PART 3 Energy Skate Park - Real Life Roller Coasters

Last updated 23 days ago

7 questions

Required

PART 3 Energy Skate Park - Real Life Roller Coasters

Last updated 23 days ago

7 questions

Open the Simulation at http://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html

Setup:
There are three tabs at the bottom of the simulator screen.  Choose the playground.
Reselect the checkboxes.  
Move the friction slider to "none."
Keep the track setting so she stays on the track. 




Directions:
Create a loop.  Here’s how. You don't need the sound on to see how to do it. An example of a loop is below. Yours does not need to look exactly like this.  
Have the skater start on the left side.
 

Required

Remember to move the friction slider to "none."

Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp.

Did the skater make it through the loop?

Required

Remember that the friction slider should be at "none."

Make the beginning of your ramp one meter (line) higher than the height of the loop.

Did the skater make it through the loop?

Required

Why was the skater able to make the loop in question 2 but not in question 1?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

Required

In a traditional (non-gas-powered) roller coaster, why does the first hill always have to be higher than any other loops or hills?

In other words, why can't any of the other hills or loops be higher than the first hill?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

Required

Look at the picture below.

Which part of the track (Part A or B) is closer to the beginning of the ride? How do you know?

Your answer needs to include "gravitational potential energy" and "kinetic energy" and a reference to how energy cannot be created or destroyed.

Use complete sentences with your best punctuation, spelling, and grammar.

If we are working on this in class, please wait. We will watch the video as a group.
If you are working this activity independently, continue.

Required

Explain why the bowling ball does not hit the teacher.

Use these words:
gravitational potential energy
height
kinetic energy
velocity (you could also say faster or slower)
thermal energy
friction
A reference to how energy cannot be created or destroyed.

Use complete sentences with correct punctuation and grammar.

Required

PART 3 Energy Skate Park - Real Life Roller Coasters

PART 3 Energy Skate Park - Real Life Roller Coasters

Setup:

Remember to move the friction slider to "none."

Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp.

Did the skater make it through the loop?

Remember that the friction slider should be at "none."

Make the beginning of your ramp one meter (line) higher than the height of the loop.

Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

If we are working on this in class, please wait. We will watch the video as a group.

If you are working this activity independently, continue.

Setup:

Remember to move the friction slider to "none."

Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp.

Did the skater make it through the loop?

Remember that the friction slider should be at "none."

Make the beginning of your ramp one meter (line) higher than the height of the loop.

Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

If we are working on this in class, please wait. We will watch the video as a group.

If you are working this activity independently, continue.

Why can't the teacher give the ball any extra push?

Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.

Use complete sentences with correct punctuation and grammar.

Why can't the teacher give the ball any extra push?

Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.

Use complete sentences with correct punctuation and grammar.

PART 3 Energy Skate Park - Real Life Roller Coasters

PART 3 Energy Skate Park - Real Life Roller Coasters

Setup:

Remember to move the friction slider to "none." Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp. Did the skater make it through the loop?

Remember that the friction slider should be at "none." Make the beginning of your ramp one meter (line) higher than the height of the loop. Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1? Use the words "gravitational potential energy" and "kinetic energy" in your answer.Use complete sentences with your best punctuation, spelling, and grammar.

If we are working on this in class, please wait. We will watch the video as a group.

If you are working this activity independently, continue.

Setup:

Remember to move the friction slider to "none." Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp. Did the skater make it through the loop?

Remember that the friction slider should be at "none." Make the beginning of your ramp one meter (line) higher than the height of the loop. Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1? Use the words "gravitational potential energy" and "kinetic energy" in your answer.Use complete sentences with your best punctuation, spelling, and grammar.

If we are working on this in class, please wait. We will watch the video as a group.

If you are working this activity independently, continue.

Why can't the teacher give the ball any extra push?Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.Use complete sentences with correct punctuation and grammar.

Why can't the teacher give the ball any extra push?Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.Use complete sentences with correct punctuation and grammar.

Remember to move the friction slider to "none."

Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp.

Did the skater make it through the loop?

Remember that the friction slider should be at "none."

Make the beginning of your ramp one meter (line) higher than the height of the loop.

Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

Remember to move the friction slider to "none."

Make the beginning of your ramp one meter (line) lower than the height of the loop. Start the skater at the top of the ramp.

Did the skater make it through the loop?

Remember that the friction slider should be at "none."

Make the beginning of your ramp one meter (line) higher than the height of the loop.

Did the skater make it through the loop?

Why was the skater able to make the loop in question 2 but not in question 1?

Use the words "gravitational potential energy" and "kinetic energy" in your answer.

Use complete sentences with your best punctuation, spelling, and grammar.

Why can't the teacher give the ball any extra push?

Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.

Use complete sentences with correct punctuation and grammar.

Why can't the teacher give the ball any extra push?

Make sure you use kinetic energy, velocity, gravitational potential energy, and height in your answer, plus a reference to how energy cannot be created or destroyed.

Use complete sentences with correct punctuation and grammar.