Lesson 2: Connecting Motion and Energy

Introduction

Students review their work from lesson 1, discuss why roller coasters require new physics, and explore the connection between motion and energy types using an online JAVA animation.

Learning Outcomes

• Students will understand why their prior knowledge of motion is insufficient to analyze roller coaster motion (DVATs require constant acceleration)
• Students will understand how motion relates to different energy types

Classroom Time Required

• Approximately 90 minutes (or two 50 minute class periods)

Materials Needed

• Computers with internet access for each student or student team
• Energy Skate Park JAVA Animation
• “Connecting Motion and Energy” handout

Pre-activities

• Check to make sure all computers can run the JAVA animation.

Activities

• Discuss lesson 1’s HW assignment, “Design Considerations,” specifically focusing on question 3. Guide the class to the conclusion that DVATs are insufficient to analyze roller coasters due to the changing acceleration/net force during the ride.
• Complete the Energy Skate Park animation and “Connecting Motion and Energy” handout. The activity takes 45 minutes – 1 hr.
• Any remaining class time should be spent sketching the roller coaster design and describing how the rider will feel during the ride. The second blog entry, due at the beginning of lesson 4, describes both issues. Students will likely need to spend time outside of class completing their designs and descriptions.

Modifications

• If time permits, review the blog entries from lesson 1, discussing what makes a roller coaster “fun.”