YEAR 11 PHYSICS
DREAMWORLD EXCURSION
Physics of Amusement Parks
Moreton Bay College
Your name:
Partners’ names:
PHYSICS OF AMUSEMENT PARKS

The aim of this excursion is to provide you with the opportunity to develop knowledge and understanding of
Physics concepts in the context of an amusement park. The concepts relate to the topics of:







Energy and momentum changes
Components of forces
Power
Vectors
Linear motion
Circular motion
What you need:
 Work in groups of 2 to 4.
 Each group will require a stopwatch
 You should each have a calculator and pencil.
 A clipboard would also be useful.

They don’t allow you to take lunch in. Buy a $15 hamburger instead.

Do not forget to include correct units to all answers, and give answers to an appropriate number of significant
figures.
v = u +at
p = mv
P = W/t
v2
W = Fs cos 
sin = O/H
KE = ½ mv2
cos = A/H
GPE = mgh
tan = O/A
ac = v2/r
hamburger = $15
=
u2
+ 2as
s = ut + ½ at2
g = -10
ms-2
F = ma
Fc = mv2/r
NOTES TO STUDENTS:
1.
You will need to complete all three activities.
2.
Results and calculations from Activities 1 and 2 (Tower of Terror, Thunderbolt Rollercoaster) will have to be
handed in by 2.00 pm on the day of the excursion. You should continue working on your report of Activity 3
after the excursion.
3.
Activity 3 (Conservation of Mechanical Energy) is to be handed in on Thursday 5 th September.
4.
You will have one lesson of class time to work on your report of Activity 3. The remained of the report will
have to be done in your own time.
The criteria sheet is attached but you would be advised to use the following headings in developing your report:
1.
2.
3.
4.
5.
6.
8.
Aim
Hypothesis
Theory behind hypothesis
Method
Data presentation
Analysis of data and error assessment
Conclusion & Discussion
Prepared by Richard Walding and James Keogh, Moreton Bay College.
Year 11 Physics – Dreamworld Physics of Amusement Parks Unit
2
Activity 1: Rocky Hollow Log Ride
Notice how quiet it is floating along the back stretch of water before entering the flume lift. Then the log is pulled
slowly up the slope and given gravitational potential energy. Then there’s the exciting part when the log slides
down the flume, and the splashdown.
11.3 m
22
Assume the mass of the log empty is 300 kg.
Assume it can carry 4 MBC girls each with a mass of 60 kg.
1.1
Calculate the gravitational potential energy of a log with four passengers at the top of the flume.
1.2
Assume that the kinetic energy at the top of the flume is zero and that there is no friction on the way down.
State the kinetic energy at the bottom of the flume.
1.3
Calculate the theoretical splashdown speed at the bottom of the flume.
1.4
Measure the time for the log to travel the length of the flume.
1.5
Determine the magnitude of the average speed of the log and double it. This will give a second
measurement for the splashdown speed.
1.6
Comment on any discrepancy in your results
Activity 2: The Thunderbolt Rollercoaster
Assume the following information:
Length of front carriage
Length of other carriages
Radius of curve at the top of loop
Mass of each carriage
=
=
=
=
2.8 m
2.4 m
7.5 m
500 kg
2.1.
Keep your eye on a fixed point at the bottom of the first loop and measure the time it takes for the
Thunderbolt to pass through this point on its entry into the loop.
2.2.
Knowing the total length of the roller coaster and the time it takes to travel this distance, determine the
speed at this point on the track.
2.3.
Use the same technique to determine its speed at the top of the first loop.
2.4.
Discuss whether mechanical energy is conserved or not?
2.5
What centripetal force is needed at the bottom of the loop? How much of this is provided by gravity and
how much by the track?
2.6
What centripetal force is needed at the top of the loop? How much of this is provided by gravity and how
much by the track?
2.7
At what speed at the top of the loop would the track have to supply no force at all?
Year 11 Physics – Dreamworld Physics of Amusement Parks Unit
3
Activity 3: Your Investigation
Aim: the develop and test a hypothesis about the conservation of mechanical energy on one of the Dreamworld
rides. Data for two of the rides are presented below, but you could choose any other ride. Please remember, the
ride must allow you to test conservation of mechanical energy principles.
Some facts and figures:
The Tower of Terror
The Tower of Terror is a 400 m track that stretches for 200 m horizontally before curving upward for 115 m (see
Figure below). A 6 tonne (6000 kg) pod with 16 people aboard (total mass about 7000 kg) is accelerated uniformly
from rest (Point A) whereby it soon reaches about 160 km/h. The accelerating force is provided by electromagnets
that draw 2.2 megawatts. It continues at this constant speed along the horizontal section until Point B. After this the
pod goes unassisted into a vertical curve of radius 100 m, which gradually tightens to a curve of radius 50 m (Point
C) before travelling for the last part of the trip. By this stage about 12 s has elapsed (Point D) since it started. In
another 12 s the pod will be back at the start.
Note: we have engineers’ drawings showing the height above ground of the letters on the tower.
Giant Drop
The Giant Drop carriage free-falls for 80 metres and then enters the braking region so that it slows to its “creep
speed” over a distance of 15 m until it hits a pair of shock absorbers at the bottom.
As a pre-excursion activity, you could check the Dreamworld web page (http://www.dreamworld.com.au/intro.htm)
for facts and figures about the Giant Drop. Reference this in your report.
Year 11 Physics – Dreamworld Physics of Amusement Parks Unit
4
MID-SEMESTER 2 2002
YEAR 11 PHYSICS
Unit 4: The Physics of Amusement Parks
TASK 4 – NON-EXPERIMENTAL INVESTIGATION
Criteria
1. Establishing the
investigation
Explanation of the
purpose
Accurate reference
to relevant physics
theories/concepts/
principles
2. Conducting/
managing the
investigation
Explanation of how
the investigation was
done.
A
Aims of investigation
clearly and concisely
stated. Orients reader
well to the purpose.
Hypothesis is
consistent with, and
related to, theory; and
can be tested.
Method
communicated in a
clear and replicable
way.
B
Aims of the investigation
are stated clearly. Orients
reader to purpose.
C
Aims stated. Orientation
performed, but some
explanations lacking.
D
Aims of experiment
stated, but unclear
E
Aims unclear
Hypothesis consistent with
theory but inadequate
justification is provided.
Can be tested.
Method communicated well
but lacking in some areas.
Not replicable in all
respects.
Hypothesis has
theoretical basis but no
justification is provided.
Can be tested.
Method lacks some
detail and is difficult to
follow
Hypothesis provided
but unrelated to
theory and unjustified.
Hypothesis not
provided.
Method lacks
substantial and
important details.
Method unstated
or insufficient
Use of scientific
research processes
Manages research in
an efficient organised
manner.
Appropriate and
sufficient data
collected with correct
tabulation of all data
and use of units.
On time
(5th September 2002)
Data thoroughly
processed in
meaningful forms.
Technically correct.
Calculations very
clear.
Errors stated and
explained, with correct
reference to reliability
and accuracy
The conclusion clearly
describes all causeeffect relationships
present. Confirms or
refutes hypothesis
with accurate
justification.
Manages and conducts
research effectively.
Undertakes research
with some effective
outcomes.
Data collected, and
tabulation mostly correct.
Units mostly correct.
Performs research
procedures but with
little positive outcome.
Some relevant data
collected, but
tabulation not correct.
Units may be
incorrect.
3 calendar days late
Undertakes
aspects of
research.
Data collected and
tabulated with
errors. Units
frequently
incorrect
4 cal. days late
Correctly applies
algorithms and links
concepts, principles,
theories and schema
to find solutions and
predict outcomes in
complex or
challenging situations.
(11/13 correct)
Collection and
presentation of
qualitative and
quantitative data and
information
Task Management
3. Analysis of data
(use of graphical
and mathematical
techniques where
appropriate)
Identification and
explanation of errors
4. Knowledge and
conceptual
understanding.
Relates cause/effect
and describes
relationships in the
data. Confirms,
refutes or
acknowledges
hypothesis in the
conclusion.
5. Applying
algorithms
(Activities 1 & 2)
Appropriate and sufficient
data collected with correct
tabulation of most data.
Units mostly correct.
1 calendar day late
2 calendar days late
Data well processed in
appropriate forms. Minor
technical flaws.
Calculations clear.
Data adequately
processed with some
understanding. Some
technical flaws and
unclear calculations.
Data processed but
lacks clarity. Some
calculations incorrect.
Data handled
incorrectly
Errors stated and
explained, with some
reference to their
implications.
The conclusion clearly
described many causeeffect relationships present.
Confirms or refutes
hypothesis with accurate
justification
Some errors identified
but with little explanation
Some errors
identified. but with no
explanation
Errors not
identified or
explained
The conclusion
describes some causeeffect relationships
present. Supports or
rejects hypothesis
without justification
The conclusion
describes few causeeffect relationships
present. Makes a
comment on the
hypothesis.
The conclusion
describes no
cause-effect
relationships.
Makes no mention
of the hypothesis
in the conclusion.
Correctly applies algorithms
and links concepts,
principles, theories and
schema to solve problems
and pursue solutions and
predictions in complex or
challenging situations.
Applies algorithms,
concepts principles,
theories and schema to
problem solving and to
predicting outcomes.
Applies algorithms,
principles and
schema to problem
solving.
Applies given
algorithms
(8/13 correct)
(6/13 correct)
(3/13 correct)
(1/13 correct)
Summary
Year 11 Physics – Dreamworld Physics of Amusement Parks Unit
5