CONTESTS & PROJECTS. Egg Drop Contests

CONTESTS & PROJECTS This document is a supplement to the Amusement Park Physics, 2 nd Edition by AAPT. In some cases, it contains more detail and information than in the Handbook while in others it introduces additional ideas. We hope you obtain a copy of the Handbook if you don t have one already. Egg Drop Contests 1 Inertia Relay 2 Model Building 2D 4 Model Building 3D 7 General Projects 18 It s a Wild Ride 20 Amusement Park Video Project 21 Modeling a Scrambler 24 Egg Drop Contests Visualize a Fire Department ladder, raised as if to rescue someone from the 6th floor. Instead of rescuing someone, however, from that height they drop an egg onto the concrete below. You don't want it to break so you fashion a device to cushion the fall of the egg so that it remains intact. Students, working in teams of 3 or 4, using only the materials specified by the contest, compete to be the group whose egg falls the greatest distance and survives. Many versions of Egg Drop Contests have been run over the years, limited only by the creativity of the teachers and students. In essence, an egg is to be carried to a relatively high place where it will be dropped. Student groups fashion containers within parameters given by the instructor with the hope that their egg will land in one piece. On the physics side of things, students strive to reduce the amount of force exerted on the egg itself. They do so by trying to extend the stopping time, knowing the longer it takes to stop, the smaller the force will be. A second objective is to spread the force over a large area of the egg, reducing the pressure felt by any one part of the egg, rather than allowing all the force to be focused on a small spot. Wise egg droppers also want the majority of the force to be exerted on the end of the egg with the smallest radius. Success involves maximizing these three design parameters coupled with a little luck. Relationship to Amusement Parks At the amusement park, passengers on a coaster may be traveling 15-30 m/s as they approach the loading platform. The ride must safely stop without exerting excessive forces on the passengers. To do this, the ride exerts frictional forces on the coaster train, but at a size that keeps the forces below a safe level. In general, to minimize the stopping force, the ride must exert the stopping force over a long time. This is the familiar discussion of impulse: Contests & Projects 1/25 F Δ Δ T where the size of the letter is indicative of the size of the quantity. Students fashion carriers for their eggs that extend the stopping time, reduce the size of the force, and hopefully get their egg to a higher drop point. Some Variations Many contests, especially in a teacher s first pass at this contest, focus solely on egg survival. While also judging the intactness of the egg, some contests focus on minimizing the

packaging. Other contests measure the speed at which the package falls; the ones falling fastest and surviving are deemed winners. And some contests limit the materials provided to the students to use. See below*. The author ran a contest where a bare egg was dropped and students built an apparatus to catch it. Limits were set on how far above the ground the catcher could extend. One group used hot fried rice in their catcher. The egg broke, but the hot rice cooked the egg and the group ate the final result. Another group found that ordinary white bread found at the local supermarket made an ideal catcher. A further modification worth considering is to create a lander along the lines of the Martian Lander from the early 2000 s. Students buy materials like tape, balloons, and sand to build their lander. The winner has a combination of surviving from a great height, minimal cost, and correct orientation of the egg after landing. Another modification does not use eggs, breaking eggs being a waste of food. Instead, use a lab cart rolling down an inclined plane, colliding with a brick at the bottom. The students design a bumper for the cart so that it has the minimum force during the collision. A 25-g accelerometer mounted on the cart stands in for a force probe, with students striving to have the lowest maximum acceleration. The relationship between acceleration and force is reinforced. Maximum dimensions for the bumper are provided for students to work within. A data collection rate of 1,000-2,000 samples/s is needed to capture the impact, with triggering needed to limit the total number of data points. *At California s Great America for many years, the traditional egg drop contest provided the following materials for the students. The objective was simply for their egg to survive the highest drop. Materials: 1 large AA egg 20 soda straws 60 cm of tape Tools Provided: Ruler, scissors Contests & Projects 2/25

Inertia Relay Gather a team of 4 students to test your understanding and application of Newton s 1 st Law of Motion while racing against the clock. Team Start/Finish Line Cones Figure 1. Inertia Relay setup for race. Objective: Complete a 4-person relay race with the maximum combination of water volume and speed. Supplies: 1. Water 2. Margarine Tub Directions: 1. Each participant group will be handed a margarine tub before their turn at the relay. The group can choose to fill the tub with as much water as they wish, but once they leave the water station, no more can be added. 2. When the team is called to the Start/Finish line, the first team member will take his/her place and begin the relay, weaving in and out between the cones, and then handing off to the next teammate in turn after he/she has passed the Start/Finish line. 3. The relay concludes when the final team member has crossed the Start/Finish line and has come to a complete stop. The team s time will be announced and recorded. 4. The team will then take the margarine tub with the remaining water in it to the weighing station and the combined weight (mass) will be determined and recorded. 5. The team s score will be determined by the following formula: Score = WaterMass(g) Time(s) 2 6. Ribbons, extra credit or other prizes might be awarded to the winning teams. Consider having the teams compete twice, but reversing the order the second time so the last team goes first. The learning that s done watching other teams is then evened out by the second run. In this case, the better run would be the team s score. Relationship to Amusement Parks On roller coasters and other rides, much of the enjoyment comes from inertial effects. For example, when a ride makes a sudden turn, the rider s body tends to continue moving in its former direction. Large forces are needed when changing direction quickly, leading to the excitement one experiences on the ride. Adapting to the accelerations, turns and stops by tipping the margarine tub as needed, students illustrate their understanding of the inertial effects. Contests & Projects 3/25

Roller Coaster Models 2-D Coaster Students build a coaster that is essentially two-dimensional, a straight-line coaster. Some versions have students build the entire coaster so it mounts on a 1 x3 or 1 x4 board. Most options limit the materials such as dowels, foam pipe insulation and double-stick tape. Others limit the students further to the use of corrugated cardboard and glue from which they form supports and the track. See figure 3. Figure 2. 2-dimensional coaster Figure 3. Building coaster with cardboard and glue The objective in a 2-D coaster may be to maximize the time taken for the marble to traverse the model, starting at the highest point and going to the other end. During that time, energy conversion between potential and kinetic happens constantly, with rotational kinetic energy thrown in for good measure. A further challenge to the students might be to measure the maximum height the marble successfully climbs to at a point near the end of the track. Thus the objective would be not time, but retention of energy during the run. Points for dips and bumps could be thrown in for a grand total score. In addition to just making it through the coaster with the marble, students could videotape a run and apply video analysis to yield an energy analysis of the marble. More adventurous instructors might limit their students to a linear base such as a board, but allow them to extend beyond the base to the side as long as the coaster model is supported only by the base. This introduces the potential for horizontal curves and vertical loops in addition to bumps and dips. The scoring rubric would encourage and reward creativity by giving credit for additional ride elements. Contests & Projects 4/25

Roller Coaster Models 2-D Coaster General To gain some hands-on understanding of how one would design a roller coaster, you will build a model coaster. The scoring scheme is included which will be used to evaluate your final model. Option 1: Materials: Corrugated cardboard, white glue and/or hot glue, toothpicks, tongue depressors, pins Tools: scissors, wallpaper knife, awl (or equivalent) Assembly: 1. Prepare a base that is 10 cm x 90 cm or smaller. Foam core or corrugated cardboard can be used for the base material. The whole coaster model must fit within a rectangular space that is 10 cm wide x 90 cm long x 90 cm high. 2. Track can be fashioned out of corrugated cardboard as shown in the figure 3. Strips can be laid straight, in bumps and dips, in horizontal turns, banked turns or even vertical loops. Thin strips of cardboard serve as rails to keep the marble on the track. Pins help hold the cardboard together while glue is drying. 3. Supports can be made from cardboard rolled into tubes, tongue depressors, or even toothpicks. Glue the supports to the base and to the track. 4. The maximum height of the track is 90 cm when measured from the table that the coaster sits on. Your starting spot must be marked clearly and your ending point should also be clearly marked. 5. Create a theme for your coaster. Decoration of the coaster will be judged as a side event and bonus points will be awarded for the coaster with the best theme. 6. Consider the scoring scheme when designing your coaster. The marble must make it all the way through, and you are trying for the maximum time for it to traverse your coaster. Scoring Scheme: Item Possible Earned 1 Marble makes it from one end of coaster to other successfully 50 2 Time taken to make through coaster 15 3 Dimensions of coaster within limits 25 4 Bonus for vertical loops 10 5 Bonus for slowest time 10 6 Bonus for theme 10 Total 90 1. In order to receive the 50 points, the marble must make it from the starting spot of your "coaster" to the ending point without assistance. You will get two trials to make this happen. Contests & Projects 5/25

2. The scale for time is: <2.0 sec = 5 pts 2.1-4.0 sec = 10 pts 4.1-6.0 sec = 13 pts 6.1-8.0 sec = 15 pts >8.0 sec = +5 pt bonus 3. The whole coaster model must fit within a rectangular space that is 10 cm wide x 90 cm long x 90 cm high (4 x 36 x 36 ). Any dimensions exceeding these values will deduct 10 pts from the score down to a minimum of 0 pts for this category. 4. Each vertical loop is worth 5 bonus points, assuming the conditions for #1 have been met. 5. The bonus for slowest time is 10 pts, with 7 pts for second slowest and 4 pts for third. 6. The theme of each coaster will be judged and bonus points will be awarded - 10 pts for first place, 7 pts for second and 4 pts for third. Option 2: Materials: 1" x 4" x 36 board, foam pipe insulation, misc. pieces of wood, cardboard, hot glue, white glue, duct tape, ball Tools: drill, hot glue gun, hammer, small nails Assembly: 1. All that can touch the surface the model sits on is the wood base. While connected only to the base, the supports can extend out to the side. The use of recycled materials to construct your model is encouraged. 2. The track will be formed from the foam pipe insulation that you are given. 3. Pay attention to the scoring rules. Scoring: The ball will be timed from the starting point to the finishing point twice. The longest time for a complete run will be recorded. The longest time out of all groups will be awarded 50 points and the remaining times will receive points in proportion to the maximum time. Figure 4. Using construction kit components to form structure Contests & Projects 6/25

Option 3: Materials: commercial roller coaster kit pieces, foam pipe insulation, marble, tape Tools: scissors Assembly: 1. Assemble a support structure using the pieces of a roller coaster kit that have been provided. No other support materials are allowed. 2. Form a roller coaster track through your support structure using the foam pipe insulation you've been given. Attach it to the support structure using tape as necessary. 3. Pay attention to the scoring rules. Scoring: The ball will be timed from the starting point to the finishing point three times. The longest time for a complete run will be recorded. The longest time out of all groups will be awarded 25 points and the remaining times will receive points in proportion to the maximum time. Notes: 1. Option 1 is a design the author has used with conceptual physics students and 9th grade general science students. The specifications and points can be adjusted for your group. For example, you may wish to have the requirement of a vertical loop. Additional loops might earn bonus points in that scheme. 2. The cost of marbles is very low. Other possibilities include golf balls or steel balls. If you wish to use toy cars, they require a wider track and friction from the rails must be considered. 3. The concept could be extended from building a roller coaster to designing a new type of ride, executing the model using simple materials like cardboard and glue. 4. If the project is being done as part of an Amusement Park Physics Workshop, the leaders need to supply materials. If it is a class project, materials other than the base might be the students' job to acquire, with the option of the teacher supplying foam pipe insulation for everyone. Again, recycling should be encouraged. 5. A score for theme or developing a name and design could be part of the grading. In one Model Coaster Contest it is 25% of the total score. 6. Students could be given extra credit for technical merit for vertical loops, corkscrews, etc. Deductions could be taken for unrealistic situations like having the ball jump across a gap. It's hard to imagine a park operating a ride like that! 7. The coaster contests in this document are intended to give the reader ideas. Many variations on the theme are possible. Roller Coaster Models 3-D Coaster The following section contains rules and procedures from the Model Coaster Building Contest at California s Great America. It will be followed by the rules from Canada s Wonderland s contest. These are two ideas for teachers to use or build upon as they hold contests within their classes or school. Minor modifications are expected from year-to-year as difficulties or ambiguities emerge. The most current version can be found at http://www.physicsday.org or http://www.canadaswonderland.com. Contests & Projects 7/25

The author used the basic concept and dimensions in his classroom with 9th graders. It was fascinating to watch, and worthwhile as almost none of them had ever undertaken a project of this magnitude before. The only addition made was to give them a time bonus for having vertical loops. We also changed the scaling for time in order to discriminate between slow but dull and fast but exciting. Roller Coaster Model Building Contest California s Great America is proud to introduce the annual Roller Coaster Building Contest in conjunction with the Physics/Science/Math Days. To find out how you and your school can enter this exciting contest, read the rules and suggestions that follow. Roller coasters are called "gravity rides" for a good reason: once the coaster has been dragged to the top of the first hill and released, it is the force of gravity that keeps the coaster going all the way back to the station platform at the end of the ride. As the coaster goes through its twists, turns, rolls, and loops, it gains and loses its initial potential energy (supplied by dragging it up the first hill). Energy changes from potential into kinetic energy and back into potential energy. Since some of this initial energy is lost due to friction the roller coaster can never rise as high as the first hill. The roller coaster you will design is also a "gravity ride". We are encouraging schools to build and enter roller coaster models built by teams of students. Materials that seem logical include wood, wire, string, twine, doweling, toothpicks, cardboard, construction paper, glue, tape or other low cost items. Commercially available roller coaster kits are discouraged although ideas obtained while building them might be incorporated in the final design. In the "Spirit of the Competition," the key ingredients are creativity and application of science principles. Doing a great job is encouraged over spending lots of money to complete the project. Awards The Model Roller Coaster Contest Awards will be divided into two (2) basic categories: Technical/Performance and Additional. The description of each follows: Technical/Performance Coaster models will judged on the basis of three categories as explained below: 1. Technical Merit 2. Theme and Creativity 3. Most exciting to ride First & Second Place Prizes will be awarded in the following categories: 1. Grades 5-8 2. Grades 9-12 The daily winners from the first two days will be invited back on the third day and provided with complimentary passes. Additional prizes will be awarded to daily winners. On the third day, the overall winners will be determined and the grand prizes awarded. Contests & Projects 8/25

Additional Awards Based on the rulings of the judges, additional models may be recognized in a variety of categories. Some examples might include but not be limited to: Judges' Choice Most Enjoyable Most Technical Most Likely to be Built Most Creative Theme Decoration Best Use of Space Contest Etiquette In order to keep unfortunate incidents from occurring and to keep the contest as fair as possible for all competitors, we strongly suggest teams adhere to the following procedures/strategies: A B C When checking in, your team will receive a designation such as H1 or M3. (High school model #1; Middle school model #3, etc.). You will also receive a number of tags with that same designation. One should be placed prominently on your model to aid the judging. The other tags should be worn by the members of the team that built the model. Please wear this tag at all times when you are working with the model, whether it is during the check-in time, during tune-up, or during judging. Only people with tags that match the model should be handling, operating, testing or adjusting that model. Don't let others touch your model; don't touch other people's models. Each team is ultimately responsible for the success of their model and their model only. In order to avoid losing the specific marble(s) or steel ball(s) that work only in your model, a member of the building team should retain possession of them at all times. This is especially important during the time between check-in and judging. D E F G Adhere to the time schedule. When it is time to judge the models and you are needed on stage, the members of the building team must be present. When in doubt, re-read the contest rules and procedures. The rules are as basic as we can make them and the intent is not to make the contest unnecessarily difficult. Just stay within the rules. Teachers and/or other adults are welcome to supervise their students. However, during judging time, they must remain away from the judging area. Any questions about methods used in judging should be addressed to the head person in a polite way. The Teacher Steering Committee, California s Great America and the American Coaster Enthusiasts hope that each model works, works well, and scores very high. All rules we make or any decisions that are made on the day of judging are in the spirit of an open and fair contest. GOOD LUCK! to all competitors. We hope you had fun constructing your entry and that your model works successfully throughout the competition. Contests & Projects 9/25

Coaster Model Rules 1. Size restrictions - the base must fit within a square footprint that is 75 cm x 75 cm. The overall track must fit within a rectangular box 75 cm x 75 cm x 100 cm high, including all decorations. In practice, the team will place their model in a 3-sided form with dimensions in figure 5. If any portion sticks outside the form, the model must be modified until all portions are inside or it will be disqualified. (You should check to make sure you can successfully carry your model in the bus or vehicle you are taking to Physics Day!) Figure 5. Maximum size of coaster model 2. The model should be designed for a steel ball or glass marble. This means that the steel ball or glass marble when released from the top of the first hill will travel through the entire ride, and arrive at the end of the track. (For this contest, you will raise the steel ball or glass marble by hand from the loading platform to the top of the first hill to start the "ride".) 3. The team must provide a ball so that it can be tested on judging day. The ball must be either a glass marble of regular size or greater (shooter), or a steel ball that is 1 cm (1/2") diameter or greater. 4. The ball must remain in contact with the track at all times. The following are prohibited: free-fall of the marble, uncontrolled movement through a funnel, frisbee, disc or similar. If there is a question about legality of a design, questions may be posed to the Physics Day webmaster: <webmaster@physicsday.org> 5. Magnets, electricity, springs and other forms of energy may not be used - this is a "gravity ride" only. These other sources of energy can be used for aesthetics (eg, background lighting). No access to 120-volt ac electricity is provided in the contest area. 6. The starting position at the top of the first hill should be clearly marked. The steel ball or glass marble must end in a designated area or container. 7. Each competing team can have a maximum of 4 students. 8. The maximum number of teams from a school is 4. 9. The decision of the judges is final. Any coaster that violates the rules above or the spirit of the competition will be disqualified. Daily Procedures 9:00-10:30 - Students bring model to the contest area. Check in with officials and have size checked as above. (Rules 1 & 3) Team may make adjustments to the model. Only team members allowed in contest area at this time. 10:30 - Judging starts. Only judges and team members allowed in contest area. 12:00 - Prizes awarded. Team members and teachers are invited back to the contest area. 12:30-1:30 - Open House in contest area for viewing of finished models. Contests & Projects 10/25

Judging Criteria Technical Score (25 pts) Each model will be entitled to three runs. The longest time to go from the Start position to the Finish will be the official time for that model. (25 pts maximum) The points awarded for time will be based on the maximum time taken within the grade level (5-8, 9-12). Assume the maximum time was 15 seconds and your coaster took 9 seconds: Points = 25 points x (your time /maximum time) Points = 25 points x (9 s/15 s) = 15 points Bonus points for technical merit will be awarded for the following: 5 points per vertical loop. Vertical loop is defined as any time the "rider" is upside down on a loop of track that is within 10 of vertical (see illustration below). If the vertical loop is a portion of a corkscrew (helix), it counts as a vertical loop. Horizontal loops do not add bonus points. Figure 6. Vertical Loop minimum 0-15 points may be awarded for degree of openness of track. Figure 7. Openness defined 0-10 points may be awarded for novel engineering, including use of unusual materials, quality of workmanship, etc. Vertical Loops Track Openness Engineering 1 = 5 pts 2 = 10 pts 3 = 15 pts 4 = 20 pts Mostly closed = 0 Nothing unusual = 0 25% open = 5 pts Some novel materials = 3 pts 50% open = 10 pts Several novel parts = 6 pts >80% open = 15 pts Great deal of novel design = 10 pts Contests & Projects 11/25

Theme (creativity & marketability) Score (25 pts) The model roller coaster will be judged for its merits as a possible ride to be purchased by an amusement park. Theming is an essential element of a new ride. A park marketing manager will judge this category. A score out of 25 will be awarded to each entry. Definite theme No theme = 0 Theme but little follow through = 3 pts Theme throughout ride = 6 pts Theme well done throughout = 10 pts Would attract visitors Wouldn t attract visitors = 0 Minimally attract visitors = 3 pts Moderately attractive = 6 pts Strong attraction = 10 pts Park would be able to construct Very difficult to build = 0 Building would be possible, but challenging = 3 pts Very reasonable to build = 5 pts Rider Enjoyment (25 pts) A member of the American Coaster Enthusiasts (ACE) will judge each entry for rider enjoyment. These folks have ridden most of the biggest, scariest rides in the world. A score out of 25 will be awarded to each entry. Realistic Ride Unrealistic for people = 0 Would be harsh for people = 1 pt Would be generally reasonable = 3 pts People would ride safely = 5 pts High g- forces Blasé ride = 0 Very minor g- forces = 1 pt One good area = 3 pts >one good area = 5 pts Unexpected thrills None = 0 Very minor thrills = 1 pt One good one = 3 pts >one good one = 5 pts Would you want to ride it? Definitely not = 0 Leaning towards not = 3 pts Leaning towards yes = 6 pts Definitely yes = 10 pts Contests & Projects 12/25

The WonderCoaster Contest PLEASE NOTE THAT THESE RULES ARE SLIGHTLY DIFFERENT FROM THE ONES USED IN 2009. IF YOU HAVE ANY QUESTIONS PLEASE SEND E-MAIL TO: Terry Price<mr.price@rogers.com> Canada s Wonderland is proud to present The WonderCoaster Contest, in conjunction with the Physics, Science & Math Program, on xxxxx. To find out how you and your school can enter this exciting contest, read the rules and suggestions that follow. Roller coasters are called "gravity rides" for a good reason: once the coaster has been dragged to the top of the first hill and released, it is the force of gravity that keeps the coaster going all the way back to the station platform at the end of the ride. As the coaster goes through its twists, turns, rolls, and loops, it gains and loses speed and its initial potential energy (supplied by dragging it up the first hill) changes from potential into kinetic energy and back into potential energy. Since some of this initial energy is lost due to friction, the roller coaster can never rise as high as the first hill. The roller coaster you will design is also a "gravity ride". There are two divisions (a) Elementary Schools and (b) Secondary Schools. In each division prizes will be awarded in the following three categories: (a) (b) (c) Technical Merit - the roller coaster that is determined by the judges to record the highest score according to the technical merit calculation shown on page 2 and 3 will be declared the Best Roller Coaster for 2010. First and Second prizes will be awarded in this category. Creativity and Artistic Value - the roller coaster that is, in the opinion of the judges, the most creative and makes the best use of available materials. First and Second prizes will be awarded in this category. Most Exciting to Ride - the roller coaster that is the one that would be the most exciting to ride if it was constructed for humans at Canada s Wonderland. The Ride Engineer from Paramount Canada s Wonderland will judge this category. Note: A team can only win a prize in one category Check out this web page for some pictures from previous years; http://ntci.on.ca/departments/physics/wondercoaster/2009 (Thanks to Mark Kinoshita form North Toronto Collegiate) Contests & Projects 13/25

Coaster Model Rules - All Categories (a) Size restrictions - base support must not be more than 30 cm x 75 cm and the height of the model above the base must not be more than 85 cm. The complete coaster must be able to fit into a box that has dimensions of 30 cm x 75 cm x 85 cm. Please be aware of the size restrictions that might also be imposed by the method of transportation (school bus) you will be using to get to Wonderland. (b) Magnets, electricity and other forms of energy may NOT be used - this is a "gravity ride" that utilizes ONLY the initial gravitational energy possessed by the steel ball or marble when lifted to the top of the ride. Other sources of energy can be used for aesthetics (i.e. background lighting). The maximum allowable voltage is 9 V DC. (c) The model should be a working model for a steel ball or glass marble. This means that the steel ball or glass marble when released from the top of the first hill by the judge will travel through the entire ride, and arrive at the bottom loading platform. (Note: for this contest, the steel ball or glass marble is manually lifted from the loading platform to the top of the first hill to start the "ride".) (d) The minimum size of the steel ball or glass marble is 1.3 cm. The maximum size of steel ball or marble is 2.5 cm. (e) A steel ball (or glass marble) must be provided by the team so that it can be tested on judging day. Make sure you have extras in case one gets lost. (f) The primary construction material may be wood. Other suggested materials include wire, string, twine, doweling, toothpicks, cardboard, construction paper and glue. The total cost of the model should be kept to a minimum. (g) The starting position at the top of the first hill should be clearly marked. (h) Live animals and fish can not be used in the display. (i) Each competing team can have a maximum of 4 students and a minimum of 2 students. (j) The maximum number of teams entered per school is 4. (k) Teams will only be allowed 15 minutes to set up and adjust their roller coaster in the judging area (as you arrive the time will be noted and you must leave the stage within 15 minutes). Judging will begin at 10:30 am sharp and all teams must leave the judging area. Bring a level to ensure the coaster is level before judging commences. Late entries will be allowed but they will have limited time in the judging area. The coasters are judged in an outdoor environment and wind and cold weather conditions sometimes exist. This is a difficult factor for you to consider when building your coaster but you should be aware of it. (l) Additional rules related to the TECHNICAL MERIT score assigned to the model are shown on the next page. (m) The decision of the judges is final. Any coaster that violates the spirit of the competition and the rules will be disqualified. (n) The awards ceremony will begin at 2 pm sharp in the judging area. Contests & Projects 14/25

*****The Roller Coaster Information Sheet (page 4) MUST accompany the coaster or it will not be judged. This must be signed by your teacher***** Judging Criteria - Technical Merit Category The Technical Merit of your coaster will be determined according to the following equation. (vertical drop in cm)) x (vertical diameter factor in cm) x # vertical loops) x (time of travel in seconds) (The method to calculate the vertical diameter factor score is shown on the next page) ADDITIONAL RULES RELATED TO THE TECHNICAL MERIT SCORE (a) In order to receive a technical merit mark the steel ball or marble must complete the entire "ride" 1 out of 3 trials when tested by the judging team (b) There must be a continuous fixed track that the steel ball or marble follows. (c) The maximum time score allowed is 40 seconds - if the time is less than 40 seconds then the time factor is the recorded time; if the time is between 40 and 50 seconds then the time factor will be 40 (no penalty); if the time is more than 50 seconds then the time factor will be 40 MINUS the amount of time greater than 50 seconds (for example if your time is 55 seconds then your time factor will be 40 - (66-50) = 24). (d) The overall technical merit score will be reduced by 25% if the track is not open for at least 25% of its total length. (e) Vertical Loop Diameter score calculation: Determine the total diameter score of each of the vertical loops. For loops that are not circular, record the diameter at the LARGEST spot. The coaster ride must have at least one vertical loop. If the vertical loop is open at the top of the loop (so that the steel ball or marble would fall out if it was moving too slowly) on the inner side then the diameter that is counted should be multiplied by 1.5. To be considered a vertical loop the angle of the loop with respect to the vertical must be less than 20 (otherwise it is considered a horizontal turn). A corkscrew (like the final two loops on Dragon Fire at Wonderland) is a special case type of a vertical loop. Each complete revolution of 360 will count as one complete vertical loop. These will be recorded to the nearest 1/4 of a loop. (f) ONLY TWO VERTICAL LOOPS CAN BE LOCATED ADJACENT TO EACH OTHER. YOU ARE ALLOWED TO HAVE AS MANY OF THESE DOUBLE VERTICAL LOOPS AS POSSIBLE BUT THERE MUST BE AT LEAST 7 CM OF TRACK SEPARATING EACH DOUBLE VERTICAL LOOP. (g) The velocity of the ball must be changing (in either magnitude &/or direction) for the entire trip. Coasters will be eliminated if the velocity remains constant Contests & Projects 15/25

(h) for more that two seconds (this means the track should not be straight and level for more that 2 seconds of travel). The maximum length of any straight section of track is 30 cm. Example: A model with the following characteristics would receive the technical merit score calculated below: (i) vertical drop of 80 cm (ii) 8 individual vertical loops that are open at the inside on the top with a diameter of 5 cm (score as 8 loops x 5 cm x 1.5 (open at the top)) (iii) 3 double vertical loops each with a diameter of 7 cm and open at the top (scores as 3 x 2 loops x 7 cm x 1.5 (open at the top)) (iv) 1 vertical loop that is closed at the top with a diameter of 8 cm. (score as 1.0 x 8 cm) (v) one open corkscrew (see the definition of a corkscrew on the next page) of 360 with an average diameter of 6 cm (score as 1.0 loops x 6 cm x 1.5 (open loops at the top)) (vi) that takes a total of 66 s from start to finish (score as 40 - (66-50) = 24 as per rule (c) above) (vertical drop in cm) x (vertical diameter score in cm) x (# vertical loops) x (time factor in seconds) 85 x [(8 x 5 x 1.5) + ((3 x 2 x 7 x 1.5) + (1 x 8) + (1 x 6 x 1.5)] x 16 x 24 = 4 569 699 pts Contests & Projects 16/25

Roller Coasters will NOT be allowed on the stage for judging unless they are accompanied by this sheet Roller Coaster Information Sheet - 2010 PLEASE PRINT School Name: Coaster Name: Is this a secondary or elementary school? Members of the group: (and grades) PLEASE PRINT Complete the following chart if you want to be judged in the Technical Merit Category: Criteria: Vertical Drop Score in cm (MAXIMUM 85 cm) (top to bottom straight down) Time Score - Total time of travel (top to bottom) in seconds - see rule (d) on page 3 Vertical loop diameter score (cm) see the information on page 3 rule (e) and (f) on how to calculate this number # of Vertical Loops (just the total # of vertical loops including corkscrews) Technical Merit Score (use the equation shown on page 3 to calculate your technical merit score) score Teacher s signature: Use the equation shown on page 3 to calculate the Technical Merit score for your coaster and enter it on the chart shown above. This will be verified by the judging team. Contests & Projects 17/25

If you are in doubt about any measurement, just place a question mark in the appropriate box and the judges will make the measurement. Before you leave the Judging area ask one of the judges to verify that your coaster WORKS Working - YES / NO Judges Signature: General Projects The author has conducted numerous projects related to amusement park rides with students ranging from conceptual to advanced placement. One of the key benefits is having the students focused on creating a product at a time of year they normally are thinking about summer vacation. The energy they put into projects exceeds that of normal school work, especially when their product is going to be on display for others. Teachers can take advantage of this natural inclination. The projects described are meant as starters. Many other projects could be done, depending on available resources, student creativity, and time the teacher is willing to commit. They are annotated to give minor guidance in planning. Choosing a project begins with selecting goals or outcomes. If the goal is to analyze an existing ride, the project would be best done after students have a first-hand experience with the ride and with ride data they have collected. Complete analysis may be beyond the limits of time so focusing on one or two aspects of a ride experience will keep the project at a manageable size. For example, students might choose to focus on either forces or energy, and they might choose to focus on a limited portion of the ride. Another decision is the final form of the students work. With increased availability of electronic technology, construction of videos or other presentations can often be accomplished either at school or at home. A third decision is the audience for the finished project. As a rule, having students prepare a presentation for younger students who don t have specialized physics vocabulary challenges students to explain concepts more thoroughly than if they are presenting it to their physics teacher. This has the benefit of taking physics out of an equation-only space to an understanding concepts region. Contests & Projects 18/25

The author is in agreement with teachers who wish their students to produce an actual physical model rather than a virtual product. If they are doing a multimedia project, though, some possible final products might be: Some Project Ideas o Powerpoint presentation o Video o Newsletter o Product specification Analyze an existing ride Choose a ride or portion of a ride. Analyze the physics that s applied in terms of either the passengers or the ride operators. Present data that supports your analysis and any calculations that you make. Model a ride Students can model rides or aspects of rides using either commercial ride software or spreadsheets. One example included below is Modeling a Scrambler. This project would bridge the gap between science and mathematics, using the math to predict the results of measurements actually obtained on the ride. Build a model coaster Building a model of a coaster or portion thereof helps students to become acquainted with the various ride elements. They can do this as: o A contest sponsored outside the class o For a contest held within the class but constructed over an extended time o Within a fixed time such as a class period Research report Choose a topic to do internet or personal research on. Then produce a report that might be presented, not to the teacher, but to a group intending to declare the ride safe or dangerous, or intending to fund the purchase of a similar ride for their park. Some possible topics: o Coaster energy sources o Types of coasters o New coasters o Comparing similar coasters Design a new ride Design a new ride for the local amusement park. The teacher develops a set of elements that should be included or other performance characteristics. Then the students work over a period of time either as individuals or in small groups, or the whole class could be involved in the design project. In the latter case, different groups could take responsibility for various aspects of the ride and combine their results into a final presentation to the group wishing to build the new ride. Contests & Projects 19/25

aspects. It s a Wild Ride describes an interdisciplinary, multimedia project with many worthwhile It's a Wild Ride Intel-sponsored Roller Coaster Project (PBL) Request for Proposals The owners of the Canyon Amusement Park are seeking proposals for a new roller coaster ride. This coaster must thrill riders young and old with unique design features that incorporate the best in safety and engineering while providing an unforgettable experience. It's no secret that the Canyon Amusement Park is in desperate need of a new high-interest ride that will increase attendance. Our goal is to attract roller coaster fans from near and far. The future of our local theme park rides on your ingenuity. We will accept proposals in eight weeks. Complete proposal criteria available upon request serious inquiries only. The Management, Canyon Amusement Park T. Maves, M. Harris, J. Whitesell It's a Wild Ride Project It's a Wild Ride is an extended interdisciplinary project that studies roller coaster design in science, mathematics, and language arts classrooms. Students learn and apply laws of motion, linear equations, and technical reporting. As the eight-week project unfolds they move from learning content-specific knowledge and skills to applying what they learn in a group design task. Ultimately, students must convince the theme park to accept their group's design through persuasive presentations. The project is organized in five phases that generate knowledge about design principles of roller coasters: Phase 1: Accessing prior knowledge about roller coasters. Phase 2: Investigating content-specific skills and knowledge with experiments in math and science that build understanding about force and the laws of motion. Phase 3: Expanding knowledge of roller coaster design with research and further experimenting related to roller coasters. Phase 4: Applying new knowledge to the design and construction of a roller coaster model. Phase 5: Contributing knowledge to a group roller coaster design in one of four careers: engineering, architecture, research, or public relations. http://educate.intel.com/en/wildride/ Contests & Projects 20/25

Amusement Park Video Project The Project Produce a 3-5 minute video that explains the physics behind one of the rides at Great America to an audience of middle school students. Elements of Project Still photographs and/or drawings Video footage of the ride/on the ride Data collected on the ride Demonstration* Sound track with voice Time Frame Video, photographs and data collected 5/18 Project Plan 5/23 Rough edit 5/31 Finished video due 6/4 Viewing and assessing of video 6/5-6/8 Assessment Completion of Project Plan Rough cut completed on time Finished video completed on time Class assessment of completed videos Assessment of videos by middle school teachers & students (if it can be scheduled)** * Demonstration As part of your video, you need to conduct a scale model demonstration of one or more of the major concepts that applies to your ride. Use this scaled down version to show things like forces, key components, etc. Film this demonstration and add appropriate signage so that it enhances the presentation of your concepts. Total Value This project will be worth approximately 150 points total. Equipment Digital still camera Digital video camcorder Interface units with accelerometers and barometers Video Lab for editing the video ** Middle School Assessment If we can arrange it, the videos will be shown to groups of students and teachers from middle schools. They will use an assessment form that focuses on presentation of concepts, interest level and appropriateness of the level of the presentation. Contests & Projects 21/25

Assessment Most physics teachers tend to grade in points, while most PBL practitioners use rubrics to assess multimedia projects. There is a natural cross-over when one assigns point values to different levels within a rubric, and point totals will emerge rather naturally. The next section is a rubric that was used to assess this project. Use it as an example. Video Project Rubric The descriptors below were used in assessing the final presentations for the Video Project. A score sheet that follows the same layout as the descriptors was generated and used when assessing the actual projects. Scale Awesome Required Element A multimedia product presented key information very effectively Visual Quality Quality of images, titles and information was excellent Flow Highly effective flow from beginning to middle to end Accomplished Goals Science was accurate and complete; communication was very effective Overall Effect Top notch, high quality presentation that was very pleasant to watch and very informative Admirable Included a multimedia product that presented key information Images were clear; titles and information could be read and followed Clear beginning, middle and end to the presentation Science was accurate; communication was effective Good presentation, good information Acceptable Included a multimedia product, but didn't contribute to presentation Images were Unclear generally clear; but beginning, titles and middle information were and/or end difficult to read and follow One of these was weak Adequate presentation, but not inspiring Amateur No multimedia product (0 pts) Images unclear and the information was very difficult to read and follow Flow of presentation was very unclear Both of these were poor Presentation was weak, information was incomplete or incoherent As the final projects were presented in class, students were given a copy of the rating sheet that follows. They also had a copy of the rubric above. They indicated their ratings by placing an X in the space that matched their reactions. Student input was then totaled and added to the teacher s own evaluation using the same scale. A portion of the final credit was the student average and the remainder was teacher assessment. Contests & Projects 22/25

VIDEO PRESENTATION RATING SHEET Group: Required Elements Visual Quality Flow Accomplished Goals Overall Effect Topic: Amateur Acceptable Admirable Awesome Total (The section above was repeated three times so that each page provided space to record scores from three groups.) The section below shows how the rubric was translated into points. If a group was "Admirable" in all categories, they earned a B+ grade. VIDEO PRESENTATION SCORES Amateur Acceptable Admirable Awesome Required Elements 0 12 18 20 Visual Quality 9 11 13 15 Flow 9 11 13 15 Accomplished Goals 21 24 27 30 Overall Effect 14 16 18 20 Totals (53) (74) (89) (100) Final Thought Many teachers shy away from multimedia projects because they feel that they need to have command of all the facets of a medium before giving their students a project. This should be the last reason for not doing a project. The students adapt to multimedia tools and are comfortable using them, even when their teachers aren't. The wise instructor is one who takes advantage of that energy and comfort to learn alongside his/her class. Stretching yourself is good, and the end results can be terrific. Contests & Projects 23/25

Modeling a Scrambler Roller coasters present us with extremely complicated motions and accompanying complex forces, both in size and in direction. Modeling the behavior of a passenger in a roller coaster is a daunting task. However, relatively simple motions such as those found in common scrambler rides can yield to modeling. In this exercise we will attempt to model the behavior of a scrambler ride and generate acceleration vs. time graphs that match those obtained in the park. The diagram to the right shows a scrambler ride where the main platter, radius R, rotates clockwise. The smaller pods, radius r, carried along by the platter, rotate counter-clockwise. Each rotation is governed by a different period, and for sake of consistency, we designate the platter's period with T and the pod's period with t. r R Figure 8. Diagram of Scrambler Ride. General Approach: 1. In one s graphing software, set up a column for time, incrementing it in perhaps 0.1 sec or 0.05 sec increments. Accumulate 20 to 30 seconds total. 2. Calculate the x-position and y-position of the pod as the platter turns. Calculate the x- position and the y-position of the rider in the pod (as seen from a stationary position overhead) as time goes by and the pod rotates. 3. Add the two positions together to get the combined positions, then plot Y versus X to obtain the pattern of motion for the rider. 4. Calculate the tangential speed of the rider relative to the center of the platter. 5. Calculate the speed of the rider around the center of the pod. 6. Calculate the centripetal acceleration of the rider relative to the center of the platter. 7. Calculate the centripetal acceleration of the rider relative to the center of the pod. 8. Combine the two accelerations to obtain the total acceleration of the rider, noting that they must be combined as vectors. 9. Plot the resulting total acceleration and compare with the graph shown in figure 9. Contests & Projects 24/25

Figure 9. Acceleration versus time for scrambler ride From the model, several questions can be asked. What is the range of accelerations and thus force the rider is subjected to during the ride? How does this compare with readings taken on the ride? Where is the rider when he/she experiences the largest force? the least force? If you wanted to decrease the forces felt by riders, which variable(s) could you change and how would you change it(them)? Clarence Bakken Gunn High School, ret. March 2011 Contests & Projects 25/25