S C I E N C E on display Roller coasters Thrilling physics The Nemesis is just one of many physics roller coasters designed by students. PHOTO COURTESY OF THE AUTHOR To motivate her eighth grade students at David A. Brown Middle School in Wildomar, California, Sylvia Gutman has them build roller coasters as part of her Forces, Motion, and Energy unit. Southern California is home to many amusement parks with roller coasters, so Sylvia s students have a lot of firsthand experience with various roller coaster designs that they can apply during this activity. Learning that physics can actually explain how a roller coaster works is the main objective of the unit. The ultimate goal for the student is to construct a roller coaster that illustrates the concepts of physics. Using foam pipe insulation cut in half lengthwise, student groups construct a roller coaster of their own design. Over the course of three weeks, the students learn about the forces, motion, and energy transfers of roller coasters. Sylvia makes a simple loop roller coaster and pins it to a bulletin board. Then she challenges the students to label the coaster with laminated cards to indicate where the following concepts apply: Maximum Potential Energy (PE), Maximum Kinetic Energy (KE)), KE > PE, PE > KE, +g force, normal g force, - g force, acceleration, deceleration, centripetal force, friction, Newton s first law, Newton s second law, and Newton s third law. Keyphrase: Newton s Laws of Motion Go to: www.scilinks.org Code: SS2901 The groups take turns placing the cards on the coaster where the corresponding concept applies. They also critique each other s placement of the cards in their journals, explaining why they think a card has been misplaced. The students soon figure out that many of the terms can be placed in several different spots on the coaster. After each group successfully labels the sample coaster, they begin constructing their own roller coasters. In addition to the foam pipe insulation, the groups are provided with masking tape, a marble, a 5 6 science scope September 2000
small plastic cup to catch the marble at the end of the track, and lab stools that serve as the frame of their coaster. For safety reasons, Sylvia precuts three-meter lengths of the insulation using a hobby knife. The insulation can be found at most hardware stores. Once the materials are distributed, students have about one week to complete their coasters. At the end of the construction phase the coasters are presented to the class along with an explanation of the physics and safety of the ride. The groups also choose a name for their creation, which is displayed on a poster. After all the coasters are unveiled, the groups take turns releasing a marble (passenger) down the track to see if the coaster really works. If the coaster applies the laws of physics safely, it is then considered to be in the competition for the Top Ten Coasters. When all of the presentations are complete, the students can test each coaster for themselves by releasing a marble down the track. Students then vote to select the Top Ten Coasters (two from each of Sylvia s five classes). Students are asked to select a coaster that they would like to ride if it were actually built. They can only choose from the coasters that operated successfully during the presentations. The top ten become part of a brand new amusement park that is displayed in the classroom for the remainder of the trimester. Sylvia keeps a ready supply of marbles and wooden and steel balls handy so that students, parents, and other visitors can test the coasters. Many of Sylvia s students have said that riding a roller coaster is a whole new experience now that they understand how roller coasters and physics work together. To create the proper atmosphere, students are encouraged to bring in photos and articles on their favorite roller coasters and write essays about their favorite roller coaster experiences. All of these elements are added to the display area. There are a number of books, software packages, and videos that can help you research and design roller coasters in your classroom (see Resources at end of column). Some amusement parks even schedule Physics Day celebrations so you can really research the force and motion concepts. We can thank the inventive Russians for the first prototype coaster. As early as the 1500s, they built wooden frames over 20 meters high and cover them with ice and snow. Brave riders would slide down the track on ice block sleds outfitted with a straw seat for comfort. The French adapted the idea in 1804 using sleds with wheels. Ever since, science and technology have joined together to give countless thrill seekers a great time. Send me your favorite science on display ideas. The judging for the 2001 NASCO Science on Display contest will be held in January. NASCO representative, Kevin Hart, has announced that the awards have been increased! The first place award is $300, second place is $200, and the third place award is $150. The 2001 awards will be presented at NSTA s National Convention in St. Louis, Missouri. Resources Books Throgmorton, T. 2000. The American roller coaster. Osceola, Wis.: Motorbooks International. Cook, N. 1998. Roller coasters: I had so much fun, I almost puked. Minneapolis: Carolrhoda Books. Wiese, J. 1994. Roller coaster science: 50 wet, wacky, wild, dizzy experiments about things kids like best. New York: John Wiley and Sons. Websites (links to these websites have been collected at www.nsta.org/pubs/scope) Roller Coaster Database www.rcdb.com Amusement Park Physics www.learner.org/exhibits/ parkphysics Software Roller Coaster Tycoon. Micro Prose. This software program allows the students to create roller coaster rides in their own amusement park. It also provides data on g-forces of the ride, the length of the track, and other design elements. Some of Sylvia s Keyphrase: Roller Coaster Physics Go to: www.scilinks.org Code: SS2902 students have actually brought the software home and created rides for extra credit, which are posted on the bulletin board. Internet extensions This department has a photo gallery extension that can be viewed at www.nsta.org/pubs/scope.to use the scilinks provided in this article, visit www.scilinks.org/journals.htm September 2000 science scope 57
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