1. Roll
With the Changes

3. Introduction

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

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

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

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

10. Objectives

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

12. Featured Facts

13. 1st, 2nd, and 3rd Laws will be implemented
Forces & Newton’s Laws
1st, 2nd, and 3rd Laws will be implemented

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

15. Module Description

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

17. 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.

18. Module Requirements

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

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

21. Activities

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

23. 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.

24. 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.

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

26. 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

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. Assessments

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

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

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

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

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

38. Rubric

40. Math Standards

41. “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. “

42. Science Standards

43. “. . . 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.”

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

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

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

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