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Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. for All Reserved. Rights Not Center. ©2016 Cyber Innovation Copyright STUDENT EDITION ROLLER COASTERS www.NICERC.org Welcome to STEM EDA! STEM Explore, Discover, Apply (STEM EDA) is designed as a three course progression through STEM (science, technology, engineering, and mathematics) topics. Students begin by exploring STEM concepts (STEM Explore, 6th grade), then transition to discovering fundamental concepts (STEM Discover, 7th grade), followed by the application of the concepts (STEM Apply, 8th grade). Throughout each course in the sequence, the engineering design process guides the students through the design and implementation of the projects and concepts. Grade Progression 6th 7th 8th What is STEM EDA? STEM EDA engages middle school students through focusing on leadership, team-building, creativity, and a series of hands-on projects that help improve their communication. problem-solving and critical-thinking skills. All projects seamlessly integrate the engineering design STEM EDA’s modular nature provides ultimate process which allows students to creatively explore flexibility to schools. Teachers can implement the STEM through design. curricula as a standalone elective course, insert specific modules into an existing class, or provide the modules This multi-grade level curricula utilizes liberal arts as an after school program. disciplines to provide meaning and depth to the content. Through STEM EDA, students develop invaluable skills Goals of Course • Foster excitement for STEM • Develop a level of exploration in middle school students through STEM projects • Provide a context for the engineering design process through “classic” STEM projects • Drive towards fundamental concepts (at the grade appropriate level) through STEM experiences i Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. STEM Explore: Roller Coasters There is an energy here “ that is very contagious! My students are motivated and excited to come to school and work on this module. Students who were unmotivated and uninvolved are now key players in their small groups and have found an interest in academics they didn’t think they had. -Middle School Teacher” A Few Things You Will Notice The stop sign indicates the end of a section and is a good/suggested stopping place. This symbol is visible in both the student edition and the teacher manual. Cyber Pop Outs connect the STEM topic to the cyber world. GREEN BOX Definitions and notes will be pointed out to the students within this area. CALCULATION BOX Space for students to work problems. This material is based upon work supported by the U.S. Department of CREATED BY Homeland Security under Grant Award Number, 2013-PD-127-000001, Modification #2. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the U.S. Department of Homeland Security. ii Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org ENGINEERING EDP OCESS USING DESIGN TO DRIVE CURRICULAR EXPLORATION Identify the Problem Improve 1 Research the Problem & Redesign7 2 Brainstorm Solutions Test & Evaluate the6 Prototype 3 Choose ™ Create & Develop a Solution a 5Prototype 4 The process contains overarching themes as well as defined steps. Use the process as a quick reference throughout the module. • Iteration – Revisiting steps provides the opportunity to improve upon designs. • Communication – Within a design team, communication is essential to reach an agreement on a solution. • Teamwork – Group cooperation provides diverse perspectives and help in accomplishing goals. • Creativity – STEM and liberal arts disciplines are integrated to encourage unique solutions. • Imagination – Opportunity to apply creative thoughts during development offers unlimited options. iii Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org Roller Coasters 1 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. STEM Explore: Roller Coasters Materials List Per Class Materials Department 2- assorted packs of cardstock (You will need a total of nine School Supplies or Office colors) Roller coaster template files from paperrollercoasters.com Per Team Materials Department 1- marble Toys 1- poster board cut in half (from landscape orientation) School Supplies or Office 1- roll of masking tape School Supplies or Office 7- straws Grocery 7- feet of twine/string Crafts 10- sheets of white cardstock School Supplies or Office Scissors School Supplies or Office Level Tools or Hardware Ruler School Supplies or Office Roller coaster components for each team 10 sheets of columns 10 sheets of beams 5 sheets of diagonal supports 5 sheets of straight tracks 5 sheets of sharp turns 5 sheets of wide turns 5 sheets of loops 4 sheets of shelves 1 sheet of brackets *The amount of paper templates may vary due to classroom size. 2 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org STEP 1: IDENTIFYING THE PROBLEM It’s a beautiful day! You have just been hired by a well-known roller coaster company as a roller coaster engineer. The owners of the company have seen your other roller coaster designs and decided to hire you to be their lead roller coaster designer. Congratulations! The only restrictions from your new bosses are that the roller coaster needs to have at least one loop, one wide turn, and one sharp turn. The rest of the roller coaster design and its theme are up to you! It’s your job as the roller coaster engineer to propose a roller coaster design and create a scale model of your design. For cost efficiency, the company has provided you with cardstock, masking tape, and a marble for you to create the model. The goal for the next three weeks is to come up with an exciting theme for your roller coaster and to make sure that your paper model can successfully and safely transport your marble from the top to the bottom of your roller coaster. First, let’s make sure that you understand the problem. In your own words, write a few sentences that identify the problem. 3 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. STEM Explore: Roller Coasters Think about the roller coasters that you’ve seen on television, in movies, or some that you have ridden. In the space below, write down what you know about roller coasters and any ideas that you thought of after identifying the problem. Questions to consider: • What is the first thing you think about when you hear someone talking about roller coasters? • Have you ever ridden on a roller coaster? • Of all the roller coasters that you’ve seen, is there one that stands out to you? Why? 4 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org Now, use the space below to draw a sketch of a roller coaster. What do you think are the most important parts of a roller coaster? Label these parts on your drawing. 5 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. STEM Explore: Roller Coasters STEP 2: RESEARCHING THE PROBLEM We know that the amusement park owner would like a roller coaster that is safe and fun. It is important to research the areas that will help us decide what qualifies a roller coaster as “safe” and “fun”. Think about the things you will have to know in order to build your roller coaster models. What are some areas that we should research? Why? 6 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org First, let’s do some research on the history of roller coasters because it’s always a good idea to have background information. Research will explain the evolution of roller coasters, as well as help you design a new and exciting roller coaster! Read the articles provided by your teacher. Write down three interesting facts about roller coasters. We will then share with the class. 1. 2. 3. Use the space below to write down things your classmates learned about that you did not write down from your article. 7 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. STEM Explore: Roller Coasters Second, let’s research the different types of roller coasters. This way, we can learn about all the different roller coasters in the world and how different they are from each other! Read the articles provided by your teacher. Write down three facts about roller coaster categories that you think are interesting. Afterwards, we will share with the class. 1. 2. 3. Use the space below to write down things your classmates learned about that you did not write down from your article. 8 Copyright © 2016 Cyber Innovation Center. All Rights Reserved. Not for Distribution. www.NICERC.org History of Roller Coasters The oldest roller coasters started with the Russian Mountains which were built in St. Petersburg, Russia. The Russian Mountains were built out of ice and the slides were between 70 to 80 feet (21-24 meters) high. These slides were built at a 50-degree angle. In the United States, roller coasters started out as mine trains. In the 1850s, a mining company built a gravity railroad that delivered coal. Before long, they were charging 50 cents per ride to their customers. The idea of using mine trains for amusement led to the 1884 opening of the Switchback Railway in Coney Island, New York. People would climb to the top of a tower to ride down the track and up to another tower. Then, they would switch to the second tower and return to the first tower. Before long, instead of having two separate tracks, these railways would be designed to circle back to the beginning on a single track.
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