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Unit E1
Potential and Kinetic Energy
Reading: Why We Love Roller Coasters
Duration: Approximately 25 minutes
With this reading, explore our obsession with roller coasters since their introduction in the 17th century with this reading.
LEARNING OBJECTIVE
Students discuss the changing technology of roller coaster design.
Teacher Tips
- Share videos of roller coasters today and of bygone eras, ssuch as a comparison of this wooden coaster in Coney Island with a modern steel one on Internet Archive.
Teacher Tune-ups
ACTIVITY OVERVIEW
- Set the context (10 minutes)
- Assign reading (15 minutes)
- Discuss reading (15 minutes)
Set the context (10 minutes)
Have students discuss the image of the Switchback Railway at Coney Island (New York), which was the first roller coaster designed as an amusement ride in America.
:
- How does the Switchback Railway compare to modern roller coasters?
- How do you think roller coasters came to be, and why do you think people enjoy them so much?
Encourage the use of the terms kinetic energy and potential energy.
Assign Reading (15 minutes)
Give students time to read the piece on the history of roller coasters.
Discuss Reading
Use one of the suggested discussion prompts or add your own.
Compare the Russian Slides from 17th Century to roller coasters as we know them now. What's the same? What's different?
What is the debate regarding the first roller coaster?
What was "Gravity Road" and what practical and recreational purposes did it serve?
How do you expect safety regulations (or laws) have changed as roller coaster technology has made different track shapes possible?
BETA Version - Please send comments and corrections to info@serpinstitute.org
This project was supported by Science Sandbox, a Simons Foundation initiative dedicated to engaging everyone with the process of science.
Strategic Education Research Partnership
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info@serpinstitute.org