Curriculum topics:

 Velocity and
Speed
ROLLER COASTER
 Slope
 Rates
 Ratios
MATH
 Algebraic
Formulas Use math to design roller coasters
 Roller Coasters

Subjects:
Mathematics,
Physical Science

Grade range: 6 – 12

What does math have to do with thrilling roller coaster rides? How high
does a coaster need to be to successfully navigate through a loop and
on to the end of the track? How is the speed of the coaster related to
the height of the coaster’s starting position?

Who we are:
Resource Area for
Teaching (RAFT) helps
educators transform the
learning experience
through affordable
“hands-on” activities
that engage students
and inspire the joy and
discovery of learning.

For more ideas and to

see RAFT Locations
www.raft.net/visit-raft-locations

© 2014, RAFT http://www.raft.net/raft-idea?isid=659

Materials required
For each activity station:

 Marble, 1 per team  Metric tape measure

 Foam pipe insulation (not self-sealing type),  Calculator
for ~1.5 to 2.5 cm pipe (½” to 1”),  Table or desk
2 to 2.5 meters (6 to 8 ft) in length, sliced in  Roller Coaster Recording sheet,
half lengthwise, 1 half for each team 1 or more per team
 Masking tape
 Stopwatch, or other timing device

Design Challenge Introduction

Before going to the How to build it section, challenge students to use their ingenuity to see if they can
create a roller coaster using the foam pipe insulation without any directions. Don’t show them any
pictures or give them any hints.

Encourage them to play with the foam pipe insulation tubing and the marble and see if any ideas come
to mind. Eventually, one or more students will get the idea of making at least one loop for the marble to
travel on. As soon as that happens, focus the attention of the other students on that idea. Soon,
everyone will be trying to add a loop to their tracks. At this moment, the students are experiencing the
same creative “challenges” that roller coaster engineers experience!

Now show them pictures of real roller coasters and give them instructions on how to assemble theirs
using this RAFT Idea Sheet.

How to build it
Measure and record the length of the piece of the foam pipe insulation.
1 Tape one end of a half-tube “track” to the top edge of a table or desk.

2 Configure the rest of the track, going toward the floor, with one vertical loop-de-loop (see figure 1)
so that a marble released at the top of the track will successfully navigate the loop-de-loop and
reach the end of the track. (Practice releasing the marble along several track configurations until
the team chooses one configuration that seems the best).

Tape underneath the bottom of the loop, and then tape this connection onto
3 the floor (be careful not to put tape on the inside of the U-channel which
might block the path of the marble.)

Tape top edge of track to desk

Marble
Figure 1

Tape under bottom of the loop and

tape connection to the floor

Roller Coaster Math, page 2 © 2014, RAFT

To do and notice (for teams of 4)
1 For the chosen track configuration, measure and record
the height of the loop (in cm), the rise (the height of the
top of the track above the floor), and the run (the
horizontal distance from the top of the track to the
beginning of the loop), see illustration. Compute the
slope (rise divided by the run) of the track on the
recording sheet.

2 Test the chosen configuration:

Note: Place the marble on the track at the starting point, release, and let gravity take over. Be
careful not to push the marble.
Starting at the top of the track (Point A), conduct 3 trials. For each trial:
a. Measure (in seconds) and record the time it takes for a marble to traverse the track. (Start
the timer once the marble is released at the top of the track. Stop the timer once the marble
exits the track.)
b. Calculate the average speed for each trial (track length/trial time). Note: the velocity (speed
and direction) of the marble is changing throughout the run; this calculation gives the
average speed (not the instantaneous velocity) for each run.
c. Add the 3 average speeds and divide by 3 to calculate the average of the average speeds for
trials starting at Point A.

 Pick a second starting point, Point B, 10 cm from Point A, measured along the length of the
3 track.

 For the new starting point, conduct 3 trials as in step 4. Remember to calculate the average
4 speed using the new distance that the marble is traveling (track length minus 10 cm).

 Pick a third starting point, Point C, on the incline before the loop, above or below Point B.
5

 For the new starting point, conduct 3 trials as in step 4. Remember to calculate the average
6 speed using the new distance that the marble is traveling (track length minus distance from Point
A to Point C).

If the marble does not have enough speed to make it around the loop, make a note on the
7 recording sheet and choose a starting point closer to the top of the track.

 Compare the different teams’ roller coasters, data, and observations.

8

 Note how the slope of the roller coaster affects the speed of the marble.
9

10 Discuss design strategies: what worked, what could have been done better, how math was used
in the designs and evaluations.

11 Optional: Repeat steps 1 and 2 with new configurations and/or materials, e.g., longer track
lengths, extra loops, marbles of different weights and sizes, and compare findings.

Roller Coaster Math, page 3 © 2014, RAFT

Curriculum
Standards: Learn more
 Discuss other ways math could be used to help construct a safe and fun
Ratios and Proportions roller coaster ride (e.g., cost of materials, types of brakes.)
(Common Core Math  Create a longer roller coaster by connecting more than one tube to
Standards: Ratios and another, then adding some loops. Test the marble (and then a heavier
Proportions, Grade 6, 1, “steely” marble) on the track and compare findings.
2, & 3; Grade 7, 1 & 2)  Can one track be designed for both a regular and a steely marble to run
through where both marbles finish with the same ending time?
Write, read, & evaluate
expressions (Common  Investigate older roller coasters made primarily out of wood, and newer
Core Math Standards: types made from steel and other materials.
Expressions &  Read about the history of roller coasters: how were the first types made
Equations, Grade 6, 2) and what changes were made to their design over the years?

Forces & Motion Extend this activity with the following suggestions:
(Next Generation  Create a Design Challenge with this activity. See the RAFT Idea Sheet
Science Standards: Designing Design Challenges for ideas.
Physical Science,
Middle School 2-2; High Related activities: See RAFT Idea Sheets:
School 2-1)
Ratios, Rates, and Proportions:
Kinetic & Potential Star Distances on a Map -
Energy http://www.raft.net/ideas/Star Distances on a Map.pdf
(Next Generation
Science Standards: Velocity:
Middle School, Physical Marble Rollercoaster -
Science 3-2 & 3-5,) http://www.raft.net/ideas/Marble Rollercoaster.pdf

Gravity Scaling the “g’s” -

(Next Generation http://www.raft.net/ideas/Scaling the g’s.pdf
Science Standards:
Slope on a Rope -
Middle School,
Physical Science 2-4) http://www.raft.net/ideas/Slope on a Rope.pdf
Slippery Slopes -
Compare Multiple http://www.raft.net/ideas/Slippery Slopes.pdf
solutions & combine
(Next Generation
Science Standards:
Middle School,
Engineering Design,
Resources
1-2, 1-3, & 1-4) Visit www.raft.net/raft-idea?isid=659 for “how-to” video demos & more ideas!
See these websites for more information on the following topics:
Test variables
(Next Generation  The effect of the change in slope in roller coasters –
Science Standards: http://www.myphysicslab.com/RollerSimple.html
Grades 3-5,  NCTM lesson on roller coaster math –
Engineering Design 1-3) http://illuminations.nctm.org/LessonDetail.aspx?id=L241
Design criteria  Animation showing potential vs. kinetic energy on a roller coaster –
(Next Generation http://search.eb.com/coasters/ride.html
Science Standards:  Physics involved –
Engineering Design, http://www.learner.org/exhibits/parkphysics/coaster.html
Middle School, 1-1;  History and physics – http://science.howstuffworks.com/roller-
High School, 1-2 & 1-3) coaster.htm
 Physics of loops –
http://www.physicsclassroom.com/class/circles/u6l2b.cfm
Additional standards at:
http://www.raft.net/raft-  Videos on Balanced and unbalanced forces from the Khan Academy:
idea?isid=659 https://www.khanacademy.org/science/physics/forces-newtons-
laws/balanced-unbalanced-forces/v/balanced-and-unbalanced-forces

Roller Coaster Math, page 4 © 2014, RAFT

The content behind the activity
To keep roller coasters on the track, make sure to do the math! This activity gives students hands-on
experience with several mathematical and physical concepts in the development of a safe roller coaster.
The roller coaster starts with an initial drop, usually a very high hill, so the coaster gains enough speed
to keep itself on the track and to successfully navigate a loop. The coaster reaches its greatest speed at
the bottom of the track.

In this activity, the students gain experience taking data on track length and run time and then using the
data collected to calculate the average speed for each run. The progression of construction, testing,
observation, and evaluation reinforces the integration of math and science in the real world challenge of
roller coaster design.

In a roller coaster the potential energy (PE) (energy due to position) that the car has at the top of the
track is converted into kinetic energy (KE) (the energy of motion). Before the car starts moving all of its
energy is potential; when it reaches the lowest point all of the energy has become kinetic.

The equations are:

PE = (m) (g) (h) =

(mass of object) (acceleration due to gravity) (height of the starting point of the object)

KE = (½ m) (v2)=
½ (mass of the object) (velocity of object) (velocity of object)

Velocity is the rate at which an object changes its position and includes the speed and direction of the
object; acceleration is the rate of change of velocity; mass is the amount of matter contained in an
object. The average acceleration due to gravity on Earth is 9.81 meters/(second)2.

Roller Coaster Math, page 5 © 2014, RAFT

 Roller Coaster Recording Sheet

Rise = __________
Run = __________
Slope = Rise / Run = __________
Loop Height (cm) = __________
Total length of the track (cm) = __________

Starting Distance of Distance Trial Time for Average speed

starting point marble marble to of marble
Point from top of travels run track (cm/sec)
track (cm) along (sec) (distance traveled/
track travel time)

Point A: 1
Top of 0 cm (Track 2
Track length) 3
Average of the 3 average speeds for trials starting at Top of
Track
Point B: 1
Second (Track
starting 10 cm length 2
point 10 cm) 3
Average of the 3 average speeds for trials starting at Point B
Point C: 1
Third (Track
starting length 2
_____ cm
point _____ 3
(on incline cm)
before loop)
Average of the 3 average speeds for trials starting at Point C

Compare different roller coasters. Record observations:

Roller Coaster Math, page 6 © 2014, RAFT