Lawrence Perretto
Engaging Contexts Lesson Plan
Methods of STEM Education 
Spring, 2012

Lesson: Acceleration Coasters
Target Students: sixth grade
Objectives: Students will calculate velocity and momentum, and identify points of acceleration built into the roller coaster. 
Time: five consecutive classes culminating in team demonstrations
Materials: 
Students begin collecting paper towel-cores and medium size boxes 3-4 weeks prior to construction. Each two-person team will need one box and at least twelve (12) paper towel/toilet paper cores. 
Teacher supplies hot glue guns, 1/8” x 1/8” balsa sticks, rulers, hand-saws, marbles and goggles.
Rationale: Experience has observed roller coasters providing a relevant and engaging context in which to learn middle school physical science principles. It is common to observe students citing roller coaster experience in every class. It is a delight to observe these students erupt with excitement when roller coasters are introduced to demonstrate properties of motion and forces. It is possible to direct the energy of this enthusiasm to engage all students in authentic inquiry. The six-week motion & forces unit culminates with the engineering/construction activity below. Engineering design and construction is a creative process that occurs within the parameters of physics. While the roller coaster project helps students understand the scientific principles of motion and forces, the engineering challenge provides a design problem for students to overcome. Included in our rationale are the Cross-cutting concepts defined in the Framework for k-12 Science Standards that unite science and engineering. For example, the Framework cites the principle of energy transfer and conservation. (Cite) The alternating transfer of potential and kinetic energy inherent to roller coasters demonstrates how energy is stored in objects as a result of position and released when objects are set in to motion. The cross-cutting concept linking potential and kinetic energy to engineering is the challenge to design and build a roller coaster with sufficient potential energy to enable the marble to demonstrate five points of acceleration and complete the course uninterrupted. The Framework reinforces the connection; “The ability to examine, characterize, and model the transfers and cycles of matter and energy is a tool that students can use across virtually all areas of science and engineering”. (Framework for k-12 Science Education: Dimension 2, Cross-cutting concepts, p. 95)

Engage: Enthusiasm for roller coasters is the entry point for a lively initial discussion about motion and forces that connects the popular ride to science. Experienced riders understand the physical manifestation of roller coaster physics. These students are intrigued by the scientific explanation for the physical and emotional rush produced using velocity, gravity and inertia. Inexperienced students are drawn to the excitement expressed by classmates as they describe individual roller coaster experiences. Enhance the discussion with videos that help inexperienced students connect with their excited classmates. Encourage students with roller coaster experience to narrate the videos. Excitement from experienced riders coupled with strategic use of technology is a powerful combination that inspires enthusiasm in all, but most importantly in the inexperienced students who must connect the experience and science in the abstract. Collective excitement invests the whole class and drives the process forward. Connect roller coasters to physical science by discussing how amusement park rides are designed by engineers specifically to subject the human body to extreme forces of gravity and inertia. This two-minute YouTube video clip outlines how gravity and G-force act on the body and trick the brain.  http://www.youtube.com/watch?v=GrD3uo5DXNM&feature=fvsr . Nature never intended for humans to be subjected to the extreme physical forces expressed in amusement park rides. Students are universally fascinated by the concept of how designing amusement park rides pushes the boundary of human physical experience. This is an entry point to engineering. In this eight minute video, an engineer describes roller coaster physics in the context of the engineering design process.  http://www.youtube.com/watch?v=rHmNU2xWSvs . A more detailed explanation of roller coaster physics is available in article format, http://science.howstuffworks.com/engineering/structural/roller-coaster5.htm . For general information, and an index of theme parks in America by state, click: http://www.ultimaterollercoaster.com/ . You’re on your way.

Explore: This well-hyped and long awaited project is finally coming to fruition and students are eager to begin the activity. Teams are informed of an organizational framework consisting of three phases; design & construction, motion & forces, and recording & reflecting. The initial engaging activity is a design challenge requiring teams to develop a blue print illustrating the structural pattern for the team’s roller coaster. Teams examine images and view videos of various roller coaster designs focusing on the arrangement of structural supports holding the track in place. Students begin using engineering vocabulary such as footing, column and girder to articulate design options. Students are informed of the parameters that constrain construction. For example, the structure will be anchored with hot glue in the box and ascend upward to maximum height of 60 cm. Teams must cope with this limitation and develop a design that generates enough potential energy to enable the marble to traverse the entire track. Along the way, the marble must pass through five separate points of acceleration incorporated by design. Balsa distribution is regulated by the teacher. Teams measure and record wood consumption in a materials ledger. Promote environmental awareness by rewarding teams for conserving materials. For storage purposes, no part of the structure may extend beyond the perimeter of each team’s box. Students are instructed in cutting techniques and the safe operation of hot a glue gun and begin construction. The teacher is the facilitator during construction, managing materials, providing guidance and overseeing health and safety. 

Explain: guided reflection journals in which students respond to prompts provide a means for students to express understanding of content and concepts.  Access to a video camera of iPad enables students to produce 2-3 minute video demonstrations during which relevant vocabulary is used in context as students describe the team’s roller coaster, identify the points of acceleration and share velocity and momentum data. Team videos are combined and a classroom screening takes the place of physical demonstrations of each team’s coaster. 

Elaborate:   

Assessment rubric (see 2nd attachment)

 Standards: 

Framework for k-12 Science Education: Dimension 2, Cross-cutting concepts, p. 95

NGS PS2 Core Idea 
An overarching goal for learning in the physical sciences, therefore, is to help students see that there are mechanisms of cause and effect in all systems and processes that can be understood through a common set of physical and chemical principles. (p.114)