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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
75
Am usement Par k Ex perienc e
ACTIVITY 3: THE COASTER ALWAYS RETURNS
PROCESS
Whole Class
1
. Introduce some background information about roller coasters to the class. The original wooden
coasters, for example, were referred to as ‘Out and Back Woodies’ because a coaster always
brought the riders back to the station. Today’s coasters are simply modified versions of the out and
back concept. They may twist around and some simply go forward and backward. All, however,
continue to complete a circuit of some sort and return to their original position, even though many
of today’s coasters travel a distance of a mile or more.
2. Explain that in this activity students will compare the distance moved by the coaster car along the
track with its displacement from its starting point.
Teacher’s Notes
• Displacement is measured as a straight line from the coaster car to its starting point. It is a measure of
how far out of place the coaster car is from its starting point.
• In this activity all displacement measurements will be taken from the base of the lift hill.
In Groups
1. Students should:
a. Use a water-based marker to mark increments of 10 cm on the coaster track. This will be the
distance traveled by the coaster.
b. Make a two-column table in their journals. The left column should have the distances traveled,
which will be multiples of 10. The right column will record the displacement of the coaster car
from its starting point.
c. Measure the displacement of the car at each of the points. The starting point from which all
measurements will be taken is the base of the lift hill.
2. When the table is complete students should be asked to:
a. Make a line graph of their data with distance on the x-axis and displacement on the y-axis.
They should plot their ordered pairs first and then connect the dots with a smooth curve.
b. Write a description of the shape of the graph. Students should describe if they could use this
graphical representation to identify where the different parts of the coaster - hill, loop, and turn
– are located.
Whole Class
3. Invite the students to discuss:
a. How they measured the displacement. Did they lay the tape on the ground or did they suspend
it in the air and stretch it?
b. The shapes of their graphs and their response to the questions of finding the different parts of
the coaster by looking at the graph.
… 77 …


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