The Arizona STEM Acceleration Project

Rad Roller Coasters

Rad Roller Coaster Part 1

A Middle School STEM lesson

Tessa Cassano

7/3/2023

Notes for teachers

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• Context: This lesson takes place in a classroom as project. Historically, it takes 2 weeks on average to complete.

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• Day 1 is for planning and designing. The remaining days are for building and testing.

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• Students work in small groups of 3-5.

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• An emphasis on the target product (a functioning roller coaster)

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• Creative solutions should be encouraged

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• Facilitate student reflection on why and how roller coasters work, the physics behind them.

• Rad Roller Coaster Part 2

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List of Materials

• Paper Roller Coaster Templates from https://paperrollercoasters.com/
• Paper Roller Coaster Instruction Booklet from https://paperrollercoasters.com/
• Rad Roller Coaster Project Criteria *See Attached
• Tape
• Scissors
• Rulers
• Cardboard/Trifold/Something for the base
• Marbles
• Paper for Roller Coaster Blueprint
• Roller Coaster Worksheet

Arizona Science Standards

8.P4U1.3 Construct an explanation on how energy can be transferred from one energy store to another.

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7.P3U1.3

Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are

affected by gravitational force.

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7.P3U1.4

Use non-algebraic mathematics and computational thinking to explain Newton’s law of motion.

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Arizona Science Standards

Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

Objective(s):

Today we will use our knowledge of Newton’s Law of Motion to plan, design, and engineer a functioning roller coaster.

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In this project we will collaborate and communicate effectively with our peers to complete an engineering design challenge.

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In this project we will explain how a net force is required for an object’s movement to change.

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In this project groups will use their created blueprints to build their roller coasters.

Day 1 Agenda (50 minutes)

1. Watch “Designing Roller Coasters” and, “The Ultimate Paper Roller Coaster”.

https://youtu.be/4oOXGIM2X2I (Designing Roller Coaster video link)

https://youtu.be/r7eZmHyOTK0 (Ultimate Paper Roller Coaster Link)

2. Introduce Rad Roller Coaster Project criteria to students. *See Attached

3. Groups begin designing their blueprint.

Day 2- End of Project Agenda (50 minutes/day)

1. Hand out Paper Roller Coaster supplies: Templates, Scissors, Tape, Rulers, cardboard.
2. Begin cutting and folding templates as a group.
3. Engineer, build and test roller coasters.

Intro/Driving Question/Opening

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Problem: You have been hired to design the newest roller coaster. The head of Disney World’s Roller Coaster Planning is not convinced that you can design a new roller coaster that includes a “thrill” factor and is still safe enough for children to ride. Use science to prove to the project manager that roller coasters can be fun and safe.

Day 1 Hands-on Activity Instructions

• Group students in groups of 3-5.

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• Show the class the two introduction videos: “Designing Roller Coasters”, and “The Ultimate Paper Roller Coasters”.

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• Project the project criteria worksheet on the front board and hand out a copy to each group.

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• Read through the criteria as a class so each group knows what is expected of them.

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• Give each group a piece of white paper for them to begin drawing out the blueprint of their planned roller coaster.

Day 2- End of Project Hands-on Activity Instructions

• Ask students to get in their roller coaster groups.

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• Hand out roller coaster templates, tape, scissors, rulers, instruction booklet.

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• Project the project criteria worksheet on the front board to remind the groups of their criteria for building.

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• Allow the class period for building each part of their roller coasters.

Assessment

• Does the roller coaster work from beginning to end? That means no dead spots or the marble getting stuck anywhere.

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• Does the roller coaster meet all the design criteria outlined at the beginning of the project?

Differentiation

• Putting students into groups helps divide the workload but also allows students who need extra support the help of other group members.

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• If a student truly cannot work in a group, you can have them build a virtual roller coaster online or learn about roller coasters through a Nearpod assignment or any of the extension ideas.

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Remediation

Extension/Enrichment

• Use Phet Colorado “Energy Skate Park” to further investigate forces and motion. https://phet.colorado.edu/en/simulations/energy-skate-park

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• Virtual Field Trip: Ride Kingda Ka, the tallest roller coaster in the world. https://www.sixflags.com/greatadventure/attractions/kingda-ka

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• Create a short research project on how roller coasters have changed over time.

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Project Worksheet Link

• Rad Roller Coaster Project
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Example Blueprint

Example Roller Coaster Structures