LAB GUIDE
Physics of Roller Coasters
Grade Levels: 2-8
Duration: 90 min
Design a robust learning experience by selecting resources from this guide that fit
the needs of your students. Reinforce learning before, after, and even during your
visit by diving deeper into some of the science and engineering concepts.
Table of Contents Page Grade Levels: 2-8
Vocabulary 2
2-3
Duration: 90 min
Related Texts
Exhibit Connections 3 Concepts/Skills
Lab-Related Activities 4 Gravity, Potential Energy, Kinetic Energy,
Engineering Design
Writing Prompts 4
Standards Connections 5 Objectives
Students will:
When to implement • Demonstrate that gravity is a naturally occurring
The following icons indicate when resources should be force that pulls objects toward the center of the
implemented for the greatest benefit to your students’ Earth.
experience in the lab. • Describe and demonstrate the difference between
potential and kinetic energy.
BEFORE DURING AFTER
• Work as a team to complete a given design
challenge with constraints.
Updated July 2023 | [Link]/sciencelabs Page 1 of 5
Physics of Roller Coasters
Vocabulary
These are words and concepts that we will discuss in the lab. Your students’ experience will be enhanced if they are
familiar with these terms prior to your visit. If you need inspiration for vocabulary activities, please see our Vocabulary
Choice Board activity.
Term Definition
Energy The ability to do work.
Force An influence (push or pull) on a body or system, causing a change in movement or shape.
Gravity A force that pulls objects toward the center of the Earth.
Kinetic Energy The energy of motion. An object in any form of motion has kinetic energy (e.g., running, walking,
(KE) dancing, flying, etc.).
Mechanical Energy possessed by an object due to its motion or its stored energy of position. Mechanical
Energy energy can be either kinetic (energy of motion) or potential (stored energy of position).
Potential Energy The energy of position; energy that is stored and held in readiness — waiting to move (e.g., a ball
(PE) held in the air, sitting still, waiting motionless).
Related Texts
The following title may provide students with a greater contextual understanding of the field of chemical preservation
and give additional opportunities to incorporate science and engineering into Language Arts lessons. We are not
endorsing the following author but feel that the information presented in these texts may benefit your students and
enhance their learning experience.
Age Range Title and author Text Type Description
"The Thrills and Chills of A nonfiction all about the science behind the fun of
Amusement Parks (Science amusement parks. From rollercoasters to bumper cars,
Grade 2 Reference
and Fun)" by Jordan D. young scientists will flip when they learn about the science
Brown behind amusement parks in the fun, fact-filled read!
"Roller Coaster" by Marla Twelve people set aside their fears and ride a roller coaster,
Grades 2-4 Narrative
Frazee including one who has never done so before.
Containing more than 150 images of the world’s most
terrifying rides, this book puts readers in the front seats of
Grades 2-5
"Roller Coasters" by Robert some of the largest coasters ever built. Spanning the whole
(Raintree Reference
Coker history of roller coasters, from the 15th century to 2002, the
Fusion Edition)
book offers an in-depth look at the evolving technology of
coaster design and construction.
Page 2 of 5
Physics of Roller Coasters
"Calling All Innovators: A fascinating look at how people in science, technology,
Grades 3-7 Roller Coasters" by Kevin Reference engineering, and math (STEM) careers are helping to build
Cunningham our future.
Containing more than 150 images of the world’s most
terrifying rides, this book puts readers in the front seats of
"Roller Coasters" by Robert some of the largest coasters ever built. Spanning the whole
Grades 6-12 Reference
Coker history of roller coasters, from the 15th century to 2002, the
book offers an in-depth look at the evolving technology of
coaster design and construction.
Exhibit Connections
Make connections between learning from the lab and the exhibits and programs found in The Tech Interactive’s galleries.
Science on a Roll The Innovator
(found outside The Tech Interactive at the Park Ave. (Upper Level)
entrance) Design a heart-pounding roller coaster by customizing
Witness an elaborate demonstration of the transfer of hills, dips, and thrills. Try out the many possible
potential and kinetic energy. combinations of customizations before settling on a final
design to experience at our coaster simulation station.
This exhibit makes a great accompaniment to this lab!
Try visiting either before or after the lab!
Page 3 of 5
Physics of Roller Coasters
Lab-Related Activities
The following activities can be implemented either before or after the lab and are meant to bridge the learning from
the lab to the classroom.
Activity Description Time
Students use their knowledge of energy and forces to place a ball in
Circle of Pong
the center of a 6-foot diameter circle. As students iterate through this
65 minutes
design challenge, they gain first hand experience in the Innovation
Design Process.
Energy Red Light
Green Light In this adaptation of the classic “red light, green light” game, students
20 minutes
will physically practice the transfer of kinetic and potential energy.
Exploring Chain
Reactions Students will explore stored energy and energy transfer as they build
65 minutes
a series of chain reactions.
Looking for other hands-on activities and resources to use in your classroom?
Check out our education resources page!
Writing Prompts
The following writing prompts and questions are just a few examples of journal topics you can use to incorporate writing
into your students’ lab experience. These prompts can be used in conjunction with any classroom writing journal.
Pre-visit prompts
• We will be attending Physics of Roller Coasters at The Tech Interactive; what are you looking most forward to in this
lab? Why?
• A new student at your school has never seen or heard of a roller coaster before. Explain to your classmate what a
roller coaster is and what it is like to ride one.
• My favorite roller coaster is ____________. It is my favorite because…
Post-visit prompts
• The principal is very excited to hear about your lab experience! Explain what you did and learned about in the lab
since they were unable to attend the lab.
• You and your team created an amazing roller coaster in the lab. If your roller coaster was turned into a real roller
coaster, would you ride it? Why or why not?
• The marble you used to test out your roller coaster must have had a wild ride! Write a story describing your roller
coaster ride from the marble’s point of view.
Page 4 of 5
Physics of Roller Coasters
Next Generation Science Standards
Physics of Roller Coasters supports the following NGSS:
Engineering Disciplinary Science and
Grades Crosscutting Concepts
Design Core Ideas Engineering Practices
K-2-ETS1-1 ETS1.A
Cause and Effect
Grade 2 K-2-ETS1-2 K-2- ETS1.B 1, 2, 4
Structure and Function
ETS1-3 ETS1.C
PS2.A
3-PS2-2 PS2.B
Patterns
PS3.A
Cause and Effect
Grade 3 3-5-ETS1-1 1, 3, 6
Influence of Engineering, Technology, and
3-5-ETS1-2 ETS1.A
Science on Society and the Natural World
3-5-ETS1-3 ETS1.B
ETS1.C
4-PS3-1
PS3.A
4-PS3-2
PS3.B
4-PS3-4 Energy and Matter
Grade 4 Influence of Engineering, Technology, and 1, 3, 6
ETS1.A
3-5-ETS1-1 Science on Society and the Natural World
ETS1.B
3-5-ETS1-2
ETS1.C
3-5-ETS1-3
5-PS2-1 PS2.B
Cause and Effect
Grade 5 3-5-ETS1-1 ETS1.A 1, 3, 6, 7
Energy and Matter
3-5-ETS1-2 ETS1.B
3-5-ETS1-3 ETS1.C
MS-PS3-2
PS3.A
MS-PS3-5
PS3.B
Energy and Matter
Grades 6-8 MS-ETS1-1 1, 2, 4, 7
ETS1.A Structure and Function
MS-ETS1-2
ETS1.B
MS-ETS1-3
ETS1.C
MS-ETS1-4
Visit [Link]/fieldtrips for
more information on field trip
[Link]
offerings, booking information,
and more!
Page 5 of 5