plastic, cardstock ridges, felt and rubber) and measure the time it took for the marble to travel from the top of the track to the end of the track (when it hits the styrofoam stopper).
• Students will measure (to the nearest cm) how far the styrofoam barrier moved.
• Students will record their data in the data table in their roller coaster journal
• Students will use their data to determine which material best slowed down the marble

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Assessment

Monitor students as they build and test the roller coasters

Check students’ journals for responses

Differentiation

Complete activities as a whole class and record the data as a whole class.

Remediation

Extension/Enrichment

Have students think of other materials to test and let students test these materials.

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Students can graph the results.