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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
L
L
EARNED
EARNED
73
Am usement Par k Ex perienc e
4. Suggest that students:
a. Use a stopwatch to determine the time that it takes for the coaster car to travel each
segment of the track. This cannot be accomplished during one trip of the car but requires
three separate runs.
b. Make at least three measurements for the times, then average the times to lessen the impact of
experimental error.
c. Compute the speed using the formula:
v=d/t
Where: v=velocity or speed (m/sec)
d= distance (m)
t=time (sec)
5. Students should display their data as a bar graph where:
a. x-axis – First Hill, Loop, Return Section
b. y-axis – Speed/Velocity
Whole Class
6. Students should be asked to:
a. Share the bar graphs that they made.
b. Discuss why they think the portion that they found to be the fastest is actually the fastest. They
should consider the track length of each of their segments.
ACTIVITY 2: FASTER OR SLOWER THAN THE REAL THING?
PROCESS
Whole Class
1. Remind students that there is only one instant where a roller coaster reaches the maximum speed
that is advertised. This is referred to as an instantaneous speed (or velocity) and was a classic
problem that plagued such great scientists as Newton and ultimately led to the branch of
mathematics known as Calculus.
2. In this activity students will employ a simplified version of Calculus to find an instantaneous speed.
Teacher’s Notes
• Suggest using a water-based marker or masking tape to identify the beginnings and ends of the track
s
egments.
• Students should also decide whether the timings begin when the front of the car or when the rear of
the car passes the marked locations.
• You may want to have groups develop their own fair tests or offer the suggestions provided below.
… 75 …


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