FLINT, Michigan—Third-graders in Sherrie Gullekson's class at Doyle-Ryder Elementary don't have to wait for recess to visit the playground. The slides and swings and merry-go-round are all part of the learning experience for her students.

A project she calls "Playground Physics" encourages students to "look at playground equipment and where the energy is. Students learn that energy is never created or destroyed, but it changes forms," Gullekson explains. Varied learning experiences help students understand that energy is not just a subject in a book but something that affects the world around them.

She starts the physics unit by having students take part in hands-on activities to learn about potential and kinetic energy, and understand forces such as friction and inertia. Next, students watch a video about roller coasters and energy. Then they try their hand at designing a roller coaster ride by using an online program that puts students in the role of amusement part designer (one example is www.learner.org/exhibits/parkphysics/coaster*).

Online, students experiment with coaster variables such as how high the hills should be, the most desirable angle for the track, and the best shape for the loops. As they discover how the variables affect the virtual ride and its safety, they "are amazed at all the planning that goes into making the roller coasters they love to ride," Gullekson says.

To take the virtual learning back into the concrete world of the classroom, the teacher challenges her students to build models of their coaster designs. There's one catch, however. They have to use edible components. "The edible roller coasters did not look like the ones they had made on the computer," Gullekson admits, but the design and engineering challenge of building a model "turns them on to science."

Doyle-Ryder Elementary is an urban school located in Flint, the home of General Motors. Many students have computers at home, and the teacher has eight computers in her classroom connected to the Internet. Now in her ninth year of teaching, Gullekson enjoys finding ways to integrate computers into the classroom. "I have found that in using technology," she adds, "the children love it and pay more attention to the details."