Roller Coaster Engineering

Instructor Name: Caitlin May

Grade Level: Sixth Grade
Content Area: Science

Curriculum State Standard:

Idaho State Standards
o 6th Grade Physical Science standard 6.S.2.2.1: Describe the effects of different
forces (gravity and friction) on the movement, speed, and direction of an object.
Next Generation Science Standards
o MS-PS3-2: Develop a model to describe that when the arrangement of objects
interacting at a distance changes, different amounts of potential energy are stored
in the system.
o MS-PS3-5: Construct, use, and present arguments to support the claim that when
the kinetic energy of an object changes, energy is transferred to or from the
object.
Objective:
Students will be able to demonstrate that gravity is a naturally occurring force that pulls
objects toward the center of the Earth.
Students will be able to describe and demonstrate the difference between potential and
kinetic energy
Students will be able to work together as a team to complete a given design challenge
with constraints
Materials/Equipment needed:
Pipe insulation tubing for the structure of the roller coaster (each group will have two
halves taped together)
Marbles to represent the passenger of the roller coaster (each group will have one
marble)
Small plastic/Dixie cup for the marble to roll or drop into at the end of the roller coaster
(each group will have one cup)
Masking tape to help build and hold the roller coasters in place (there are five rolls so the
groups may have to share)
Roller coaster engineering worksheet to be filled out during the activity (each group will
have one copy to share)
 ACTIVITY LESSON NAME: Roller Coaster Engineering
Procedure Time

Quadrant I 5 min.
1. Go through power point of rules and expectations for the activity
ending in a slide to help guide them along in the activity.
2. Hand out supplies including worksheet and vocabulary sheet.
Quadrant II 10-15 min.
1. Let the students work together in groups to build their roller coasters and
complete their worksheets.
2. Walk around the classroom observing, making sure students are on task
and aware of the time, and be able to answer questions and give advice
when needed.
Quadrant III 5-10 min.
1. Quiet students and get groups ready to test their roller coaster in front
of all other groups.
2. Go through all groups, if a group has a coaster that the marble doesnt
make it through allow them 1-2 minutes to make a minor adjustment
and run through it again. Congratulate every group on their coaster,
even if the marble doesnt make it through.
Quadrant IV 5 min.
1. Ask students questions based on the activity to test their knowledge
and understanding of the concepts covered.
2. Allow for questions to be asked by the students.
3. Allow time to clean up, gather materials, and turn in worksheets.

Method of Evaluation:
Assessment/Check for Understanding (CFU)
o Questions asked at the end
o Worksheet students will fill out as a group
Observe students throughout the activity to make sure they are participating, sharing, and
following along with their group members.

References:
MS-PS3-2 Energy. (n.d.). Retrieved November 22, 2016, from
http://www.nextgenscience.org/pe/ms-ps3-2-energy
MS-PS3-5 Energy. (n.d.). Retrieved November 22, 2016, from
http://www.nextgenscience.org/pe/ms-ps3-5-energy
Idaho state Department of Education Website for the Idaho State science Standards