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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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LESSON 11
11: C
11: C
OASTING
OASTING
TO
TO
THE
THE
E
E
ND
ND
- A
- A
PPLYING
PPLYING
THE
THE
C
C
ONCEPTS
ONCEPTS
LEARNED
LEARNED
www.knexeducation.com
Students are typically surprised because they have not considered the components of speed,
e
specially when the distance is not uniform. Students will also be given another opportunity to explore
the concept of displacement, previously explored in the Scrambler activities. In this activity the concept
may even be clearer because the coaster car always return to its original location each time around.
Students are also surprised to learn how fast the model rides travel compared to their real-world
counterparts. They will be given the opportunity to explore scaled speed and determine whether or
not the model coaster is moving at a speed comparable to the real ride. Its speed (and ultimately the
energy) is what makes the coaster travel through the loop, but there are many other forces that must
be considered when constructing the loop. The loop has some unique properties, such as a changing
radius. It is this changing radius that allowed the construction of loops on modern coasters because it
helps to lessen the forces acting on the rider. The changing radius concept is not new but dates back
to the work of Leonard Euler who gave such tear-drop figures the name clothoid. Students will collect
and display some data that will show that the loop is actually a clothoid.
Finally, students will undertake data collection to determine the numbers per hour that could ride the
model coaster. Maximizing the number of riders per hour is important to park operators as they want
more people to enjoy the ride and also spend less time in the lines.
REVIEW
Students will be more successful in this activity if they have an understanding of the following
concepts:
• Measurement
• Distance and Displacement
ACTIVITY 1: FASTEST SEGMENT
PROCESS
In Groups
1. Distribute the K’NEX Education materials to build the roller coaster. Directions are found in the
Building Instructions booklet, Page 26 or on the accompanying CD-ROM. The model can either
be built in class with groups identifying, and then allocating, sub-assemblies for members to
construct, or it can be built as an out-of-class activity.
2. After construction, ask the students to examine the coaster and predict which part of the coaster
track enables the coaster car to travel at the fastest speed:
a. the first hill
b. the loop
c. the last hill
They should record their predictions in their science journals.
3. Students should then measure the length of each of three identifiable segments of the coaster:
a. The initial drop - measured from the where the track reaches the top of the lift hill to the point
where the track runs onto the base of the loop.
b. The loop - measured from where the track moves onto the base of the loop to the point where
the track leaves the base of the loop.
c. The final turn - measured from the location where the track enters the final 180-degree turn to
where the track runs into the lift hill.
… 74 …


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