Reflection: Problem-based Approaches Roller Coaster Design - Day 2 - Section 3: Students Present Their Rollercoaster Design to Me

 

This was my first year doing this project. It did take longer than I thought it would due to students making assupmtions or not understanding the project details. I had to stop and reinstruct the class a few times and next time I will make sure that we read through rubric and project requirements as a class before students begin. I'll also display some exemplar student work from this years assignment so that students know how to organize their work ahead of time. There was a lot of erasing and reorganizing this year. 

Overall, it was an excellent project where most of the student groups successfully applied conservation of energy to design a roller coaster. I love to give students open-ended assignments as it give them the freedom to create something new and original. This provides motivation to many of the students to give full effort as they get to apply not only their imaginations, but also their artistic skills. 

I proudly display many of the roller coasters on the bulletin board out in the hall, along with the rubric and Roller Coaster Project Poster. I ran out of space and had to tape additional projects next to the bulletin board as I wanted to display most all of the projects!

The student work example below is also especially significant to me. This two students choose to honor me as their design was based on my handicap. It is creative and fun and I love it!

  Problem-based Approaches: Project reflection
Loading resource...
 

Roller Coaster Design - Day 2

Unit 3: Energy
Lesson 8 of 16

Objective: Students design their own roller coasters and calculate important aspects of the ride like velocities, work and power of the motor, and braking force.

Big Idea: For a closed system energy is conserved, changing from one form of energy to other forms of energy.

  Print Lesson
Add this lesson to your favorites
student roller
 
1
2
3
Similar Lessons
 
Can You Hear It Now? Engineering Cheap and Effective Sound Amplifiers for Smartphones (2-3 Day Lesson)
6th Grade Science » Scientific Measuring and Variable Testing
Big Idea: Engineering is often left out when teaching STEM classes. Students have seen how inquiry can be used to help explain phenomena that are backed by evidence. This challenge gives students the opportunity to incorporate their inquiry skills to solve a need.
  Favorites(14)
  Resources(21)
East Walpole, MA
Environment: Suburban
David Kujawski
 
Day 1 of 4--Engineering a Calorimeter: What is a Prototype?
High School Chemistry » Thermodynamics
Big Idea: A prototype is a model that can be tested and refined in order to meet specifications required of a final product; designing a final product that meets a specific function requires multiple iterations and tests along the way.
  Favorites(2)
  Resources(17)
Los Angeles, CA
Environment: Urban
Emilie Hill
 
Sharkweek! Using a Popular Television Series to Develop Science Inquiry Skills and Vocabulary
High School Biology » Unit 2: The Science of Biology
Big Idea: What does science inquiry look like in real life? Students will analyze a Mythbusters experiment linking color to shark food preferences and then create their own experiment using our science inquiry vocabulary
  Favorites(23)
  Resources(18)
Walnut Creek, CA
Environment: Suburban
Maria Laws
 
Something went wrong. See details for more info
Nothing to upload
details
close