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3871383200025Roller Coaster DesignIn this Interactive you will explore the principles of Roller Coaster Design. You will use the Coaster Design Interactive found at The Physics Classroom's Physics Interactive section. Open the Interactive , click the START button and proceed to the second screen. This is the Home screen. You can return to the Home screen at any time by clicking on the Home button. Allow the questions below to guide you through the Interactive as you learn about design principles for the simple coaster shown to the right.There are five strategic locations in the design. Your goal is to understand how the thrill and the safety of riders is insured by controlling design parameters for these five locations. List the two important design parameters for locations B, C, D and E.From the Home screen, click Continue in order to proceed to the Height of the Initial Drop screen. Which motion parameter is always directly related to the height of the first drop on a roller coaster?Select any height (50 m, 60 m, 70 m or 80 m) and then read the info on the Pick a Section to Design screen. Answer the True-False question:TRUE or FALSE:The experience of a rider at position D will be affected by the design of loop.Click on the Design the Loop button. Read and make notes regarding the design goals for a loop top and a loop bottom.Click on the Loop Top (B) to navigate to the Design and Safety Considerations screen. There are two safety concerns for loop tops – falling out and blacking out. What motion features lead to falling out and blacking out on the top of the loop?Falling out:___________________________________________________________________Blacking out: _________________________________________________________________Describe the loop height – loop radius constraint that is typically imposed upon the designof clothoid loops.Click on the Design the Loop Bottom button. Describe what causes black out at loopbottoms and identify the range of acceleration values required to prevent it.Click on the Design the Hill button. Read and make notes regarding the design goals for ahill top and a hill bottom.What are negative Gs and where on a roller coaster ride are they experienced?Click on the Hill Top (D) to navigate to the Design and Safety Considerations screen for Hill Tops. Describe what the term red-out refers to and describe the motion conditions can lead to red-out at the top of a hill.Click on the Design the Hill Bottom button. What is the maximum acceleration that shouldbe allowed at the bottom of the hill? What occurs when riders’ accelerations exceed thisValue?Each of the design sections (Loop Top, Loop Bottom, Hill Top, and Hill Bottom) in the Interactive includes a View Design Data button. Click on each button and inspect the provided Data in order to complete the following table. Enter increase (I), decrease (D), or no affect (NA) in each cell of the table.Uniform Circular MotionPurpose: The purpose of this activity is to explore the characteristics of the motion of an object ina circle at a constant speed.Procedure and Questions:Navigate to the Uniform Circular Motion Interactive in the Physics Interactives section of The Physics Classroom website. Experiment with the on-screen buttons in order to gain familiarity with the control of the animation. The object speed, radius of the circle, and object mass can be varied using the sliders or the buttons. The vector nature of velocity and acceleration can be displayed on the screen. A trace of the object's motion is shown. The acceleration of and the net force values are displayed in the animation window. The animation can be started, paused, continued or rewound. After gaining familiarity with the program, use it to answer the following questions.Velocity is a vector quantity which has both magnitude and direction. Using complete sentences, describe the object's velocity. Comment on both the magnitude and the direction.TRUE or FALSE? If an object moves in a circle at a constant speed, its velocity vector will be constant. Explain your answer.4685242226483In the diagram at the right, a variety of positions about a circle are shown. Draw the velocity vector at the various positions; direct the v arrows in the proper direction and label them as v. Draw the acceleration vector at the various positions; direct the a arrows in the proper direction and label them as a.Describe the relationship between the direction of the velocity vector and the direction of the acceleration for a body moving in a circle at constant speed.A Puzzling Question to Think About: If an object is in uniform circular motion, then it is accelerating towards the center of the circle; yet the object never gets any closer to the center of the circle. It maintains a circular path at a constant radius from the circle's center. Suggest a reason as to how this can be. How can an object accelerate towards the center without ever getting any closer to the center?A Thought Experiment: Suppose that an object is moving in a clockwise circle (or at least trying to move in a circle).? Suppose that at point A the object traveled in a straight line at constant speed towards B'. In what direction must a force be applied to force the object back towards B? Draw an arrow on the diagram in the direction of the required force.? Repeat the above procedure for an object moving from C to D'. In what direction must a force be applied in order for the object to move back to point D along the path of the circle? Draw an arrow on the diagram.? If the acceleration of the body is towards the center, what is the direction of the unbalanced force? Using a complete sentence, describe the direction of the net force that causes the body to travel in a circle at constant speed.Thinking Mathematically: Explore the quantitative dependencies of the acceleration upon the speed and the radius of curvature. Then answer the following questions.a. For the same speed, the acceleration of the object varies _____________ (directly, inversely) with the radius of curvature.b. For the same radius of curvature, the acceleration of the object varies _____________ (directly, inversely) with the speed of the object.c. As the speed of an object is doubled, the acceleration is __________________ (one-fourth, one-half, two times, four times) the original value.d. As the speed of an object is tripled, the acceleration is __________________ (one-third, one-ninth, three times, nine times) the original value.e. As the radius of the circle is doubled, the acceleration is __________________ (one-fourth, one-half, two times, four times) the original value.f. As the radius of the circle is tripled, the acceleration is __________________ (one-third, one-ninth, three times, nine times) the original value.Conclusion:Write a conclusion to this activity in which you completely and intelligently describe the characteristics of an object that is traveling in uniform circular motion. Give attention to the quantities speed, velocity, acceleration and net force. ................
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