Transcript Roll With the Changes

With the Changes
Team Manhattan
Fred Nelson- Physics
Angie Messer- Math
Kathy HemenoverLibrary Media/Technology
Tracy Robinson- Social Studies
Introductio
n
Students will discover the physics and
mathematics behind the designs of various
roller coaters; what makes the rides fun,
exciting, and safe.
Students will have learned how to analyze
data and interpret graphs prior to beginning
this module.
Throughout this unit of study, students will
work both in collaborative groups and
independently.
Students will develop a non-working 3-D
model of a roller coaster thereby increasing
their interest in this activity.
Through the use of various teaching
methods– and alternative assessments—
students will gain a higher level of
comprehension.
Objectives
Students will apply principals of forces of
Newton’s laws, circular motion, work &
energy to analyze the physics of a roller
coaster.
Featured
Facts
Forces & Newton’s Laws
Free-body diagrams
Summing forces
Normal forces
Work, Energy, Power
Conservation of energy
Gravitational potential energy
Kinetic energy
Dissipation of energy
Module
Description
The Excel model serves as a “number
cruncher” for a larger unit in which
students study the concepts of work and
energy.
By examining the elements of a roller
coaster students can apply the principle
of conservation of energy.
Students work in collaborative groups to
design their own roller coaster; on paper
and in a non-working 3-D model.
Students will input the parameters from
their design into the Excel calculator,
which then outputs specific energies and
velocities.
Module
Requiremen
ts
Computer application:
Microsoft Excel or other spreadsheet
Other Materials:
Graph Paper
Construction Materials:
foam core
pipe cleaners
straws
craft sticks
glue
colored pencils
markers
Resources
Amusement Park Physics, edited by Carole
Escobar, AAPTRoller Coaster Physics, written
by Tony Wayne
http://www.pen.k12.va.us/Anthology/Pav/Science/P
hysics/book/home.html
VideosWorlds Greatest Roller Coaster Thrills;
Goldhil VideoThrill Rides; Sony Pictures
Classics
Discovery Online Expeditions, “High Anxiety”
http://www.discovery.com/exp/rollercoasters/rollercoasters.html
Funderstanding Roller Coaster
http://www.funderstanding.com/k12/coaster
The Physics of Roller Coasters
http://www.linfield.edu/~twsobey/Coaster/
Roller Coaster Physics
http://coasters.eb.com/ride.html
Physics of Roller Coasters
http://et.sdsu.edu/KBoe/coaster/taskphysics/physics.htm#
Annenberg/CPB Project--Amusement Park Physics
http://www.learner.org/exhibits/parkphysics/
Activities
Activity One
Two dimensional scale model
Dimensions
Height
Radius of curvature
Length
Angle
Reference points for calculation
Activity Two
Model
Three dimensional scale model
Nonworking representation
Theme
Activity Three
Narrative
Written description
Rider’s point-of-view
Highlights of ride
Roller coaster jargon
Discussion of physics concepts
Career discussion
Student Guide
Roller Coaster Design Project
In this project, you will work with two partners 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 exam. You may model your coaster on any of the major designs examined in class:

Wooden Twister

Steel Out and Back Hypercoaster

Steel Looping Coaster
Required Components
1.
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, angles,
radii of curvature. Calculations should be included with the paper design, with reference points labeled. All measurements
must be in SI units. Only one paper design is required from your group.
2.
Model—a three dimensional scale model of the design built using posterboard, foamcore, 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.
3.
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 appropriate name. Each member of your group must turn in an original, unique narrative.
Design Requirements
1.
Coaster design must be to scale.
2.
The coaster must be a closed circuit with all track and elements visible and above ground.
3.
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.
4.
These elements are required:
a.
Lift hill
b.
Bottom of lift hill
c.
Banked curve or vertical loop
1.
G-forces experienced by the rider cannot exceed 4.
2.
Assume a coaster train mass with passengers of 3.0 x 103 kg, and a gravitational field strength of 10 N/kg
Required Calculations
1.
Lift Hill Calculations
a.
Work done by the motor in raising the coaster train to the top of the lift hill.
b.
Total energy of the coaster at the top of the lift hill.
c.
The power expended by the motor. Assume a reasonable constant velocity of the train as it climbs the lift hill.
1.
Reference point calculations (5 reference points)
a.
Total mechanical energy as the coaster arrives at the reference point. Assume that total energy is dissipated by 5% at each
element from what it was at the preceding point.
b.
Gravitational potential energy
c.
Kinetic Energy
d.
Speed
e.
Gs experienced by the rider.
Assessments
Learning Process
Major Concept
Knowledge
Application
Synthesis
Total
Forces and Newton’s Laws
2
5
3
10
Circular Motion
2
5
2
9
Work, Energy, and Power
2
6
3
11
Total
6
16
8
30
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
50% of grade
Discussion of concepts
Use of terms
Relationships
Career relevance
Application of Physics
Lift hill calculations
Work
Total energy
Potential
Kinetic
Power
Angle
Time
Application of Physics
Reference point calculations
Velocity
Total energy
Free-body diagram
Summation of forces
Banking angle
Rubric
Score Achieved
Unsatisfactory
Acceptable
Excellent
-2
-3
-4
Name copied from
existing ride,
inappropriate name,
lacking theme
Appropriate or
original name,
nominal theme
Original, relevant, &
appealing name,
developed theme
Component
Measured
Creativity of
Design
Name & Theme
Track Layout
Straight, square, regular Somewhat irregular,
shape
traditional design,
out-and-back
Element
Arrangement
Predictable, repetitive,
not feasible, unrealistic;
less than five elements,
missing required
elements
Somewhat
unexpected,
traditional; five
elements, required
elements
Exciting, unexpected,
irregular, twisting,
interlocking
Exciting, unexpected,
irregular, not repetitive;
more than five elements
Total
Quality of Model
-2
-3
-4
Model
Construction
Rough, unfinished, not
to scale, inconsistent
with paper design
Model to scale,
matches paper
design
Sturdy, finished,
trimmed, shows pride
Neatness of
Paper Design
Design not to scale,
smudged, inaccurate
dimensions or incorrect
units
Correct units,
model to scale,
accurate
dimensions
Highly detailed, legible,
easy to read, complete
Narrative
Correctness
Grammar or spelling
errors, not organized
Correct usage,
Logical construction,
grammar, & spelling organized format, vivid
description
Application of
Physics
Discussion of
Concepts
-4
-6
-8
Incorrect usage or
references
Correct usage of
concept terms
Shows relationships,
career applications
Work, Total
Energy, Power,
& Friction
Calculations
Incorrect or missing
calculations
Correct calculations Detailed problem-solving
& units
method illustrated
Reference Point
Calculations
Incorrect or missing
calculations
Correct calculations Detailed problem-solving
& units
method illustrated
Newton’s
Second Law
Total
Incorrect or missing Correct calculations Detailed problem-solving
calculations or diagrams
& units, correct
method illustrated
diagrams
Math
Standards
From the National Council for Teachers of
Mathematics
“In grades 9-12, students should learn to judge
the effects of such operations as multiplication,
division, and computing powers and roots on
the magnitudes of quantities.”
“In grades 9-12, students should learn to judge
the reasonableness of numerical computations
and their results.”
“In grades 9-12, students use geometric ideas
to solve problems in, and gain insights into,
other disciplines and other areas of interest
such as art and architecture.”
“Instructional programs from prekindergarten 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
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”
Content Standard E
“. . . Understandings about science and
technology.”
Thanks for your interest…
party on