What Do I Know About Roller Coasters?
Stephanie guides youth from what they already know about roller coasters to thinking deeper about physical forces, as she challenges teams to design a one-loop roller coaster. Using simple materials, a model of how it could look, and a challenge of only so much “money” or tape, staff engage youth in a design challenge. Pay special attention to how staff build time in the activity for youth to explore, investigate options and reflect and process on STEM learning.
Research suggests: Everyday activities include experiences and social interactions that have the potential to engage youth with science thinking or science content. (LSIE) Staff help to make the work more complex, including making connections with prior experiences and everyday life including scientific practices. (Museums Afterschool: Principles, Data, and Design)