Total Duration: 
Time Not Specified 
Materials and Resources: 
Foam Pipe Insulation (split in half) 2 pieces per group Steel ball bearing Masking tape 
Technology Resources Needed: 
Computer with internet access and sound Projector 
Background/Preparation: 
Students need to be able to calculate average speed. Students should understand the concepts of potential and kinetic energy (including gravitational potential energy). The teacher must split the pipe insulation in half, and have one steel ball bearing and tape for each group. 
1. Watch the following Bozeman Science video for an introduction/review of potential and kinetic energy. Students should answer the following prelab questions in their science notebooks as they watch: What is potential energy? What is kinetic energy? Describe gravitational potential energy. 2. Students will design a roller coaster that has three hills. Build your roller coaster by attaching it with tape to any available surface (table, desk, walls). The design must allow the marble to reach the end of the track and stay on the track. 3. Roll the marble 5 times and record the time it takes to get to the end of the track. Calculate average speed with this information. Create a data table that includes 5 trials, distance of the track, time, and average speed (m/s). 4. Draw your roller coaster and include the heights of each hill. 5. To compare your coaster's potential energy with others in the class, what was the combined height of the three hills of your coaster? Indicate on your coaster where the potential energy was the greatest. Indicate on your drawing where the potential energy is increasing and where the kinetic energy is increasing. Indicate on your drawing where the kinetic energy is the greatest. 
Assessment Strategies 
Teacher questioning to determine if students constructed a model of a roller coaster to explain how a system of objects may contain varying types and amounts of potential energy. Check student notebook for understanding. 
Acceleration: 
Include a loop in your design and see how it affects the speed, potential energy, and kinetic energy of the coaster. 
Intervention: 
Some students may need to review how to calculate speed.

View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
