ROLLER+COASTER+PHYSICS

> You squeeze into the molded plastic seat and pull the padded bars down so they fit snug against your shoulders. The attendant comes by and pushes on the bars to make sure they are locked into place. Then the cars of the roller coaster begin to move out of the station, going up and up, until you feel that you can touch the sky. Suddenly, with a lurch, your car reaches the top. As it crests the hill and starts down the other side, you can feel it begin to pick up speed. Now you are flying down the track, up smaller hills, through loop-de-loops, upside down and twisting all around. You scream as the roller coaster rounds a curve in the track and you are pushed to one side. Finally, the coaster begins to slow down. It comes to a stop back at the station, and you are released. What a ride! > If you like to ride roller coasters, the description above probably sounds familiar. But did you know that roller coasters aren’t just thrill rides? Actually, roller coasters are examples of the laws of physics in operation. Roller coasters are pulled to the top of the highest hill, then released. A coaster has potential energy as it is pulled to the top, but this changes to kinetic energy as the coaster begins its descent. Gravity and friction control the rest of the ride. Why don’t the cars of a roller coaster fly off the track? Why don’t the passengers fly out of the cars? How high can the first hill of a roller coaster be? What physical laws determine how many hills, curves, and loops a roller coaster track can have? You can find answers to these questions in this WebQuest. > [|Top] > Your job in this WebQuest is to find out how roller coasters work and use this information to build a simple model of a roller coaster. You will learn about roller coaster design, laws of motion, and about velocity and acceleration. You will design virtual roller coaster tracks and see what happens to the roller coaster when you change variables such as height of hills, length of track, mass of the coaster, and speed of the coaster. Then you will collect simple materials and build a model of a roller coaster track. Finally, you will test your track with a model roller coaster and report on your results. > [|Top] > Look at the web sites given here to find the information that will enable you to build a model of a roller coaster and test it. >> ]]Visit this site to learn about the physics of rides at amusement parks, particularly roller coasters, free fall rides, bumper cars, and more. Click on the roller coaster, then scroll down and click on design a roller coaster to find out how physical laws affect ride design. >> At this site you can learn about kinetic and potential energy, the kinds of energy at work in roller coasters. Click on loops and turns to see what laws of motion are involved in these design features. >> Visit this site to design a roller coaster by manipulating the height of the hills, sizes of the loops, speed of the coaster, and mass of the coaster on an interactive screen. This is a fun site, but it takes a while to load. >> Go to this Discovery.com site to build a roller coaster track. Click on the icons above and drop them into the box to create sections of the track. Then submit your design to see what a roller coaster designer thinks of your design. Be patient. This site takes time to load. > [|Top] > 1 class period for research, 1 class period for building and testing roller coaster designs > [|Top] > After you have completed your Internet research, decide what type of roller coaster model you want to build. Design the model, list the materials needed, then collect the materials and build your roller coaster track. What material are you going to use to simulate the roller coaster track? It should be flexible enough so that you can include loops in your design. What item are you going to use for the roller coaster itself? Make sure that the item has enough mass to build up speed as it goes down the track. Remember, a model doesn’t always work exactly the same way as the real thing, so don’t be discouraged if your design has some flaws. Also, you probably will not need to include the initial hill where the roller coaster is pulled up in your design. Assume that the coaster is already at the top of the first hill. Do not include any kind of motor in your design. When the track is finished, test your design by placing the coaster at the top of the first hill and letting go. Remember, do not add any energy to the roller coaster by pushing it along the track. Did your coaster come out at the end of the track? If not, adjust the track and try again. When you have completed your trials, prepare a short report. In the report, draw the final design and write a paragraph describing your reasons for your design choice and how it worked when tested. > [|Top] > In the process of completing this WebQuest, you’ve become informed about the physical laws governing roller coaster design, the differences between potential and kinetic energy, and how different variables affect roller coaster design. You have developed critical thinking and problem-solving skills as you planned, designed, and built a model roller coaster. Finally, you have tested your design and reported on your experimental results. How did your design work? Did you have to make adjustments to the original design? How did your model roller coaster compare to a real roller coaster? > [|Top]
 * An Internet WebQuest**
 * ROLLER COASTER PHYSICS**
 * Introduction**
 * Task**
 * Resources**
 * [[http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.learner.org/exhibits/parkphysics/|**Amusement Park Physics: What are the forces behind the fun?**
 * **[|Kinetic and Potential Energy]**
 * **[|Funderstanding Roller Coaster]**
 * **[|Build a Coaster]**
 * Time**
 * Process**
 * Conclusion**

> In this WebQuest, students do some Internet research on the physics of roller coasters and on how physical laws influence roller coaster designs, and build and test simple models of roller coasters. They learn about the laws of motion and potential and kinetic energy. They learn what variables are involved in roller coaster design. They also find out how manipulating those variables can allow for different coaster designs. Students also learn about the limits physical laws place on roller coaster design. After researching, students build and test simple models of roller coasters. Finally, they report on their designs and discuss the results of their tests. > [|Top] > Once students have completed their Internet research, they will design, build, and test their model roller coasters in class. Students will prepare reports on their findings and share their results with their classmates. Reports should be simple, and include a drawing of the roller coaster track. You may decide to have students work in groups of two or three students for this activity. Be sure that students in small groups assign specific tasks to each group member. > **Objectives** > [|Top] > Students will use the Internet links given to find out how roller coasters are designed and built. They will find out what physical laws govern roller coaster design, and use that information to design simple model roller coasters. They will identify the differences between potential energy and kinetic energy and apply this knowledge to roller coaster design. Students will also need to collect materials needed to build their models, such as clear vinyl tubing and steel balls. > [|Top] > 1 class period for Internet research; 1 class period to build and test their model roller coasters. > [|Top] > As students progress through the list of web sites, you may help them to focus on what they need to know in order to design and build a model roller coaster. Several of the links have directions and suggestions for building models of roller coasters. Allow students time to explore these sites and any others they come up with in their research. Most students will decide to build a roller coaster using flexible, clear plastic tubing and steel balls, but other materials can be used as well. Students may come up with creative designs and unique materials. > [|Top] > You may use the following rubric to evaluate students’ reports on the testing of their model roller coasters. > Rubric//** || **//Possible > Points*//** || **//Self-//** > **//Assessment//** || **//Teacher//** > **//Assessment//** || > || Information was clear and coherent || 10 ||  ||   || > || Drawing of model roller coaster track 10 was detailed and clear || 10 ||  ||   || > || Test given was successful/clear explanation was given if test was unsuccessful || 10 ||  ||   || > || Explanations and reasons were given for conclusions made || 10 ||  ||   || > || **Total Possible Points** || **40** ||  ||   || [|Top] > Using information gathered from the Internet and materials they collect (or you provide) students should be able to design, build, and test simple models of roller coasters. In the testing process, students should be able to identify the problems with their models. Students should be able to draw conclusions about the importance of physical laws in the design of roller coasters as well as other amusement park rides. > [|Top] >
 * WebQuest Teacher Page**
 * An Internet WebQuest**
 * ROLLER COASTER PHYSICS**
 * Introduction**
 * Task**
 * **Research** roller coasters to identify variables that affect roller coaster design.
 * **Identify** the physical laws, such as Newton’s Laws of Motion, that govern roller coaster design.
 * **Apply** specific laws of motion to the design of a simple model roller coaster.
 * **Design** a model roller coaster track and test it using a model roller coaster.
 * Resources**
 * Time**
 * Process**
 * Evaluation**
 * **//Presentation
 * //Rate each category according to the following scale: Excellent – 9-10 points; Very Good – 7-8 points; Good – 5-6 points; Satisfactory – 3-4 points; Poor – 1-2 points; and Unsatisfactory – 0 points.//
 * Conclusion**