Essential Questions
How are the concepts of velocity and acceleration used when designing a
rollercoaster?
How does an incline angle affect the speed at which an object can reach?
What is spring potential energy?
What is the difference between mass and weight?
How does your weight change on a rollercoaster?
What are some necessary safety features on a rollercoaster?
How is conservation of energy shown in rollercoasters?
How are safety and thrills maximized when designing a rollercoaster?
Chapter Challenge
You will work with a group (maximum 3 people) to
design a rollercoaster
Decide who your audience is (children, thrill-seekers,
squeamish adults, etc.)
Must include: 2 hills, 1 horizontal curve
Create a model and a poster of your rollercoaster
Due date: May 10
Day 1: The Big Thrill
Learning Objectives:
Draw and interpret a top view and a side view of a roller
coaster ride
Conclude that thrills in roller coaster rides come from
accelerations and changes in accelerations
Define acceleration as a change in velocity with respect
to time and recognize the units of acceleration
Be able to measure and calculate velocity and
acceleration
Starter
Starter (cont’d)
How high was the tallest roller coaster?
Why can steel roller coasters be taller than
wooden ones?
Which part of the roller coaster produces the
loudest screams? Why?
Time: 15 minutes
Activity 1
In your lab groups, work through part A (#1, 2, 5)
and B (#1-5) of “For you to do” (pg. 209)
Compare your drawings to other groups in part
A
Show me your drawings when you finish
Time: 30 minutes
Homework
Read part C & D of “For you to do”
Read Physics Talk, pg. 214
Physics to Go, pg. 216 #1, 4, 5
Day 2: What Goes Up and
What Comes Down
Learning Objectives:
Measure the speed of an object at the bottom of a ramp
Recognize that the speed at the bottom of a ramp is dependent
on the initial height of release of the object and independent of
the angle of incline of the ramp
Complete a graph of speed vs. height of the ramp
Define and calculate kinetic and potential energy
State the conversion of energy
Relate the conservation of energy to a roller coaster ride
Starter
The steepest angle of descent on a wooden
roller coaster is 70°
The steepest angle of descent on a steel roller
coaster is 90°
Which roller coaster will give the biggest thrill
between the two? Why?
Time: 15 minutes
Video
Activity 1
Activity B from last lesson
Time: 20 minutes
Activity 2
We will investigate how the angle and height of release of
a marble on a track affects the speed of the marble
For you to do, pg. 219 #1 – 5, 8, 9
Research how how a curved track would affect the speed
an object can obtain
Does height matter?
Does the angle matter?
Time: 45 minutes
Due: Monday, April 22
Homework
For you to read, pg. 223
Physics to go, pg. 237 #1, 2, 3, 5, 9
Day 3: More Energy
Learning Objectives:
Measure the kinetic energy of a pop-up toy
Calculate the spring potential energy from the
conservation of energy and using an equation
Recognize the general nature of the conservation
of energy with heat, sound, chemical, and other
forms of energy
Starter
The concept of a “lift hill” for a roller coaster was
developed in 1885. This was the initial hill that began
a roller coaster ride. A chain or a cable often pulled
up the train to the top of this hill.
How does the roller coaster today get up to its
highest point?
Does it cost more to lift the roller coaster if it is full of
people?
Time: 15 minutes
Video
Activity 1
What is kinetic energy? What is gravitational
potential energy?
Draw a side view of a roller coaster, and label on
the diagram where the kinetic and potential
energy would be the highest and lowest
Time: 10 minutes
Activity 2
Read through “What is energy” and create a
spider diagram that shows the differences
between the different types of energy
Time: 15 minutes
Activity 3
Complete the “energy in a golf ball” data sheet
with your group
After doing the 5 trials, calculate the speed at
which the baseball hit the ground
How will you calculate this?
KE = PE (1/2mv2 = mgh)
Time: 35 minutes
Closing & Homework
How do you calculate the speed of an object
hitting the ground if you know its PE?
For you to read, pg. 234
Reflecting on the Activity and the Challenge, pg.
237
Physics to go, pg. 237 #1, 2, 4, 6, 7
Day 4: Your “at rest”
Weight (60 min)
Learning Objectives:
Distinguish between mass and weight
Calculate weight in newtons
Measure the effect of weight on the stretch of a spring
Graph the relationship between weight and stretch of a
spring
Use a spring to create a scale and explain how Newton’s
Second Law is used in the creation of the scale
Calculate spring forces using Hooke’s Law
Starter
A canary and an elephant have enormous
differences in weight. The elephant may weigh
more than 10,000 times as much as the canary
Can you use the same scale to weigh a canary
and an elephant?
How does a bathroom scale work?
Time: 10 min
Video
Activity 1: Mass and
Weight
If you were to drop a baseball and a bowling ball off the
top of a building, which would land first?
Test your answer by dropping two different materials with
different masses
Explain why you observed what you did (hint: think about
acceleration due to gravity)
Now, drop a baseball and a piece of paper. Which hits the
ground first? Why?
Time: 15 minutes
Activity 1 (cont’d)
Modify the statement “all objects fall at the same
acceleration” to account for your observation
with the paper.
What is the difference between mass and
weight? What are the units of measure for each?
Time: 15 min
Activity 2: The Properties
of Springs
Work through Part B of “For you to do” with your
lab group
Time: 30 min
Mass
Data table for #6
Weight
Stretch of Spring Weight /Stretch
Homework
For you to read, pg. 246
Physics to go, pg. 251 any 3 calculation
problems + #10
Day 5: Weight on a Roller
Coaster
Learning Objectives:
Recognize that the weight of an object remains the same
when the object is at rest or moving at a constant speed
Explore the change in apparent weight as an object
accelerates up or down
Analyze the forces on a mass at rest, moving with constant
velocity, or accelerating by drawing the appropriate force
vector diagrams
Mathematically predict the change in apparent weight as a
mass accelerates up or down
Starter
As the roller coaster moves down that first hill, up the second
hill, and then over the top, you feel as if your weight is
changing. In roller coaster terms, this is called airtime. It is
the feeling of floating when your body rises up out of the
seat.
Does your weight change when you are riding on a roller
coaster?
If you were sitting on a bathroom scale, would the scale give
us different readings at different places on the roller coaster?
Time: 15 minutes
Video: Mass vs. Weight
Activity 1
Will a spring scale have the same reading with a mass suspended from it
when you are moving at a constant speed?
Why do you think this? Record your answer.
Test your hypothesis by suspending a mass to the spring scale. Move
your arm at a constant speed to see what happens to the reading on the
scale.
Explain what you see in terms of Newton’s First and Second Laws of
Motion
Draw a force diagram to show the forces that are acting on the mass
Time: 15 minutes
Activity 2
What do you think will happen to the reading on
the spring scale when you accelerate the spring
scale up and down?
Test your hypothesis and record your
observations. You may find a diagram useful.
Complete the observation table #7 on pg. 258
Time: 20 minutes
Activity 3: Video
Activity 3
Create a comic strip that depicts the difference
between mass and weight and how they change
(if they change) on a roller coaster
Time: 30 minutes
Homework
For you to read, pg. 259
Physics Talk, pg. 260
Physics to go, pg. 263 #1, 3, 4, 7
Day 6: On the Curves
Learning Objectives:
Recognize that an object in motion remains in motion unless
acted upon by a force – Newton’s 1st Law
Explain how a force toward a fixed center will allow a car to
travel in circular motion
Describe how the centripetal force is dependent on the speed
and the radius of the curve and the mass of the object
Solve problems using the equation for centripetal force
Recognize that safety considerations limit the acceleration of a
roller coaster to below 4g
Starter
The first looping coaster was built in Paris and had a
4m wide loop. One of the largest loops today is about
35m wide.
Watch the video of the roller coaster that goes
upside down
Why don’t people fall out of the roller coaster when it
goes upside down?
Time: 15 minutes
Activity 1, 2, 3
For you to do, pg. 267 in lab groups
Part A – we don’t have battery operated cars, but use 2
people (holding hands)
Write down observations and force diagrams
Part B – Write down observations and answer questions
Part C – Write down observations and answer questions
Time: 60 minutes (20 minutes for each part)
Hand in on Thursday if not complete
Activity 4
You may use this time to discuss your roller
coaster plans with your group
Time: 15 minutes
Homework
For you to do activities
Physics talk, pg. 275
For you to read, pg. 277
Physics to go, pg. 282 #3, 4, 5, 6, 7, 8
Day 7: Getting Work Done
Learning Objectives:
Measure and recognize that the product of force and
distance is identical for lifting the object to the same
height irrespective of the angel of the ramp
Define work as W = Fd
Explain the relationship between work and GPE and
SPE
Define power as the rate of doing work and the units of
power as watts
Starter
The greatest drop for a roller coaster is 125m. It must be
pulled up to that height to get the ride started.
Does it take more energy to slide the roller coaster up a
steep incline than a gentle incline?
Why is it more difficult to walk up a steep incline than a
gentle incline?
Think about how to calculate energy, work, force, etc.
Time: 10 minutes
Activity 1
You will investigate the amount of force required to
lift a roller coaster car to a certain height
You will use a ramp, cart, spring scale and meter
stick
In your lab group, write down your aim/objective,
materials and procedure (this can be done as you go)
I will give you a data table to complete
Time: 40 minutes
Activity 2
Time to work on project
Homework
Lab plan + data table & analysis
For you to read, pg. 290
Physics to go, pg. 294 #1, 2, 3, 7
Day 8: Safety is Required
but Thrills are Desired
Learning Objectives:
Calculate the speed of the roller coaster at
different positions using conservation of energy
Calculate the acceleration of the roller coaster at
turns
Determine if the acceleration is below 4g for safety
Create sounds and scenery to enhance the thrills
of a roller coaster ride
Starter
In 2003, a person died on a roller coaster in Disneyland. They
closed the roller coaster immediately. Accidents occur very rarely
on roller coasters.
Does the knowledge that people can get hurt or die on a roller
coaster change the thrill of the ride?
Would your answer change if you found out that ½ of all roller
coaster rides ended in death of its passengers?
Think of horror movies, movies about war, and being on an
airplane in turbulence as you answer these questions
Time: 15 minutes
Starter: Video
Activity 1
Safety is one of the criteria for your roller coaster design
Brainstorm 3 reasons why safety is a major concern
For the following “injuries”, how many people could get injured
before you the ride should be closed? Give a number and a time
period:
Nausea
Broken bones
Unconsciousness
Death
Time: 15 minutes
Activity 2
The acceleration due to gravity on a roller coaster
can not be more than 4g (4x Fg), as a person will
become unconscious
Where on a roller coaster is there acceleration?
If a roller coaster were to fall straight down, what
would be the acceleration?
Is this a safety concern?
Time: 5 minutes
Activity 3
A roller coaster is traveling at 30m/s at the bottom of the loop.
The radius is 9.0m
Using the conservation of energy, calculate the height of the
roller coaster (KE = PE)
Calculate the acceleration (a = v2/R). Is this a safety concern?
At what speed would there be a safety concern? (v = (√aR)
These are things to consider when assigning dimensions to your
roller coaster
For your roller coaster, calculate some speeds and
accelerations to fit the safety requirements
Time: 20 minutes
Activity 4
Another safety concern is the track must be strong
enough to hold the roller coaster car without
breaking. You can calculate the minimum strength of
the car by assuming the car is filled with big football
players or sumo wrestlers.
What force would a roller coaster track have to
supply to hold up a car filled with passengers if the
total mass were 1000kg? (w = mg)
Time: 5 minutes
Activity 5
With your group, answer question 5-11
Give yourself 1-2 minutes to answer each
question.
We will take up each answer as we go to make
sure you’re on the right track
Time: 20 minutes
Homework
Chapter challenge: Due Friday
Must include a model and a poster
Day 9
You may use this lesson to work on your chapter
challenge which is due on Friday
Day 10
Presentation of roller coasters
Take home test – you may begin so you don’t
have as much to do at home
Due: May 14