Physics of Amusement Parks

Tags Physics

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
v2 = u2 + 2as
s = ut + ½ at2
g = -10 ms-2
F = ma / p = mv
W = Fs cos 
KE = ½ mv2
GPE = mgh
ac = v2/r
Fc = mv2/r / P = W/t
sin = O/H
cos = A/H
tan = O/A
hamburger = $15

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 5th 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.Aim

2.Hypothesis

3.Theory behind hypothesis

4.Method

5.Data presentation

6.Analysis of data and error assessment

8.Conclusion & Discussion

Prepared by Richard Walding and James Keogh, Moreton Bay College.

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.

Assume the mass of the log empty is 300 kg.

Assume it can carry 4 MBC girls each with a mass of 60 kg.

1.1Calculate the gravitational potential energy of a log with four passengers at the top of the flume.

1.2Assume 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.

1.3Calculate the theoretical splashdown speed at the bottom of the flume.

1.4Measure the time for the log to travel the length of the flume.

1.5Determine the magnitude of the average speed of the log and double it. This will give a second measurement for the splashdown speed.

1.6Comment on any discrepancy in your results

Activity 2: The Thunderbolt Rollercoaster

Assume the following information:

Length of front carriage=2.8 m

Length of other carriages=2.4 m

Radius of curve at the top of loop=7.5 m

Mass of each carriage=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?

2.5What centripetal force is needed at the bottom of the loop? How much of this is provided by gravity and how much by the track?

2.6What centripetal force is needed at the top of the loop? How much of this is provided by gravity and how much by the track?

2.7At what speed at the top of the loop would the track have to supply no force at all?

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 ( for facts and figures about the Giant Drop. Reference this in your report.

YEAR 11 PHYSICS / MID-SEMESTER 2 2002
Unit 4: The Physics of Amusement Parks

TASK 4 – NON-EXPERIMENTAL INVESTIGATION

Criteria / A / B / C / D / E
1. Establishing the investigation
Explanation of the purpose / Aims of investigation clearly and concisely stated. Orients reader well to the purpose. / Aims of the investigation are stated clearly. Orients reader to purpose. / Aims stated. Orientation performed, but some explanations lacking. / Aims of experiment stated, but unclear / Aims unclear
Accurate reference to relevant physics theories/concepts/ principles / Hypothesis is consistent with, and related to, theory; and can be tested. / Hypothesis consistent with theory but inadequate justification is provided. Can be tested. / Hypothesis has theoretical basis but no justification is provided. Can be tested. / Hypothesis provided but unrelated to theory and unjustified. / Hypothesis not provided.
2. Conducting/ managing the investigation
Explanation of how the investigation was done. / Method communicated in a clear and replicable way. / Method communicated well but lacking in some areas. Not replicable in all respects. / Method lacks some detail and is difficult to follow / Method lacks substantial and important details. / Method unstated or insufficient
Use of scientific research processes / Manages research in an efficient organised manner. / Manages and conducts research effectively. / Undertakes research with some effective outcomes. / Performs research procedures but with little positive outcome. / Undertakes aspects of research.
Collection and presentation of qualitative and quantitative data and information / Appropriate and sufficient data collected with correct tabulation of all data and use of units. / Appropriate and sufficient data collected with correct tabulation of most data. Units mostly correct. / Data collected, and tabulation mostly correct. Units mostly correct. / Some relevant data collected, but tabulation not correct. Units may be incorrect. / Data collected and tabulated with errors. Units frequently incorrect
Task Management / On time
(5th September 2002) / 1 calendar day late / 2 calendar days late / 3 calendar days late / 4 cal. days late
3. Analysis of data
(use of graphical and mathematical techniques where appropriate) / Data thoroughly processed in meaningful forms. Technically correct. Calculations very clear. / 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
Identification and explanation of errors / Errors stated and explained, with correct reference to reliability and accuracy / Errors stated and explained, with some reference to their implications. / Some errors identified but with little explanation / Some errors identified. but with no explanation / Errors not identified or explained
4. Knowledge and conceptual understanding. Relates cause/effect and describes relationships in the data. Confirms, refutes or acknowledges hypothesis in the conclusion. / The conclusion clearly describes all cause-effect relationships present. Confirms or refutes hypothesis with accurate justification. / The conclusion clearly described many cause-effect relationships present. Confirms or refutes hypothesis with accurate justification / The conclusion describes some cause-effect relationships present. Supports or rejects hypothesis without justification / The conclusion describes few cause-effect relationships present. Makes a comment on the hypothesis. / The conclusion describes no cause-effect relationships. Makes no mention of the hypothesis in the conclusion.
5. Applying algorithms
(Activities 1 & 2) / Correctly applies algorithms and links concepts, principles, theories and schema to find solutions and predict outcomes in complex or challenging situations.
(11/13 correct) / Correctly applies algorithms and links concepts, principles, theories and schema to solve problems and pursue solutions and predictions in complex or challenging situations.
(8/13 correct) / Applies algorithms, concepts principles, theories and schema to problem solving and to predicting outcomes.
(6/13 correct) / Applies algorithms, principles and schema to problem solving.
(3/13 correct) / Applies given algorithms
(1/13 correct)
Summary

Year 11 Physics – Dreamworld Physics of Amusement Parks Unit1