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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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5. Ask them to record their findings as follows:
a. Describe the properties (characteristics) of the balls they tested.
b. List the heights attained by the various balls.
c. Write a paragraph in their journal that explains their understanding of the results.
i) Were all of the heights attained the same? Different? Explain.
ii) Were the properties of the balls the same? Different? Explain.
iii) If the heights attained were different, do you think any property of the ball may have
contributed to the difference? Explain.
d. Draw a bar graph to compare the masses of the balls and the heights they attained. Plot the
mass of the ball on the x-axis and the height reached on the y-axis.
e. Describe any pattern that you see when you graph the results.
Whole Class
6. Students should discuss their predictions and their discoveries about the mass of the balls and the
height needed to propel them through the loop. Observations that they made about the properties
of the balls may give students ideas as to other factors that may have influenced the results, such
as surface of the balls, ridges on the balls, dimples on the balls, etc.
ACTIVITY 2: SPEED IS NEEDED IN THE LOOP
LESSON 5
I
I
NVESTIGATING
NVESTIGATING
V
V
ARIABLES
ARIABLES
IN
IN
A
A
L
L
OOP
OOP
S
S
YSTEM
YSTEM
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Teacher’s Notes
• The key to engineering a roller coaster with a loop is that the speed of the car as it moves through the
loop should be just enough to keep it from falling. This means there needs to be some force to keep
the coaster train moving in its circular path… that force is the centripetal force.
Whole Class
1. Explain that in this activity students will determine the speed at which each ball must travel in order
to make it through the loop of the inclined plane.
In Groups
2. Ask the students to:
a. Watch each of the four balls travel through the loop and use their observations to mathematically
determine how fast each must be traveling in order to accomplish this. They should report their
findings in m/sec.
b. Determine the mass, in kilograms, of each of the balls.
c. Calculate the force needed to keep each of the balls from falling off the track in the loop by
determining the weight of the ball. This is calculated by multiplying the mass (kg) by
9.81 m/sec
2
or m/sec/sec. The units for the answers will be in Newtons. For simplicity, assume
that there is no pressure from the track.
3. Students will then:
a. Find the center of the loop. Tape two strips of masking tape to the track for this task. Place
one piece vertically from the top to the bottom of the loop and one piece horizontally across the
middle of the loop so they cross and stick together at the loop’s center
b. Put a small dot in the center of the cross – this is the center of the circle formed by the track on
the loop.
… 32 …


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