ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Source:
http://de.wikipedia.org/w/index.php?title=Datei:Physicist_Stephen_Hawking_in_Zero_Gravity_NASA.jpg&filetimest
amp=20080303141229
Markus Artner
BG Neunkirchen
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Introduction (1)
 Short Description:
 Students will find out about gravity, Zero gravity and
movements such as free falls
 Students will be able to understand the principle of relativity
 Students going for a real ride on a rollercoaster will on one hand
have a hands on experience in feeling forces and effects in fall
movements and on the other hand have the chance of making
measurements using the Klic-Set.
 Students will find explanations by exploring micro- and
hypergravity during parabolic flights.
 Students will discuss other examples and relations of free falls
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Introduction (2)
 Szenario Template: Inquiry based teaching
 Age range: 14-15 years old

Context: School, outdoor
 Time required: approx. 3-5 lessons (excluding measurements)
 Connection with the curriculum: mechanics: forces, free fall,
acceleration, theory and principle of relativity
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Questions Eliciting Activities
Define questions from current knowledge
Learning goals
 Students learn to make a difference between reference
systems
 Students understand the principle of relativity, Albert Einstein
postulated in “theory of relativity”
 Students find predictions for measurement outcomes
 Students will be able to scan and read measurement graphs
 Students will be able to interpret measurement data
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Questions Eliciting Curiosity
Preparation work: Eliciting curiosity – asking questions
Presenting a thoughts experiment
 Albert in an elevator, carrying a bag that is fully loaded on
handles that nearly tear off.
 Albert in an elevator, carrying a ball in his hand.
 Discuss what happens, if the elevator is in a free fall or
accelerating upwards.
 How can Albert decide what happens with the elevator. What
states of movements can not be determined from inside?
ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Eliciting Curiosity (1)
Preparation work: Eliciting curiosity – asking questions

Albert in an elevator, carrying a bag
a)
b)
Markus Artner
BG Neunkirchen
ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Eliciting Curiosity (2)
Preparation work: Eliciting curiosity – asking questions

Albert in an elevator, a ball in his hand
a)
b)
Markus Artner
BG Neunkirchen
ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Active Investigation (1)
Planning measurements
 Activities
 Presenting the Klic-Set to the class
 Explaining parts and modules
 Explaining functionality of sensors
 Setting up easy to do experiments

e.g. tossing the sensor to each
other, fast movement of arms or
legs
Markus Artner
BG Neunkirchen
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Active Investigation (2)
Planning measurements
 Possible set up: G – Forces and falls on a rollercoaster
The Super-8
roller coaster
in Vienna
http://www.lil
iputbahn.com
/super8.htm
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Active Investigation (3)
Planning measurements
 Possible set up: G – Forces and falls on a rollercoaster
 How can Students set up an experiment measuring fall and
experience the fall by themselves?
 Students should get some ideas of what kind of data they
would expect and find explanations.
 Students process their theories, based on facts of current
knowledge and experience
 Students are able to combine measured theoretical data with
real hands on experience
Learning object
Work sheet: movement on an incline
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Active Investigation (4)
Developing explanations

Movement and fall on a ramp: using interactive learning
objects
 Students get information based on evidence using web based
learning objects
 Forces and movement on a ramp:


Information material:
http://schulen.eduhi.at/riedgym/physik/9/schiefe_ebene/schiefe_bsp.ht
m


Interactive Simulation from PHET (University of Colorado)
http://phet.colorado.edu/en/simulation/ramp-forces-and-motion
PHET-Sim
Sim: force and motion
Learning object
Fill out form "ramp lab"
Learning object
Clicker questionnaire "ramp lab"
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Active Investigation (5)
Research and asking scientific orientated questions

Considering the model of the Super-8 roller coaster. Calculation based an evident information and laws of mechanic
Learning object
Work sheet: Model of the coaster
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (1)
Taking measurements
 Preparation of the Klic – Set in the “Wiener Prater”
ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (2)
Taking measurements
 Taking measurements on a roller coaster ride
Markus Artner
BG Neunkirchen
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (3)
Analyzing results
 Discuss different phases of the ride, considering the
measurement result overview
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (4)
Analyzing results
 Discuss the first downhill ride in detail
Learning object
Work sheet: acc data
first downhill ride
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (5)
Discussion
 Identification of possible misconceptions of "Zero G"
 A common misconception is that Zero G is interpreted as
not being moved, staying in a steady state. The same
misconception leads to the thesis a body has to be in a state
of constant acceleration when being measured with of 1 G
 This misconception can easily be adjusted by pointing out
the principle of relativity: a free fall equals a state of not
being exposed to any force (e.g.: Albert in the elevator).
ZERO G
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (5)
Discussion
 Mathematical analysis of first downhill ride
Markus Artner
BG Neunkirchen
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Creation (6)
Discussion
Learning object
Analysis of ride over a crest and following ground
loop
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Discussion (1)
Considering other examples and explanations
 Zero G for scientific research: parabolic flights
Copyright: DLR,
Deutsches Luft- und
Raumfahrtszentrum
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Discussion (2)
Considering other examples and explanations
 Theory of parabolic flight
 Scientific research in a state of Zero G while moving along a
parabola in a free fall.
 The aircraft (A300) is specially modified and appropriate for steep
climbing due to its powerful engines.
 Phase 1: From horizontal flight maximum thrust upward with at
least an angle of attack of 47° at 1.8 G hyper gravity
 Phase 2: After thrust being reduced to compensate air resistance
Zero G for at least 22 seconds. Movement along a parabola.
 Phase 3: After pull out of a dive at 42° angle of attack maximum
thrust and 1.8 G hyper gravity, horizontal flight
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Discussion and Reflection
Considering other examples and explanations
 Parabola parameters
Learning object
chart: real acc data on A300
Copyright: Novespace, DLR
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Discussion and Reflection: simulation of maneuver
Copyright: Novespace
http://www.novespace
.fr/en,home,download.
html
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Learning object
Discussion and Reflection
Work sheet: calculation
of total acceleration
Considering other examples and explanations

Calculation of hyper gravity forced on a Zero G A300
s = v · t = 197 · 20 =
s… arc length of circle
s = 2 · r ·  · 47/360
ar = v2/r = 8,1 m/s2
3940 m.
the aircraft goes trough, r... radius of arc
 r = 3940/(2 ·  · 47/360)  r = 4803 m
= 0,82 · g
ar
g
1. Angle of attack = 0°:
47°
a
43°
47°
a = ar + g = 0,87 · g + g = 1,87 · g
2.
Angle of attack = 47°:
a  a 2r 12  2a r cos47  g = 1,6 · g

ar
g
a
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
Discussion and Reflection
Considering other examples and explanations
 Building scientifc models: Total acceleration
forced on the Zero G A300 in phase 1
Copyright: DLR,
Deutsches Luft- und
Raumfahrtszentrum
ZERO G
Markus Artner
BG Neunkirchen
Roller coasters and gravity
EDUCATIONAL SZENARIO
"I hear, I know
I see, I remember,
I do, I understand"
(Confucius)
THANK YOU VERY MUCH
for your kind attention