Title of Project: Rollercoaster – Solving Scientific Mysteries while Learning About Motion

Subject(s): Science, History, Reading, Writing, Math, Technology

Grade Level(s): 4th and 5th

Abstract:
The students will work as a team with their classmates as they conduct experiments using the scientific method. The
students will develop their problem solving skills, journal their observations, and construct their own rollercoaster.
The students will assume the role of a scientist as they investigate and solve mysteries like real people who work in
the science, history, health, and engineering. The students are tasked with solving a problem plaguing several
different rollercoasters. The rollercoasters are located in an amusement park that is in jeopardy of closing because
of recent accidents. The unit will conclude with the students working in teams to develop their own rollercoaster.

Learner Description/Context:
The school has 408 students with majority of the student population identified as Caucasian. The population also
includes Hispanics, Asians, and African Americans. The class of 4 th and 5th grade students are identified gifted
students based on testing. The class will consist of 19 students with 9 boys and 10 girls. The students will have one
to one Chromebooks and 2 IPads available for research of how rollercoasters work as well as different designs.
Students will also have access to Virtual Reality goggles to experience riding rollercoasters. The students will meet
one day a week for approximately an hour and a half to work on the unit.

Time Frame:
The unit will be conducted over 12 weeks during the Gifted Resource class. The students will meet once a week for
approximately 2 hours to work on the unit.

Standards Assessed:
S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced
forces.
a. Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and
communicate the results.
b. Construct an argument to support the claim that gravitational force affects the motion of an object.
SPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
b. Apply Newton’s three laws to everyday situations by explaining the following: • Inertia • Relationship
between
force, mass and acceleration.

Gifted Standards:
Advanced Research Skills Standard: Learners will gather, decipher, and determine credibility of information from
a variety of sources and integrate information thorough analysis of content.
Creative Thinking & Problem Solving Standard: Learners will insightfully evaluate a variety of problems and
arrive at innovative conclusions.
Higher Order and Critical Thinking Skills Standard: Learners will analytically critique a system or set of
complex ideas, utilizing logic and reasoning skills in novel ways, to create and/or modify knowledge.

ISTE Standards:
4b. select and use digital tools to plan and manage a design process that considers design constraints and calculated
risks.
4c. develop, test and refine prototypes as part of a cyclical design process.
6b. create original works or responsibly repurpose or remix digital resources into new creations. 


Objectives:
The students should be able to explain why it is important for engineers to understand how roller coasters work.
The students should be able to explain scientific terms related to physics.
The student should be able to explain and discuss the effects of gravity and friction when relating to a roller coaster.
The students will be able to become true scientists as they work to solve a scientific mystery through the use of the
scientific method.
The students will research, develop, and create rollercoasters using technology.

Introduction: Our class has been contacted by Ms. Roundenround for help because she heard we are careful and
hard-working scientific detectives. “To help you better understand how you can help Ms. Roundenround, we will
start each day with a group problem-solving mystery along with experiments to develop our understanding of
motion and gravity. We will begin with an experiment after reading about Aristotle and Galileo and free falling
objects.”

Eureka! Activity 1, Part 1 – Free Fall – Aristotle’s Experiment

Problem: Will two objects hit the ground at the same time when dropped from the same height at the same time?
Your Hypothesis:
_________________________________________________________________________________
Materials: 1 small rock, 1 feather, carpeted/padded surface
Experiment:
1. Hold one object in each hand. Hold your hands the same height above the floor (about waist-high).
2. Let go of the rock and feather at the same time over the carpeted surface.
Data: Describe what you observed about each object.
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Conclusion:
1. Why do you think each object hit the floor when it did?
______________________________________________________________________________________
______________________________________________________________________________________
2. What variable(s) were involved in this experiment?
______________________________________________________________________________________
______________________________________________________________________________________
3. How did the design of the experiment influence the data you collected?
______________________________________________________________________________________
______________________________________________________________________________________
4. How would a rock and feather act if this experiment were conducted on the moon (no air, low gravity)?
______________________________________________________________________________________
______________________________________________________________________________________

Process:
Each week the students will have an activity relating to understanding the physics concepts used when creating a
rollercoaster. During the first lessons the student will explore who is created with discovering the concepts. The
students will deepen their knowledge of the concepts through experiments allowing them to expand on their
knowledge. The second phase of the lessons the students will work with their teammates conducting experiments
and develop their problem solving skills as they explore the mysteries surrounding the amusement park. The
students will complete a weekly experiment, group activity further their understanding of the scientific concepts of
an effective rollercoaster, mystery and clue activity relating to the theme park problem, work a design test, and
complete a math activity reinforcing the concepts.

As the students conclude the unit they will create their rollercoasters. The students will explore the websites as they
develop their designs for their rollercoaster. The students will develop their rollercoaster initial through a drawing.
After completing the drawing, the students will create a rollercoaster model concentrating on the specifics of the
rubric. The students will use their drawings and models to develop their final digital product of a rollercoaster using
Minecraft. The students will present their models and digitals products to students in the class as well as parents and
other students on curriculum night. The students will also keep a digital journal detailing their understanding,
struggles, and achievements during the experiments, mysteries, and rollercoaster design process.
The teacher’s role will change throughout the learning process. The teacher will provide the students with materials
as they explore what, who, and how the physic concepts were discovered. The teacher will instruct students on the
scientific method so the students can conduct the experiments with their partners. As the students conduct the
experiments, develop their coaster, and solve the mysteries the teacher will become the facilitator during the process.

Product:
The students will create a team “marble” rollercoaster using a specific amount of loops, inclines, and drops. The
students will individually produce a digital rollercoaster using Minecraft and technology. The students will present
their overall findings and Minecraft rollercoasters to their classmates in the regular education classroom for
feedback and ideas. The students will display their completed projects to their parents as well as the staff and
student body during curriculum night. The students will present their findings and questions to an expert in the
field to deepen their understanding as they blog or present questions. The end of unit marble rollercoaster and
Minecraft presentations will provide answers for the amusement park who is in jeopardy of closing. The assessment
will be through a rubric scoring the students on structure, creativity, and efficiency of the “marble” rollercoaster as
well as presentation skills of their overall findings. The students will use Chromebooks and Ipads throughout their
research and construction of their product. The virtual reality will give the students the opportunity to experience
the rollercoaster without leaving the classroom.

Technology Use: The students will use computers, chrome books, Ipads, and virtual reality glasses. The students
will use the computers, chrome books, and IPad to research the scientific concepts and rollercoasters. The students
will also construct and develop their digital rollercoasters with the computers and chrome books. The students will
use the computers and Chromebook to journal their understanding and blogging with scientist. The virtual reality
glasses will provide a real world experience without leaving the classroom. Technology will be important during
the research, discovery, and development phase of the unit plans. Technology will enhance the student roles
allowing the students to explore, teach, and produce. The students will have opportunities to use technology to
engage in the student-directed indicator as they research and explore the concepts and rollercoaster designs.

References and Supporting Material:

Interact Unit – Roller Coaster: A Simulation Solving a Scientific Mystery while Learning About the Science of
Motion
https://www.teachinteract.com/c/product.web?nocache@4+s@bwEjcdLcdOwNA+record@TF41041+Title@ROLL
ER%20COASTER+ISBN@9781573363327

http://paperrollercoasters.com/ - Paper Roller Coaster Templates

https://youtu.be/CzWnkqWU0uo - Virtual Reality Video

https://youtu.be/1voV-DLw22s - Virtual Reality Video

https://youtu.be/7O_W5ayuSk8 - How A Rollercoaster is made?

https://youtu.be/JG3zwgqBAok - Time lapsed video of the Valravn

http://www.learner.org/interactives/parkphysics - Amusement Park Physics – History

http://www.learner.org/interactives/parkphysics/coaster - Design a Rollercoaster

http://www.funderstanding.com/educators/coaster/ - Roller Coaster Game

https://youtu.be/4mqsT8-zI-8 - News story of Cedar Point’s newest coaster

https://youtu.be/ZeWni-shU2s - Valravn at Cedar Point ride simulation

https://www.sciencebuddies.org/science-fair-projects/ask-an-expert-intro - Ask an Expert (Science Buddies)

https://www.disneyyouth.com/programs/education/education-series/properties-of-motion-physics-lab-disney-world/
Disney Youth Program – Properties of Motion Physics Lab/Disney Youth Education Series – Field Trip

Rubric

Mindcraft - https://education.minecraft.net