The Paper Roller Coaster Project | A Physics STEM Challenge

Overview

As part of my physics unit, I’ve used the Paper Roller Coaster project as a wonderfully engaging engineering project that explores Newton’s three laws of motion, gravity, friction, kinetic energy, potential energy, etc. After learning about forces and energy, students have a chance to be creative and collaboratively build their own unique roller coasters, while applying the new concepts that they learn. I also found that this project works extremely well if you do the marshmallow towers the day before starting this one.

On a side note, this is a popular, but pricey project to do, as card stock and tape can run up $200-300 for around 150 students. However, leftover supplies can be used the following year, which may reduce future costs. I would suggest using department funds or doing a fundraiser for the material purchases.

Materials

Estimated supplies for about 150 students with semi-clear instructions to conserve paper and tape:

• Packs of 250 8x11.5” card stock by color

  • 6-8 packs of white cardstock

  • 2 of every other color

• 10 or more scissors (at least 1 per group, but ideally enough for 1 per student)

• 30 rolls of tape w/ at least 1 dispenser per group

Classroom Preparation

• Have an area for all the roller coaster parts and labels for them

• If possible, partition off areas for each period to place their projects/foam boards/bags

• Be clear about cleanliness and allow for about 5 minutes for clean up before the period ends

Resources

Templates and instructions for building can be found on paperrollercoaster.com or for free on YouTube/online:

• Example video on how to build roller coaster tracks (see related vids for more)

• More instructions and variations on the roller coaster project by Biodynamic

• Example of a 2-story paper roller coaster

Pacing

Suggested Pacing: (~12-15 days)**

Day 1 – introduce paper roller coaster project and go over the requirements/grading

• HW: Each group member builds 3 supporting pieces at home

• For each group, have: 1 bag for roller coaster pieces, 1 marble for future testing, 1 cardboard/foam board base by Day 3

Day 2 – notes on potential and kinetic energy | model how to build supports (columns and beams) | outline plan for roller coaster

• HW: Build 3 more supporting pieces at home

Day 3 – outline plan for roller coaster | model how to build tracks | show examples of frameworks

• HW: Flow of Energy Worksheets

Day 4 – peer review KE + PE HW | build pieces for framework and tracks

Day 5 – more KE + PE practice work | build day

Day 6 – build and assemble pieces | goal = 20% completion

Day 7 – build and assemble pieces | goal = 35% completion

Day 8 – build and assemble pieces | goal = 50% completion

Day 9 – build and assemble pieces | goal = 65% completion

Day 10 – build and assemble pieces | goal = 80% completion

Day 11 – build and assemble pieces | goal = 100% completion | final testing | aesthetic improvements

Day 12 – rollercoaster test day 1 | work on KE + PE rollercoaster calculations

Day 13 – rollercoaster test day 2 | work on KE + PE rollercoaster calculations

Pacing w/ Teacher Notes

Day 1 - After front-loading the basics of forces and energy, I introduce this engineering project as a group challenge to build a unique, gravity-based paper roller coaster. I let them know that the basic premise is simple and the requirements serve as a checklist for what to do, but they have a lot of freedom to be creative. More about grading below.

Aside from going over the requirements, I try to maximize productivity in class by showing them how to fold columns and beams and assigning them HW to make 3 on their own by the next day. I also show them a video on what their roller coasters could feature.

Days 2-4 - For materials, I suggest that groups split the cost for buying a foam board and the person who goes to buy it doesn’t pay. A normal paper grocery bag works and is easy to write the names on them. I’m not too particular about the marble size, and I generally have a few in class for them to use.

As for parts, I focus on showing them how to build the framework first, before gradually introducing the tracks. I’d recommend having pre-built pieces to show what the sizes might look like. This will also help them plan their roller coasters.

Days 5-13 - For the rest of the days, I intersperse videos and notes on kinetic and potential energy. I try to keep those under 15 minutes and I give them the rest of the time to build. I roam around the room and help them if they have any questions or if they’re struggling with building a part. I also give suggested progress goals to encourage them to stay on top of their work.

Grading

Because of the length of the project and the amount of effort that goes into it, I don’t want any students to score below a C. Thus, the grading is curved for each period. I remove any outliers to try to push everyone towards a B or higher, as one of my main goals is for them to be okay with taking risks; that can occasionally lead to spectacular failures.

Roller coaster grading – (highest group score – lowest group score) / 25 ; score range between 75% - 100%

Credits: Adapted from and credit to Andrew Gatt (paperrollercoaster.com ); colleagues for implementation ideas. Cover image by Somruthai Keawjan on Unsplash.