Performance Test.
Title: Designing a Roller Coaster
Description: Using the materials provided, build a working roller coaster with all the required components (one twist, two hills, and two loops). Students must name and demonstrate their team’s coaster to the class and each student will draw their individual blue prints of their ride.
Materials:
1 - 15 foot polyvinyl tube 1/2” dia. 3 - Ring Stands w/ 48” dowel
1 - roll of masking tape 3/4" wide 1 - Film Canister
2 - Steel bearing (must fit in tube easily, BB’s work great)
Time Required: 1 or 2 class period (45 minutes)
Student Background needed:
Students should be familiar with roller coasters. If they are not, show a video on roller coasters. A lesson on kinetic and potential energy will be needed prior to give the students a greater opportunity of success.
Notes to teacher.
Form groups of three or four students. Allow students to place their ring stands on the desk or tables. Set the maximum height the ride must begin. Do not allow them to begin the ride any higher, because this will give an unfair advantage by allowing them greater potential energy at the start. Instruct them on the required components: one twist, two hills, and two loops. A twist begins at a given point and has two full rotations and returns above or below that beginning point. A hill has an apex (highest point) with two lower points on each side. A loop stands vertical and must direct the steel bearing up, perpendicular to the floor. See Illustration 1
Have the students tape the film canister to the end of the tube to prevent the loss of the steel bearing after rolling through the tube.
Procedures
1. Have students brainstorm on possible ideas for your roller coaster. This could take one day and have the student build their design the second day.
2. Have students begin building their ride, reminding them to include the required components. Required Components: One twist, Two hills, and Two loops.
3. After each hill, twist, or loop is added to their coaster, have them test each component several times before adding their next one.
4. After their ride is completed and has been tested by rolling your steel bearing through several times, have them draw their ride.
5. On their drawing, have them identify the different components, kinetic and potential energy locations, and weightlessness locations.
6. Have students demonstrate their ride by:
a. Stating the rides name.
b. Identifying the components of the ride (hills, twist, & loops)
c. Successfully completing the ride with your steel bearing.
Sample Scoring Guide.
1. Successfully building roller coaster with all components ...... 15 pts
2. Kinetic and potential energy identified correctly on the drawing ...... 5 pts
3. Weightlessness locations identified correctly on the drawing ...... 5 pts
4. Successfully demonstrating the ride with their steel bearing ...... 15 pts
5. Students are on task and roller coaster has a name ...... 5 pts
Title: Designing a Roller Coaster (Student Handout)
Description: Using the materials provided, you and your team will build a working roller coaster with all the required components (one twist, two hills, and two loops). You must name and demonstrate your team’s coaster to the class. Each of you will draw your individual blue prints of your team’s ride.
Materials:
1 - 15 foot polyvinyl tube 1/2” dia. 3 - Ring Stands w/ 48” dowel
1 - roll of masking tape 3/4" wide 1 - Film Canister
2 - Steel bearing (must fit in tube easily, BB’s work great)
Time Required: You will have one class period (45 minutes) to complete your roller coaster.
Rules:
1. You will be placed in a group of three or four students.
2. A maximum height the ride must begin with will be decided by your teacher.
Do not build the ride any higher.
3. These are the required components your roller coaster must have: one twist, two hills, and two loops. A twist begins at a given point and has two full rotations and returns above or below that beginning point. A hill has an apex (highest point) with two lower points on each side. A loop stands vertical and must direct the steel bearing up, perpendicular to the floor. See Illustration 1.
4. You will also need to identify on your drawing the kinetic and potential energy conversions. Good luck on your roller coaster.
Data
Draw your roller coaster and label weightless areas, kinetic and potential energy conversions. Also label twists, loops and hills.
Analysis:
1. What determined whether or not the “coaster” could complete the loop?
2. What effect does the twist have on the speed of the “coaster”?
3. Where is energy lost in this system?
4. How is a real roller coaster different from this one?
Scoring Guide.
1. Successfully building roller coaster with all components ...... 15 pts
2. Kinetic and potential energy identified correctly on the drawing . . . . 5 pts
3. Weightlessness locations identified correctly on the drawing ...... 5 pts
4. Successfully demonstrating the ride with their steel bearing ...... 15 pts
5. Students are on task
6. roller coaster has a name and questions are correctly answered. . . 5 pts
answers to questions:
1. The coaster had to have enough kinetic energy to start with.
2. The twists changed the direction of the coaster but did not effect the speed..
3. Energy is lost in friction between the coaster and the tubing.
4. A real roller coaster adds energy by pulling the coaster up some of the hills.