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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
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Am usement Par k Ex perienc e
4. Students should use their data to construct a line graph with the labeled points evenly distributed
o
n the x-axis and the distance values they measured on the y-axis.
5. Students should complete their investigation by:
a
. Describing the shape of the graphs in their science journals, paying close attention to
the radius.
b. Writing about why they think the smaller radius at the top of the loop and the larger radius at
the bottom are so important.
Whole Class
6. Ask the students to:
a. Share their graphs.
b. Share their descriptions of the graphs.
c. Discuss what they wrote in reference to why they thought the smaller radius at the top of the
loop and the larger radius at the bottom were so important.
Teacher’s Notes
• The centripetal force is the key here. Centripetal force is equal to the mass of the object times
the square of the velocity, divided by the radius of the circle. In the loop, the centripetal force is
what keeps the train moving in a circular path.
ACTIVITY 5: RIDERS PER HOUR
PROCESS
Whole Class
1. An important feature of many of the new high-tech roller coasters is the number of riders per hour
that the coaster can handle. In this activity students will set up an experiment to determine the
number of riders per hour for their coaster without actually running it for one hour.
In Groups
• Design Brief: Develop a method to determine the number of riders that will ride on your coaster in
one hour.
• Time: 10 minutes.
• Assumptions: Your coaster car is always full (4 riders) when it runs and there is a 60-second down
time between runs to load and unload the car.
… 79


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