Bedienungsanleitung Knex 78890 - Education Amusement Park Experience Teachers Guide (Seite 32 von 80) (Alle Sprachen)

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5. Ask them to record their findings as follows:

a. Describe the properties (characteristics) of the balls they tested.

b. List the heights attained by the various balls.

c. Write a paragraph in their journal that explains their understanding of the results.

i) Were all of the heights attained the same? Different? Explain.

ii) Were the properties of the balls the same? Different? Explain.

iii) If the heights attained were different, do you think any property of the ball may have

contributed to the difference? Explain.

d. Draw a bar graph to compare the masses of the balls and the heights they attained. Plot the

mass of the ball on the x-axis and the height reached on the y-axis.

e. Describe any pattern that you see when you graph the results.

Whole Class

6. Students should discuss their predictions and their discoveries about the mass of the balls and the

height needed to propel them through the loop. Observations that they made about the properties

of the balls may give students ideas as to other factors that may have influenced the results, such

as surface of the balls, ridges on the balls, dimples on the balls, etc.

ACTIVITY 2: SPEED IS NEEDED IN THE LOOP

LESSON 5

NVESTIGATING

ARIABLES

OOP

YSTEM

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Teacher’s Notes

• The key to engineering a roller coaster with a loop is that the speed of the car as it moves through the

loop should be just enough to keep it from falling. This means there needs to be some force to keep

the coaster train moving in its circular path… that force is the centripetal force.

Whole Class

1. Explain that in this activity students will determine the speed at which each ball must travel in order

to make it through the loop of the inclined plane.

In Groups

2. Ask the students to:

a. Watch each of the four balls travel through the loop and use their observations to mathematically

determine how fast each must be traveling in order to accomplish this. They should report their

findings in m/sec.

b. Determine the mass, in kilograms, of each of the balls.

c. Calculate the force needed to keep each of the balls from falling off the track in the loop by

determining the weight of the ball. This is calculated by multiplying the mass (kg) by

9.81 m/sec

or m/sec/sec. The units for the answers will be in Newtons. For simplicity, assume

that there is no pressure from the track.

3. Students will then:

a. Find the center of the loop. Tape two strips of masking tape to the track for this task. Place

one piece vertically from the top to the bottom of the loop and one piece horizontally across the

middle of the loop so they cross and stick together at the loop’s center

b. Put a small dot in the center of the cross – this is the center of the circle formed by the track on

the loop.

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