This activity focuses on the following Three Dimensional Learning aspects of NGSS:ĭevelop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.Īlignment agreement: Thanks for your feedback! Identify points in a roller coaster track where a car accelerates and decelerates.ĭevelop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Ĭlick to view other curriculum aligned to this Performance Expectation.Identify points in a roller coaster track where a car experiences more or less than 1 g-force.Identify points in a roller coaster track at which a car has maximum kinetic and potential energy.Use the principle of conservation of energy to explain the design and layout of roller coasters.Discuss the effects of gravity and friction in the context of their roller coaster designs.Explain in physics terms how their model roller coasters work.
Explain why it is important for engineers to understand how roller coasters work.Students learn that their ability to understand and work within these constraints is paramount to the success of their roller coasters.Īfter this activity, students should be able to: In order to build working roller coasters, students must recognize the constraints placed on their designs and the design of real roller coasters by the fundamental laws of physics. Copyright © 2007 Engineering K-PhD Program, Pratt School of Engineering, Duke Universityĭuring the design of model roller coasters, students encounter many of the same issues that real-world roller coaster engineers address.
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