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Gravity Force And Motion Lesson | Marble Run Roller Coaster Science And STEM

Rated 4.91 out of 5, based on 123 reviews
4.9 (123 ratings)
;
Kimberly Scott Science
854 Followers
Grade Levels
3rd - 6th
Standards
Formats Included
  • Zip
Pages
22 pages
$6.30
$6.30
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Kimberly Scott Science
854 Followers

What educators are saying

always a fun and engaging activity for a way to show the sciencetific principles of force and gravity.
My students loved this resource, they were engaged in the resource and it was easy to implement in my classroom.

Description

Creating marble roller coasters is a fantastic and budget-friendly STEM activity. Many teachers use this as an End of the Year Activity. The teacher guide and student activity pages make it easy to implement. Learning about gravitational potential energy has never been more fun and memorable.

Included in the Hands-On Science and STEM Unit:

  • Video Explanation
  • Next Generation Science Standards Correlation
  • Teacher Background Information and Tips (including vocabulary and Laws of Energy)
  • Activity 1 Science Journal following the scientific method.
  • Choice of two data tables. Depending on ability, students can do 1 or 3 trials. Both pages are included.
  • Roller Coaster STEM Design Challenge Description
  • Roller Coaster STEM Design Challenge Student Pages
  • Answer Keys


In this unit, students will explore the concepts of forces and interactions through the scientific method, focusing on gravitational potential energy. Through hands-on learning, they will investigate terms such as energy, work, kinetic energy, gravity, and gravitational potential energy. They will apply the engineering design process to build a roller coaster that meets certain criteria. This involves defining the problem, testing, redesigning, and sharing their roller coaster-building process. By taking charge of their learning, students will be fully engaged and will create a truly memorable experience.

By the end of the activities, students can answer the question:

Does the height of a marble affect the distance a cup will travel?

Teachers will delight in students discovering vocabulary instead of just memorizing it. Materials are affordable and reusable for multiple years. Customizable with differentiated pages for one or three trials. Comprehensive background information and tips improve success. Students will want to construct all day, and teachers will want more time, too.

Supplies needed

½ inch pipe wrap insulation (available at hardware stores and inexpensive)

masking tape, paper cups, rulers, tape measure, books or blocks, paper, marbles, scissors, and other items that may help hold the coaster together. The tubing can be utilized for several years.

Great for the classroom, classroom STEM Fair projects, science clubs, scout groups, homeschoolers, and anyone wanting to learn about forces and motion.

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Yours in Science,

Kimberly Scott

All parts are copyrighted. Please see the terms of use in the download. Please use good lab practices. The seller is not responsible for the use or misuse of the activities.

Total Pages
22 pages
Answer Key
Included
Teaching Duration
4 days
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Standards

to see state-specific standards (only available in the US).
NGSSMS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
NGSS3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
NGSSMS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS3-PS2-2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw. Assessment does not include technical terms such as period and frequency.
NGSSMS-PS3-2
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. Assessment is limited to two objects and electric, magnetic, and gravitational interactions.

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