Roll With the Changes

Introduction

You will discover the physics and mathematics behind the designs of various roller coasters; what makes the rides fun, exciting, and safe.

Throughout this unit of study, you will work both in collaborative groups and independently.

You will develop a non-working 3-D model of a roller coaster thereby increasing your interest in this activity.

Through the use of various teaching methods– and alternative assessments—you will gain a higher level of comprehension.

Objectives

You will apply principals of forces of Newton’s laws, circular motion, work & energy to analyze the physics of a roller coaster.

Featured Facts

1st, 2nd, and 3rd Laws will be implemented Forces & Newton’s Laws 1st, 2nd, and 3rd Laws will be implemented

Conservation of energy Gravitational potential energy Work, Energy, Power Conservation of energy Gravitational potential energy Kinetic energy

Module Description

By examining the elements of a roller coaster you can apply the principle of conservation of energy.

You will work by yourself or in collaborative groups to design your own roller coaster; on foam core board and make it a non-working 3-D model.

Module Requirements

Construction Materials: foam core board pipe cleaners straws craft sticks glue colored pencils markers

Construction Materials: Construction paper Styrofoam Various materials of your choice Food of any kind is not permitted

Activities

Two dimensional scale model Activity One Two dimensional scale model Dimensions Height One Curve Length Angle One Loop One Drop

A blueprint is a two or three-dimensional drawing that shows many of the details of your construction. Blueprint plans are created so that ideas can be organized and planned before any construction is started as well as to guide that construction. A good blueprint is neat and legible with straight lines and smooth curves. Any mistakes or errors are cleanly erased or removed.

ｷ Fills the page without looking cluttered. ｷ Has a border framing the image for a professional presentation. ｷ Is either to scale with a key or has clear measurement markings. ｷ Should have adequate view (top, side, etc.) diagrams so that project can be easily constructed following the blueprint. ｷ Should be labeled so that all diagrams are clearly understandable. ｷ May have material comments if you deem them necessary. ｷ May have a colored sketch in addition to views if you deem it necessary.

Three dimensional scale model Nonworking representation Activity Two Model Three dimensional scale model Nonworking representation Theme

Rider’s point-of-view Discussion of physics concepts Activity Three Narrative Written description Rider’s point-of-view Highlights of ride Roller coaster jargon Discussion of physics concepts Career discussion

Roller Coaster Design Project Student Guide Roller Coaster Design Project   In this project, you will work with one partner to design a roller coaster. Your achievement will be measured in the areas of creativity of design, correct application of physics, and overall quality of design. The project carries a grading weight equivalent to an test. You may model your coaster on any of the major designs examined in class: ·        Wooden Twister ·        Steel Out and Back Hyper-coaster ·        Steel Looping Coaster appropriate name. Each member of your group must turn in an original, unique narrative.

Required Components Paper Design — a scale drawing on graph paper of the coaster design in two dimensions, showing all elements of the ride: hills and dips, loops, curves, etc. The paper design should indicate the dimensions of the ride: lengths, elevations, and angles. Only one paper design is required from your group.

Model—a three dimensional scale model of the design built using poster board, foam core, craft sticks, pipe cleaners, etc. The model must show the complete ride from the boarding station to the end of the circuit where the train reenters the station. You do not need to model the cars or trains on the ride. Only one model is required from your group.

Narrative—a written description of the coaster, highlighting all elements of the ride and the physics concepts involved, including velocities, forces, power, energy, etc. Relate these concepts to the material already studied, such as mass, inertia, acceleration, measurement, and so on. Include in the narrative an account from the point of view of someone riding the ride. Simple descriptions of the train and cars should be included here. The features of the ride should be described using roller coaster jargon, like camelback, out-and-back, barrel roll, etc. Your must also include information about the career of roller coaster designer and engineer, including required education and suggested training. Your coaster should have an original, intriguing, but factual explanation.

Design Requirements Coaster design must be to scale. The coaster must be a closed circuit with all track and elements visible and above ground. Design must have a minimum of FIVE elements. An element is defined as an energy or direction change, such as a hill, loop, curve, or braking section. These elements are required: Lift hill Bottom of lift hill One curve One drop Banked curve or vertical loop 5. G-forces experienced by the rider cannot exceed 4.  

Assessments

Creativity of Design 25% of grade Name Theme Track layout Element arrangement

Quality of Model 25% of grade Model construction Paper design Narrative

Application of Physics Discussion of concepts 50% of grade Discussion of concepts Use of terms Relationships Career relevance

Application of Physics Lift hill Work Total energy Potential Kinetic Power Angle Time

Application of Physics Velocity Total energy Free-body diagram Summation of forces Banking angle

Rubric

Math Standards

“Instructional programs from pre-kindergarten through grade 12 should enable all students to— build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems;monitor and reflect on the process of mathematical problem solving. “

Science Standards

“. . . Ongoing assessment of their teaching and of student learning.” from the National Science Education Standards Teaching Standard C “. . . Ongoing assessment of their teaching and of student learning.”

Assessment Standard A “Assessments must be consistent with the decisions they are designed to inform.”

Assessment Standard B “Achievement and opportunity to learn science must be assessed.”

Content Standard B “. . . Understanding of motions and forces. . . conservation of energy”

“. . . Understandings about science and technology.” Content Standard E “. . . Understandings about science and technology.”