Is it possible to build a ring that stands on its own using nothing but Pringles potato chips? 

Falk Laboratory School students found out recently when teachers Rachel Courbis, Jackie Metcalf, and Eileen Coughlin tasked Falk’s fifth-grade classes with tackling the Pringles challenge.

Working in pairs, the fifth-graders first completed worksheets, estimating the number of Pringles in a can and then counting them. After they sketched plans for how they might tackle the challenge, students got down to work.  

Some of the tips and questions Ms. Metcalf provided her students included “How will the base of your ring be able to support the top?” and “Will you layer your chips in a certain pattern? If so, what pattern?”  

The unit is designed to teach science and engineering skills such as friction, which students will explore more later in the year. Noticing that the chips must have enough frictional force not to be forced down by gravity is an early and fun introduction to the concept. The project is also a perfect example of the kind of design challenge the fifth-grade teachers would like to do more of in the future. 

The unit was designed by Ms. Courbis and Ms. Metcalf with the assistance of Eileen Coughlin, a Middle School science teacher who is also chair of Falk Lab School’s Science Curriculum Committee. 

“Behind the scenes, there are two Next Generation Science Standards that this activity falls under,” said Ms. Coughlin. “Engineers are tasked every day with coming up with solutions to problems that have cost, material, and/or time constraints. In this case, our fifth-grade engineers had material and time constraints.” 

As important as demonstrating friction, said Ms. Metcalf, is emphasizing persistence. Building a potato-chip ring without glue or tape requires precise chip placement, and it can be frustrating when your ring topples. That’s why another of the questions she posed to students is “What other strategies will you try if your first design doesn’t work as planned?” 

“Students demonstrated collaboration with a partner, the ability to deal with failure, and persistence,” added Ms. Coughlin. “The phrase ‘get back on the horse’ was stated by one of Ms. Metcalf’s students.” 

As students in Ms. Metcalf’s class counted Pringles and carefully layered their chips, Ms. Coughlin walked around the room giving encouragement and ring-building tips.  

“Persistence. Breathe. You got this," she said.  

“The kids asked great questions,” said Ms. Metcalf following the project’s completion. “They did some nice drawings in the planning phase and in their final reflections, and it was exciting to see them engaging in problem solving with their partners.” 

She added, ”Although not everyone was successful in creating the ring, they got a lot out of the lessons, and after carefully counting them, they all enjoyed eating their chips.”