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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
In Groups
3. Students should:
a. Select a location on the coaster where they will determine the speed. They should use a
water-based marker to label this location on the track.
b
. Measure 10 cm on each side of the original mark and identify those locations on the track.
Students will know the distance between the two marks on either side of the original mark.
(20 cm.)
c. Run the coaster and determine the time that it takes for the coaster to travel between the two
marks on either side of the original mark.
d. Calculate the speed of the coaster over that portion of the track and record it in their science
journals.
4. Students will then:
a. Erase the marks made 10cm on each side of the original mark and complete the same steps
for the following distances on each side of the original point: 6 cm, 4 cm, and 2 cm.
b. Describe in their journals the impact that decreasing the distance on either side of the original
mark has on measuring the speed at an instant.
5. Students should use each of the speeds and convert it to miles per hour to determine how fast the
car is moving in comparison to those on a real roller coaster.
a. Divide the each speed by 2.58 to convert the centimeters per second to inches per second.
b. Divide those terms by 12 to convert inches per second to feet per second.
c. Divide that term by 5280 to convert feet per second to miles per second.
d. Multiply that term by 60 to convert miles per second to miles per minute.
e. Then multiply that term by 60 to convert miles per minute to miles per hour.
Whole Class
6. Invite the students to discuss the speeds they determined in terms of finding instantaneous speed.
You may want to pose the following questions:
a. Were you able to determine an instantaneous speed? Why or why not?
b. Do you think experimental error is increased as the distances get smaller? Why or why not?
c. Are you aware of any technical instruments that might enable you to approach an
instantaneous speed? (Photogates and other electronic timing devices.)
7. They should discuss:
a. Why their calculations are not instantaneous speeds and why finding instantaneous speeds is
actually impossible.
b. What should be done to get as close to an instantaneous speed as possible.
8. Students now have speeds for their coaster car that are expressed in miles per hour. They should
refer to the Internet to determine how these speeds compare to the maximum, posted speed for
some of the coasters that exist in parks around the country. How does the model measure up?
… 76 …


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