Justin Lann
Roller Coaster Lesson Plan
Physics Lesson
This lesson will take two 30 minute class sessions to complete.Standards Addressed:
1.) Explain linear, uniform circular, and projectile motions using one- and two-dimensional vectors.
2.) Define the law of conservation of momentum.
4.) Describe quantitative relationships for velocity, acceleration, force, work, power, potential energy, and kinetic energy.
Summary
Students build their own roller coasters using pipe insulation and marbles. A class competition is then held to determine the most innovative and successful roller coasters.
Concept/Topic to Teach:
Engineering Connection
Category 2. Engineering analysis or partial design
During the design of their roller coasters, students will encounter many of the issues that actual roller coaster engineers encounter. In order to build a working roller coaster, students must recognize the constraints placed on their design and the design of real roller coasters by basic laws of physics. Their ability to understand and work with these constraints is paramount to the success of their roller coasters.
Learning Objectives
After this activity, students should be able to:
· Explain why it is important for an engineer to know how a roller coaster works.
· Explain how their roller coaster works.
· Discuss the effects of gravity and friction in the context of their roller coaster designs.
· Identify points in a roller coaster track where the car accelerates and decelerates.
Materials List
Each group of 3-4 needs
· One 2-meter (6 foot) long foam tube (1/2" pipe insulation) cut in half lengthwise (One side of the tube should be perforated already and you can use a pair of scissors or utility knife to cut through this perforation and the other side of the tube to form two halves. One tube will work for two groups.)
· One glass marble
· One paper cup
· One roll of masking tape (per class)
Anticipatory Set (Lead-In):
During today's activity, you are going to design your own roller coasters using foam tubes and marbles [At this point, show the 2 minute video on Roller Coaster Designer Chris Gray. Here’s the link (it loads automatically) http://pbskids.org/designsquad/video/profiles.html?pid=r84nQdp37Tut4oAgEbUUtmjMKmsAgfL8.
If you want to take the time, you can also show students photographs of some real roller coasters to remind them of the possibilities for their own coasters. Some examples are available at http://www.ultimaterollercoaster.com/coasters/pictures/.]
If your students (or you) really get into this and want more…there are several excellent videos on Discovery Streaming on the physics of roller coasters and roller coaster engineering and design.
Procedure
Before the Activity
· Plan for a space to store roller coasters until the second day.
· Acquire one tube for each group along with three glass marbles, a roll of masking tape, and a plastic cup.
· Cut each of the tubes in half so each group receives 1 length of tube cut in half lengthwise.
· Preview the video. It runs automatically, so you will need to close the link when you finish or it will continue to play.
· Decide whether or not you want to show students pictures of roller coasters to spark their thinking. This step isn’t necessary if you’re concerned about time constraints.
·
With the Students
· Divide the class into groups of 3-4 students each.
· Give students the foam tube, masking tape, and cup and let them build their roller coasters using classroom materials. Students should be able to build their first design in 10 minutes or less. The cup should be used to catch the marble at the end of the track.
· Give the students marbles so they are able to test their roller coasters and make any necessary changes. This is the most time-consuming step and students may need more time to test and redesign their tracks.
· Stop after students have had time to test, and tell them they will take down the roller coasters today, and put them up again at the beginning of the next CCA period.
· On day 2, have students reassemble their roller coasters and retest.
· Have each group present its roller coaster to the class and then test the roller coasters for the class competition. Each successful run (drop of marble in a cup) scores one point.
· Let each group run their coaster 2 or 3 times in order to determine a class winner.
Safety Issues
Make sure that students don't swallow the marbles or throw them at one another. Slipping on marbles that are on the floor could also pose a problem. Have students immediately pick up any marbles that fall to the floor.
Troubleshooting Tips/ Adaptations (For Students With Special Needs):
If students have difficulty getting their roller coasters to work …
· They need to make sure that the highest point of the roller coaster is at the beginning.
· They may need to reduce friction by checking that the track is wide enough for the marbles to pass.
· Any deformation in the track occurring when marbles are rolled down the track will result in a loss of energy as well, so it is important to make the roller coaster as stable as possible by taping it to supports at several points. Textbooks, walls, desks, chairs, and shelves all make great supports.
Assessment
Activity Embedded Assessment
Check that each group understands how and why their roller coaster works (if it works). If a roller coaster is not working, ask students what they think the problem is. See if they can explain problems such as "It's not high enough" or "The marbles rub too much" in physics terms such as "It doesn't have enough potential energy because it's not high enough," or "The friction between the marble and the track is too great."
Once the roller coaster is “perfect” you are to take the class video camera and video the marble going through the roller coaster.
Possible Connections to Other Subjects:
Mathematics
English Language Arts
Social Studies
Reflection:
The lesson went well. The students were really excited about the lesson and the hands-on activity. I would do the lesson the exact same way the next time the roller coaster lesson is taught.
Return unused masking tape and roller coaster tracks to designated spot when you’ve finished. We’ll keep them for next year!
References:
"Courses of Study." www.alex.us. N.p., n.d. Web. 21 Feb. 2012. <http://alex.state.al.us/standardAll.php?subject=S1&ccode=PHY&summary=3>.