...Gravitational Potential Energy on Kinetic Energy at Various Locations of a Roller Coaster Respectfully Submitted to the Science Department Of Blanche Ely High School Gavin Frater Dr. Pedro Torres Anatomy and Physiology Period:1 Abstract Table of Contents 4.………………………………………………………………………………… Introduction 8………………………………………………………………………………….. Hypothesis 8………………………………………………………………………………….. Materials 8…………………………………………………………………………………... Procedures 10…………………………………………………………………………………. Results 11………………………………………………………………………..Discussion/ conclusion 12………………………………………………………………………………… Bibliography 13………………………………………………………………………………… A. Appendix Slowly, and sometimes, ever so slowly, a train of cars are being pulled up to the highest point of the roller coaster. Of course, one by one, the cars are pulled downhill until gravity takes over and push it all across the tracks. The way the roller coaster goes around is one of the best examples of how the conversion of gravitational potential energy to kinetic energy from the highest points. As the cars go up the track, it is acquiring the potential energy until the cars are at the highest point of the track. At this point, the cars have reached its maximum gravitational potential energy. Next as the cars go down the track, the potential energy is then changed to kinetic energy. Eventually the cars go up another hill and some of the kinetic energy is changed again to potential energy. This is the loop of energy conversions that go around...
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...realizing the scientific nature of physics being involved. Physics exists all around weather one is cognizant or not. For example, roller coasters have become quite the attraction at major theme parks all across the globe and operate due to physics. Many men, women, boys and girls want to experience the thrill of zero gravity, upside down loops, twists and curls at extremely fast speeds. However, there is another portion of the population who does not want to go anywhere and would rather speculate from the ground. In either instance, the detailed study of physical science makes it all possible. Even though the physics of a roller coaster are intricate due to the composition of various forms of energy, accelerometers and gravitational forces; their makeup can be quite intriguing. The study of physics dates back several years and can be attributed to different individuals. Knowing the history of physics will help understand general concepts and how they can be applied to creating objects such as the roller coaster. The lessons initiated from the historical founders of physics are vitally important to apprehend the ideas of today and more importantly the direction for how they will shape tomorrow (Garcia et al., 2010). Copernicus, a prominent attributer, initially suggested that the planets revolve around the sun and the Earth rotates on an axis (Britannica Biographies, 2011). The idea will later assist Galileo, another prominent Physics historian, with theories such as...
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...Roller coasters work by a lot of supports and machinary. Roller coasters also work by tracks, that is what makes a roller coaster what it is. Roller coasters are made for fun and it is hard work to make one. It gets built by good machinary, supports and much more. You need good workers to make a roller coaster or else it will either fall down or the riders will be in huge risk. There is only 1 way to make a roller coaster work and that is for a machine to carry the coaster up and then the rest is up to the inclines and declines in the roller coaster. There is another way and that is rapid changes in the speed and directions that is made. After you are carried up a incline by the machine there can not be big inclines for the rest of the ride or else the coaster can stop in the...
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...amusement park, the roller coaster is usually the most popular ride. It was first built in Russia during the 16th century, ever since then, the roller coaster has been a hit. With the car slowly moving up the everlasting height of the hill, high enough to touch the clouds, and then rushing downwards through many loops and twists, is enough to keep one’s adrenaline pumping. But what is the secret of the roller coaster? How is it possible for it to work this way? The answer is science. Many may not know, but science, specifically physics, has a lot to do with roller coasters. The roller coaster is actually powered by many types of energy: mechanical, potential, and kinetic. Mechanical energy is ‘the energy acquired by the objects upon which work is done.’ (Definition of Mechanical Energy). Potential energy is ‘energy possessed by an object because of its height above the ground’ (Definition of Potential Energy). Kinetic energy is ‘the energy of motion’ (Definition of Kinetic Energy)....
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...Roller coasters have come a long way from ¨monumental ice slides¨ in the 16th and 17th century to an actual steel cart with wheels today.As we go on we will discuss the history of roller coasters,the physics behind them,and the authors experience in the making of its own roller coaster. The history of a roller coaster goes back a long time to the 16th and 17th century.The first roller coaster started as a ice slides which eventually developed in to rolling carts.Then as time went two of the first roller coasters were created,one being in the Russian MT of Belleville created as ¨a train attached to a track¨ and second the first American made roller coaster which was originally made to send coal but was then remade into a more scenic tour.It was called ¨Mauch Chunk Switchway railway.¨As time went soon the roller coasters were made into wood an so on developed. Roller coaster use two main things in order to finish the ride,known as inertia and gravity.As the roller coaster goes up the track and eventually gets to the peak of the roller coaster gravity soon pulls it down the track it causes the roller coaster to change its energy.The roller coaster soon goes from having potential energy to kinetic.But since...
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...Roller Coasters are not self propelled they are pulled up by a chain or cable along the hill to the first peak of the roller coaster track. When the roller coaster stops it gathers tons of potential energy. When the car races down the track it produces kinetic energy. they also have a lever that lifts the car down the track, but the main thing that helps the car go down the track is Gravity. Gravity is the force that attracts something toward the center of the Earth. The oldest roller coasters originated from Russian, which were constructed out of hills of ice. The drop was 50 feet. Later on Most roller coasters were built with wood. In 1959 the first steel track roller coaster was built at Walt Disney World. A big...
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...ne hot sunny day at Six Flags over Georgia a little boy thought to himself, “how does the roller coaster go up so high?” A worker spots him and go over and asks “hey young man what are you thinking about?” The little boy smiles and asks “how does a roller coaster work?” I grin and say “Well young man you're in luck because today I'm doing a tour,and i will be talking about the physics of roller coasters. Do you want to join?” He jumps and gets excited, “ YES YES!” With that, i gather more kids and begin tour. This roller coaster is called the Loopdy Loop and it is one of the biggest roller coasters in the park. A roller coaster is a machine that uses gravity and inertia to send a train of cars along winding train. This combination of gravity and inertia, along with g-forces and centripetal acceleration give the body certain sensations as the coaster moves up, down, and around the track....
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...Television-how to stop violence in sports-a set of school rules-jobs for the future | -future perfect-present perfect and past simple-the present continuous tense -first and second conditional | -idioms-phrasal verbs | GIRLS:Grade 9B and 10BVocabulary WordsReading Comprehension: Author’s PurposeUnderstand irregular verbsBe able to answer essay questions about the stories your group read. Understand the characters, setting conflict, and summary of each story. | Physics | Account for and represent energy into and out of systems using energy transfer diagrams.Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball). Explain why work has a more precise scientific meaning than the meaning of work in everyday language. Calculate the amount of work done on an object that is moved from one position to another. Using the formula for work, derive a formula for change in potential energy of an object lifted a distance h. Account for and represent...
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...Rollercoasters are driven by different forces of gravity, inertia and centripetal. The physics used in a rollercoaster also involves friction, work, air resistance, and energy. It usually begins with a mechanical device i.e. motor and chain; they exert a force on the roller coaster car train to lift them to the top of the hill. From this point, gravity starts operating, and the duration of the ride undergo energy transformation. Pulling the rollercoasters uphill uses energy, this energy does not simply disappear. It is stored this energy just by being up in the air and the higher they have pulled the more energy they store. The stored energy will be used to race back down the hill when the ride begins. This is because they have the potential to use future energy that was stored in the past. The stored energy is called Potential energy. Once the cars are released and start rolling down the hill, the force of gravity makes them hurtle downwards when they round the brow of the first hill. As accelerate and pick up momentum, their potential energy turns into kinetic energy. The further they go downhill, the faster they go and more potential energy is converted into kinetic energy. When the ride starts, the cars have a certain amount of potential energy. They can never have more than this no matter how long the ride will last. Through the whole ride, potential and kinetic energy keep swapping back and forth that’s why rollercoaster cars always go slower in higher bits of the ride...
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...among Force, Power, Work and Energy Force, work, energy and power are words used frequently in our everyday lives. What exactly do they mean? To put it simply, force is that which causes an object to move, while work is done when that force causes movement. Energy is the inherent ability of any object to do work, while power is the rate at which that work is done. Law of Conservation of Mechanical Energy Mechanical energy is stored in an object due to virtue of its motion. Potential energy and kinetic energy are the two types of mechanical energy, and the law of conservation of mechanical energy is associated with the conservation of these two energies in a system. Mechanical energy is basically a combination of potential and kinetic energy. Principle of Conservation of Mechanical Energy According to the law of conservation of mechanical energy, in an isolated system, that is, in the absence of non-conservative forces like friction, the initial total energy of the system equals to the total energy of the system. Simply stated, the total mechanical energy of a system is always constant (in case of absence of non-conservative forces). For instance, if a ball is rolled down a frictionless roller coaster, the initial and final energies remain constant. Conservative forces are those that don't depend on the path taken by an object. For example, gravity, spring and electrical forces are examples of mechanical energy. Conservation of Mechanical Energy Equation The quantitative...
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...PHYSIC AL CONSTANTS CONSTANT Speed of light Elementary charge Electron mass Proton mass Gravitational constant Permeability constant Permittivity constant Boltzmann’s constant Universal gas constant Stefan–Boltzmann constant Planck’s constant Avogadro’s number Bohr radius SYMBOL c e me mp G m0 P0 k R s h 15 2p"2 NA a0 THREE-FIGURE VALUE 3.003108 m/s 1.60310219 C 9.11310231 kg 1.67310227 kg 6.67310211 N # m2/kg 2 1.2631026 N/A2 1H/m2 8.85310212 C 2/N # m2 1F/m2 1.38310223 J/K 8.31 J/K # mol 5.6731028 W/m2 # K4 6.63310234 J # s 6.0231023 mol21 5.29310211 m BEST KNOWN VALUE* 299 792 458 m/s (exact) 1.602 176 4871402 310219 C 9.109 382 151452 310231 kg 1.672 621 6371832 310227 kg 6.674 281672 310211 N # m2/kg 2 4p31027 (exact) 1/m0c2 (exact) 1.380 65041242 310223 J/K 8.314 4721152 J/K # mol 5.670 4001402 31028 W/m2 # K4 6.626 068 961332 310234 J # s 6.022 141 791302 31023 mol21 5.291 772 08591362 310211 m *Parentheses indicate uncertainties in last decimal places. Source: U.S. National Institute of Standards and Technology, 2007 values SI PREFIXES POWER 1024 1021 1018 1015 1012 109 106 103 102 101 100 1021 1022 1023 1026 1029 10212 10215 10218 10221 10224 THE GREEK ALPHABET PREFIX yotta zetta exa peta tera giga mega kilo hecto deca — deci centi milli micro nano pico femto atto zepto yocto SYMBOL Y Z E P T G M k h da — d c m μ n p f a z y Alpha ...
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...Topic 5 Objectives 1) Ancient people were aware of numerous different kinds of matter. The two major forms of matter that they dealt with were “metals” and “earths.” a. Metals: Gold, Silver, Copper, Iron, Mercury, Lead and Tin i. Used for weapons, etc b. Earths: Clay, mud, Sand, Silt, Loam, Ash i. Used for pottery, melted sand to make glass, used stone to make appliances ii. Woods used as well as fibers (clothing) 2) Development of Elements: a. Matter is one basic substance i. Thales – water basic element, found as gas, solid and liquid ii. Animaxander – all matter is from one “boundless thing”, determined by the qualities hot/cold, dry/wet iii. Anaximenes – Air is the one basic substance iv. Empedocles – Earth, water, fire, air b. Wood reveals composition of matter when it burns – matter is a combination of two or more elements – fire issues from it, water hisses from it, air (smoke) is produced from it, earth (ashes) remain behind c. Four elements, four qualities – air, fire, water, earth – cold/hot, dry/wet d. Elements can change state to another element – they are interchangeable ( i.e., water becomes air when it evaporates 3) Alchemists vs Chemists a. Similarities: concerned with composition, form and properties of materials; studies combine theoretical outlook with experimental curiosity; looking...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer learning. The modules generally use authentic assessment for the students to perform real-world tasks demonstrating meaningful application of essential knowledge and skills. There are four modules in this quarter...
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...Chapter 1, Introduction CHAPTER 1 Conceptual Problems C1. A room in a house has a floor area of 120 ft2. Which of the following is most likely the approximate volume of the room? a. 3 m3 b. 30 m3 c. 300 m3 d. 3 000 m3 C2. When SI units are plugged into an equation, it is found that the units balance. Which of the following can we expect to be true for this equation? a. The equation will be dimensionally correct. b. The equation will be dimensionally correct except sometimes in cases when the right hand side of the equation has more than one term. c. The equation will not be dimensionally correct. d. All constants of proportionality will be correct. C3. How long has it been that scientists have accepted that the nucleus of the atom consists of neutrons and protons? Think of your answers in terms of order of magnitude. a. about a decade b. about a century c. about a thousand years d. since Aristotle C4. Consider the sine of any angle between 30° and 40°. If the angle were doubled, what would happen to the sine of the angle? a. It would double. b. It would more than double. c. It would increase but be less than double. d. In different cases, it could do any of the above. C5. There are other ways of expressing uncertainty besides significant figures. For example, suppose a quantity is known to have a value between 20.4 and 20.0 and our best estimate of the value is midrange at 20.2. We could write the number as 20.2 +/- 0.2 and say that the number has a 1% uncertainty. We would...
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