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It’s a Wild Ride: A Roller Coaster Design Project
It’s a Wild Ride | Learning That Works
Phase Three Math: Mini-Architect Experience
In phase 3 math, all students prepare for the architect role in the group design project.
During Phase Three math classes, students begin connecting underlying principles (force,
motion, and graphical representation of information) with roller coaster design in two different
activities. First students experiment with building track and begin to test their ideas on roller
coaster motion. In a series of station investigations, students use computer-based photogates
and corresponding Science Workshop software to accomplish this task. Students next complete
a mini-architect experience which involves spatial visualization skills and scaled perspective.
Each student not only learns the material but has a mini-experience with the architect job role
for Phase Five.
1. Investigations of Design and Motion
Whole Group Investigation with K’Nex and Photogates
Students study two elements of a roller coaster constructed from K’Nex* parts—the slide and
a loop. They use electronic photogates to determine the acceleration of a ball as it passes
between the photogates and analyze the data.

Analysis of Roller Coaster Components
Small Group Investigations:
Foam Tubes Construction: Students explore specific design elements of a roller coaster by
building a track using two to three sections of foam tubes (pipe insulation). Students must
incorporate at least two of three elements (slide, loop, spiral) into their design. Students test
the designs using marbles of different size and mass. A marble must successfully roll from the
start of the track to its end to receive full credit.
Of course students loved this activity—it’s very kinesthetic. They had to
troubleshoot through the activity to get the marble to travel to the end of the
track. The bummer was that I thought I would be able to use the photogates to
measure acceleration for each group and the marbles didn't have enough height to
get a reading.
—Meile Harris, math teacher
Roller Coaster Element Stations: Students rotate to three different stations for
investigating motion in different roller coaster design elements: 1) Slides, 2) Loops, and 3)
Spirals. They compare the speed of the roller coaster car (a marble) with changes in each
element (height, distance, and mass of marble.)

Tasks for Slide, Loop, and Spiral Stations
1
Copyright © Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Intel® Education K-12 Resources | www.intel.com/teachers
It’s a Wild Ride: A Roller Coaster Design Project
Velocity and Acceleration Investigations: Students determine the velocity and acceleration
of marbles going through a track that they design.

Roller Derby Investigations
2. Mini Architect Experience
This mini-experience duplicates the architect’s job and prepares students for when roles are
divided during the phase five group design. In the mini-architect experience, students bring
their Maquette(from their mini-engineering experience) into math class. Students create a
scaled, continuous side view for their first three segments of track and do calculations for
speed, distance, and time for these three segments. Speed is not actually calculated.
Students decide the speed based on their research using the roller coasters database.
Students take the speed and convert it into feet per second from miles per hour. Distance
of the track segment is determined by measuring the length of track and converting it
(using the scale established for the Marquette). Time is calculated based on the distance
and speed.
Development of Perspective and 3D Representation
To prepare students to create a 3 dimensional, artistic rendition, students complete a
series of worksheets that develop perspective and/or 3D representation. The activities
listed below are from Middle Grades Mathematics Project: Spatial Visualization.*
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Mirror Images—Students create mirror images of abstract designs
Through the Looking Glass—A more challenging activity on mirror images
Dot Paper Moves—Students use isometric dot paper to create the illusion of a 3
dimensional figure
Figures and Paths—A continuation of 3 dimensional perspectives
Drawing T’s—Students take the same object and draw it from different
perspectives
2
Copyright © Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Intel® Education K-12 Resources | www.intel.com/teachers
It’s a Wild Ride: A Roller Coaster Design Project
Roller Coaster Stations
Students rotate through three stations that have foam tube coaster elements set up for
comparing motion with changes in the element.
Each station has a foam tube element (a slide, a loop, or a spiral) constructed from a 6’ length
of pipe insulation that is cut in half. The foam track is taped to the floor or wall with duct tape.
Directions for each station are written on poster paper that hangs beside each station. Each
station includes measuring tools: meter sticks, stopwatches, calculators, and string.
Slide Station
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Measure the height of the slide
Measure the mass of the car
Calculate the slope
Measure the length of the track (or use Pythagorean theory)
Drop the car and time the number of seconds it takes to reach the end of the track.
Drop the car ¾ the way down the track and measure the time.
Drop the car ½ the way down the track and measure the time.
Drop the car ¼ the way down the track and measure the time.
Take three trials at each of these heights and take an average for each height.
Graph the average results.
Repeat steps 5-10 with a heavier mass.
Repeat step 5-10 with the original mass probeware.
Write a comparison statement in your comp book about the difference between the
hand-made calculations and the probeware calculations.
Write a statement about the graphs and what they mean.
Loop Station
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
What is the minimum height that it takes for the ball to make it through the loop?
Measure the length of the track.
Measure the length of the loop.
Measure the time it takes for the ball to complete the entire length of the track.
Measure the time it takes for the ball to complete just the loop part.
Calculate the speed for both sections (loop and entire track).
Measure the time it takes for the ball to complete the length of the track at the
minimum height.
Measure the time it takes for the ball to complete just the loop part at the minimum
height.
Calculate the speed for steps 4-7.
Repeat steps 4-7 using the photogates maximum height.
Repeat steps 4-7 using a heavier mass and only the photogates.
3
Copyright © Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Intel® Education K-12 Resources | www.intel.com/teachers
It’s a Wild Ride: A Roller Coaster Design Project
Spiral Station
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is the minimum height that it takes for the ball to make it through the loop?
Measure the length of the track.
Measure the length of the loop.
Measure the time it takes for the ball to complete the entire length of the track.
Measure the time it takes for the ball to complete just the loop part.
Measure the time it takes for the ball to complete the length of the track at the
minimum height.
Measure the time it takes for the ball to complete just the loop part at the minimum
height.
Calculate the speed for steps 4-7.
Repeat steps 4-7 using the photogates.
Repeat steps 4-7 using a heavier mass (if possible).
4
Copyright © Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Intel® Education K-12 Resources | www.intel.com/teachers
It’s a Wild Ride: A Roller Coaster Design Project
Roller Derby Investigations
Students design a marble track and investigate the velocity and acceleration of marbles.
Students work in small groups of one to three. Each group gets a piece of poster board to
construct a marble-track. They cut the board into strips in widths that they determine as a
group following the design requirements:
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The track starting point must be at least 50 cm above the floor.
The last segment of track must be uphill.
Somewhere between the start and finish the track must touch the floor.
The track must come apart into transportable sections.
A marble rolled down the track must drop into a cup at the end of the track.
Students demonstrate their track and answer teacher questions about energy properties
(changes in potential to kinetic energy, effects of friction, and inertia) throughout the track.
Students were really into the design of their slides. Some groups got
carried away and did other elements in additions to a slide, but they were
still within the established parameters so the design was legit. At the end
of the class period several students took the materials home to conduct
further experiments.
- Meile Harris
5
Copyright © Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.