We recommend students work in pairs. Homeschool students can work on their own, but they will need to make two models so that they can compare and contrast what happens when using the thin versus thick rubber band.

Prepare the Classroom Space

Student pairs will need to set up two Twist-O-Matic models next to each other for easier comparison between the thin and thick rubber bands. Each model takes up the space of about one student desk, so it is easiest if student pairs are sitting next to one another.

NOTE: If you want to make Bumper Coasters with foam tubing, you can view the previous version of this lesson.

This activity works best when students work in groups of 4. Homeschool students can work on their own, but will need to build all four pieces of their roller coaster track.

Make Sure You Have Enough Space

Each roller coaster extends about 1.2 meters (a little over 4 feet) from the box, stack of books, wall, or other surface that it’s attached to. Each group of students will need this amount of space to work through the activity. If you don’t have enough floor space, a few student desks pushed together with a stack of books on top should work.

Prepare Stickers

Cut enough stickers so that you have two for each group of students that will build a roller coaster. The stickers need to be no wider than 2 centimeters so that they can fit and adhere to the roller coaster track.

Decide Where to Store Your Tracks

If you will be teaching Bumper Coasters Part II (Mystery 3), then you must save the tracks and the alligator that each group makes in this Mystery. Each set can be stored as pictured below and measures about 82 cm x 8 cm (32” x 3”). We show you how to deconstruct your bumper coaster in this step.

Estimate Your Time Needs

This entire Mystery with the activity will take about an hour or slightly more. There are two natural stopping points during the activity ⁠— the first one when students finish building their roller coaster tracks and a second one after they complete their first set of experiments. If you are pressed for time or have a short class period, we recommend splitting this lesson into shorter sessions that might work better for you.

Teacher Tip

Experimenting with marbles is fun, but it can also be distracting! We recommend waiting to distribute the marbles and worksheets until after students have built all of their roller coaster tracks.

NOTE: If you want to make Bumper Coasters with foam tubing, you can view the previous version of this lesson.

We recommend students work in the same groups of four from Mystery 2. Homeschool students can work on their own, but will need to build all roller coaster tracks and hills.

Make Sure You Have Enough Space

Each roller coaster with hills extends about 1.2 meters (a little over 4 feet) from the box, stack of books, wall, or other surface that it’s attached to. Each group of four students will need this amount of space to work through the activity. If you don’t have enough floor space, a few student desks pushed together with a stack of books on top should work.

Estimate Your Time Needs

The entire Mystery with the activity will take about an hour. There is a natural stopping point after students finish building their roller coaster tracks and before they start experimenting. If you are pressed for time or have a short class period, we recommend splitting this lesson into two sessions.

Prepare Materials

Cut enough stickers so that you have two for each group of four students that will build a roller coaster. The stickers need to be no wider than 2 centimeters so that they can fit and adhere to the roller coaster track.

Teacher Tip

Experimenting with marbles is fun, but it can also be distracting! We recommend waiting to distribute the marbles and worksheets until after students have finished building their tracks and hills.

We recommend that students work in pairs. Homeschool students can work on their own, but will need a partner to help with some steps.

Plan Ahead

We strongly recommend pairing this Mystery with Mystery 5, “Can you build a chain reaction machine?” If you plan to do Mystery 5, don’t throw away the ramps that your students build in this Mystery. Students will use these ramps when creating their very own chain reaction machine.

Classroom Management Tip

Marbles are very fun, but can be very distracting! We suggest waiting to distribute marbles to students until Step 17 of the activity.

We recommend that students work in pairs. Homeschool students can work on their own.

Plan Ahead

To complete this mystery, students will need the ramps and levers they built in Mystery 4.

Students can also add a variety of materials to extend their chain-reaction machines. You can ask them to bring things in, or gather some basic materials to keep in the classroom. See the list below for items we recommend having on hand. Or, for more ideas, watch "Inspiration for Chain Reaction Builders" in Extras before you start this activity to see some possibilities.

• Extra printouts of the “Chain-Reaction Starter Kit” handout from Mystery 4 (in case students want to make more ramps)
• Card stock for making custom-built ramps
• Paper cups to serve as ramp supports
• Books and boxes to add height
• Dominoes or objects that will topple like dominoes (dominoes built of LEGO bricks, cassette tapes, paperback books, markers standing on end, etc.)
• String
• More stickers
• Things that roll (empty cans, toy cars, rubber balls, markers lying down, toilet-paper tubes)
• Unconventional ramps (like empty binders)

Classroom Management Tip

Marbles are very fun, but can be very distracting! We suggest waiting to distribute marbles to students until Step 14 of the activity.

We recommend that students work in pairs. Homeschool students can work on their own.

Prepare Aluminum Foil

For each student, tear off a strip of aluminum foil that’s about 4 inches wide and as long as the roll (usually about 12 inches).

Teacher Note

If you purchase the batteries in advance, please read this document for how to safely store them.

In Part 1 of this activity, we recommend students work in pairs. In Part 2 of this activity, we recommend students work in groups of four. Homeschool students can work on their own, but will need someone to help with a few of the steps.

You need to set up at least two Experimental Stations with a heat source (a desk lamp with an incandescent bulb or a heated gel pack. You can heat the gel packs in the microwave, but they’ll only stay warm for about 30 minutes). For a class of 32 students, we recommend having two or more Experimental Stations. Four students will use each station at a time. When students are not using the Experimental Stations, they will be discussing ideas at their desks.

Plan Your Time

Part 1 (building a Heat Spinner) takes 15 to 20 minutes. Part 2 (experimenting with the Heat Spinners) takes another 15 to 20 minutes.

You may want to divide this lesson into two sessions, stopping after Part 1 and continuing with the Experimental Stations another day. If you plan to do the activity in two sessions, Part 2 begins here.

Prepare Push Pins (Optional)

Push each push pin into the eraser of a pencil. This makes the push pins easier for students to handle.

Prepare the Worksheets

Cut each “Get to Know Your Spinners” printout on the dotted line. Each student needs a half sheet. Cut each “Heat Spinners” printout on the dotted line. Each pair of students needs a half sheet. Cut the “Do Not Touch the Light Bulb!” printout on the dotted line to make two signs. You need one sign for each Experimental Station with a lamp.

Set Up Your Experiment Stations

To set up each station, place your heat source on a table away from drafts. If you are using a lamp as a heat source, put the “Do Not Touch the Light Bulb!” sign beside the lamp, plug the lamp in, and let it warm up for a few minutes before students experiment. If you’re using heat gel packs, heat them in the microwave right before class.

Watch Our Video for An Important Tip

Watch this video and notice when the spinner moves and when it stops. The spinner moves because rising hot air pushes on it. That rising air has to come from somewhere. In the video, the spinner moves when there’s a gap between the heat source and the cup. Cool air moves through this gap and replaces the rising hot air. This is called the “chimney effect,” and it can make a big difference in how much the spinner moves. We like to use a lamp because students usually don’t set the cup directly on top of the heat source. If you use a gel pack or some other heat source, be aware that closing off the bottom of the cup completely can stop the circulation of air and therefore the movement of your spinner.

We recommend students work in pairs. Homeschool students can work on their own.

Set Up Classroom for Discussion

Place each Energy Sign in a separate area of the room so that students can easily see them.

Teacher Tip

Some classes may want to do research on the towns we featured in the readings. All of them are real towns, but we changed the name of one town. We called the solar-powered town in Florida “Ranchtown,” but the actual name is “Babcock Ranch.”