CTE Online Admin
5 years ago
Last Updated
7 months ago
Students will build rollercoasters in groups of three, incorporating their knowledge of energy transfer from potential to kinetic, using logical and low-cost materials such as wood, wires, string, twine, cardboard, and/or glue.

In addition to the CTE/STEM focus of the unit/project lessons, educators will find academic lessons in History, English Language-Arts and Physics that supplement the primary core area of study.

Teacher Note: If your academy has separate CTE and Physics teachers, the CTE teacher will need to communicate with the Physics Teacher. The CTE teacher does not need to introduce students to rollercoasters again, as the physics teacher will have already done that. The CTE teacher will need to reference what the physics teacher has taught and connect that to the rollercoaster project.

The structure of this unit and the materials contained within it were created by Ayo Akatugba (CTE/physics), Tyson Nichols (ELA) and Brandon Johnson (history) with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Robert Kuintzle.


Industries / Pathways
  • Energy, Environment, and Utilities Energy, Environment, and Utilities
  • Engineering & Architecture Engineering & Architecture
K-12 Subjects
  • English-Language Arts
  • History/Social Science
Grade Levels
  • 9
  • 10
  • 11
  • 12

Roller Coaster Project (1 of 2)

Roller Coaster Project (2 of 2)

Types of Energy (Physics)

The Physics of Rollercoasters (Physics)

Kinetic and Potential Energy (Physics)

John Muir's Rhetoric: Part 1 of 2 (ELA)

John Muir's Argument: Part 2 of 2 (ELA)

History of the Roller Coaster (1 of 2) (History)

Connecting the History of the Roller Coaster with the American Experience (2 of 2) (History)