Lesson Plan
The Wildest Ride: Roller Coaster Physics
Students will be able to use a roller coaster model to explain how potential energy is transformed into kinetic energy and vice versa.
This lesson helps students understand fundamental energy transformations by exploring how potential energy turns into kinetic energy (and back!) in the thrilling context of a roller coaster.
Audience
7th Grade Students
Time
45 minutes
Approach
Hands-on modeling and guided discussion.
Materials
Whiteboard or projector, The Physics of Thrills Slides, Roller coaster model kits (or materials like cardboard, tape, marbles, track pieces), Worksheets for observations (teacher-created or simple notebook paper), Build-a-Coaster Challenge Project Guide, and Coaster Design Rubric
Prep
Prepare Materials
20 minutes
- Review The Wildest Ride: Roller Coaster Physics Lesson Plan and all generated materials.
- Gather roller coaster model kits or materials (cardboard, tape, marbles, flexible tubing or track pieces). Ensure enough materials for small groups.
- Set up whiteboard or projector for The Physics of Thrills Slides.
- Print or prepare digital copies of the Build-a-Coaster Challenge Project Guide and Coaster Design Rubric.
- Prepare a simple observation worksheet or instruct students to use their notebooks.
Step 1
Engage & Inquire: Thrill Ride Brainstorm
5 minutes
- Begin by asking students: "What makes a roller coaster so thrilling?" (Teacher will use The Physics of Thrills Slides for visual aids and discussion prompts.)
- Guide a brief class discussion, writing down student ideas on the board. Introduce the idea that physics is behind all the fun and fear!
Step 2
Explore & Discover: Model Coaster Exploration
15 minutes
- Divide students into small groups.
- Provide each group with a roller coaster model kit or the materials to construct a simple track.
- Instruct them to experiment with their models, focusing on how the marble (or small object) moves through the track.
- Ask questions like: "What happens when the starting height changes?" or "Where does the marble go fastest/slowest?"
- Students should record observations in their notebooks or on a simple worksheet.
Step 3
Explain & Define: Energy Transformations
10 minutes
- Bring the class back together.
- Using The Physics of Thrills Slides, introduce and define gravitational potential energy and kinetic energy.
- Facilitate a discussion relating their observations from the model coasters to these energy concepts. For example: "Where did your marble have the most potential energy? The most kinetic energy?"
- Emphasize the transformation between these two forms of energy.
Step 4
Apply & Extend: Build-a-Coaster Challenge Introduction
15 minutes
- Introduce the Build-a-Coaster Challenge Project Guide.
- Explain that students will design and build their own mini roller coaster, applying what they've learned about energy transformations.
- Review the project requirements and the Coaster Design Rubric with the class.
- Allow time for initial questions and group planning for the project, which will be completed over the next few sessions.
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Slide Deck
The Wildest Ride: Roller Coaster Physics
Ever wonder what makes roller coasters so exciting? It's all about physics! What makes them thrilling for you?
Let's brainstorm some ideas together!
Welcome students and introduce the captivating topic of roller coaster physics. Ask them what they think makes roller coasters thrilling.
What Did You Notice?
Think about your model roller coaster experiments:
- Where was your marble moving fastest?
- Where was it moving slowest?
- What happened when you changed the starting height?
How do you think these changes are related?
Prompt students to discuss their observations from the model coaster activity. Focus on speed and height changes. Guide them to connect these changes to energy.
Potential Energy: Stored Power
Imagine a roller coaster car at the very top of the first hill.
This is where it has the most Gravitational Potential Energy.
Potential energy is energy that is stored and has the potential to do work.
The higher an object is, the more potential energy it has!
Introduce the concept of Potential Energy. Explain that 'potential' means stored, like energy stored due to height. Use the image of the roller coaster at its highest point.
Kinetic Energy: Energy of Motion
Now, imagine that roller coaster car zooming down the hill!
This is when it has the most Kinetic Energy.
Kinetic energy is the energy of motion.
The faster an object moves, the more kinetic energy it has!
Introduce the concept of Kinetic Energy. Explain that 'kinetic' means motion. Use the image of the roller coaster speeding down a hill.
Energy Transformation in Action!
On a roller coaster, energy is constantly changing forms:
- At the top of a hill: Mostly Potential Energy (stored energy due to height).
- Speeding down the hill: Potential energy transforms into Kinetic Energy (energy of motion).
- Going up the next hill: Kinetic energy transforms back into Potential Energy.
It's a continuous dance between these two types of energy!
Explain the transformation between potential and kinetic energy using the roller coaster example. Emphasize that energy is conserved, it just changes forms.
Your Turn: The Build-a-Coaster Challenge!
Now you get to be the roller coaster engineer!
You'll design and build your own mini roller coaster, using everything we've learned about potential and kinetic energy.
Check out your Build-a-Coaster Challenge Project Guide and Coaster Design Rubric for all the details. Get ready to build some thrills!
Conclude by introducing the project. Reiterate that students will apply these concepts. Direct them to the project guide and rubric.
Project Guide
Build-a-Coaster Challenge: Design Your Own Thrill Ride!
Project Objective
In this challenge, you will apply your understanding of potential and kinetic energy to design and build a functional mini roller coaster. Your goal is to create a coaster where a marble (or small ball) successfully completes the track, demonstrating clear energy transformations.
Materials
Each group will have access to a variety of materials. Get creative!
- Cardboard (various sizes)
- Tape (masking, clear)
- Scissors/Utility knives (use with adult supervision!)
- Marbles or small ball bearings
- Flexible tubing (e.g., pipe insulation, paper towel rolls cut in half)
- Rulers
- Timers (optional, for testing speed)
Project Requirements
Your roller coaster must:
- Start with a drop: Begin with a significant initial hill to gain speed.
- Include at least one loop or tight turn: Demonstrate changes in direction and forces.
- Have a clear path: The marble must stay on the track from start to finish.
- Show energy transformations: You should be able to identify where the marble has the most potential energy and the most kinetic energy.
- Be stable: The coaster should stand on its own without constant support.
- Include a labeled diagram: Before building, draw a diagram of your proposed coaster, labeling where you expect the highest potential energy (PE) and kinetic energy (KE) to be.
Project Steps
Step 1: Design & Plan (1-2 sessions)
- Brainstorm: In your groups, discuss different roller coaster designs. How will you create height? What kind of turns or loops will you include?
- Sketch & Label: Draw a detailed diagram of your roller coaster. Label the starting point, the highest point(s) where potential energy is maximized, and the lowest point(s) where kinetic energy is maximized.
- Material List: Make a list of the materials you plan to use.
- Get Approval: Show your design and material list to your teacher for approval before you start building.
Step 2: Build & Test (2-3 sessions)
- Construct: Carefully build your roller coaster based on your approved design. Remember to work collaboratively and safely with tools.
- Test: Once you have a section built, test it! Does the marble make it through? What adjustments do you need to make? (This is part of the engineering design process!)
- Refine: Make modifications as needed to ensure your coaster functions smoothly and the marble completes the track.
Step 3: Demonstrate & Explain (1 session)
- Practice Run: Practice running your marble through the coaster a few times.
- Presentation: Prepare a short presentation (2-3 minutes) to demonstrate your coaster to the class. Explain your design choices and point out where potential and kinetic energy are transforming throughout your track.
Good Luck, Engineers! Let the thrills begin!
Rubric
Coaster Design Rubric
Project: Build-a-Coaster Challenge
Student Name(s):
Date:
| Criteria | Exceeds Expectations (4) | Meets Expectations (3) | Developing (2) | Beginning (1) | Score |
|---|---|---|---|---|---|
| Design & Planning (Diagram) | Diagram is exceptionally clear, detailed, and accurately labels multiple points of high PE and KE. Shows advanced planning. | Diagram is clear, detailed, and accurately labels points of high PE and KE. | Diagram is present but lacks detail or has some inaccuracies in PE/KE labeling. | Diagram is missing or shows significant inaccuracies. | |
| Construction Quality | Coaster is exceptionally well-built, stable, and aesthetically pleasing. Materials are used creatively and effectively. | Coaster is well-built, stable, and generally neat. Materials are used effectively. | Coaster is built but may lack stability or neatness. Materials are used somewhat effectively. | Coaster is poorly constructed, unstable, or incomplete. Materials are used ineffectively. | |
| Functionality | Marble consistently completes the track smoothly and without assistance. | Marble completes the track with minor inconsistencies or occasional assistance. | Marble completes parts of the track but often requires assistance or gets stuck. | Marble rarely or never completes the track. | |
| Energy Transformation Explanation | Presentation clearly and accurately explains energy transformations (PE to KE and vice versa) at multiple points, using specific examples from their coaster. | Presentation accurately explains energy transformations (PE to KE and vice versa), using examples from their coaster. | Presentation attempts to explain energy transformations but has some inaccuracies or lacks clear examples from their coaster. | Presentation does not explain energy transformations or contains significant misconceptions. | |
| Creativity & Innovation | Coaster design demonstrates significant creativity, unique features, and innovative problem-solving. | Coaster design shows good creativity and some innovative elements. | Coaster design is basic or shows limited creativity. | Coaster design lacks creativity or is a direct copy of another idea. | |
| Collaboration (Group Work) | All group members actively participate, contribute meaningfully, and support each other effectively. | Group members generally participate and contribute. | Some group members participate more than others, or collaboration is inconsistent. | Limited or no evidence of group collaboration. |
Total Score: ______ / 24