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Math and
Science
Day 2015
Name:
____________________________
SIX FLAGS OVER GEORGIA MATH and SCIENCE DAY SCIENCE DATA COLLECTION @FG"D#$A"-&'51>0258&H.II&>050J/.20&540&9::0I0J95.=2&92>&8K00>&=L&(D)@M+@F$(&5J9N0I.23
>=H2&540&5=H0J&>1J.23&540&O>J=K7P
',!!"'#"*&M)@D"*,)"-(40*(,#+")&.*(/2("0*(X,-/?Y(Z60*&(2#-+"(,-/??*,("/("0*(?/#&"(#+
+$/6+("/(./1*("/()(./1?$*"*(+"/?[(+*."#/&(/2(7CAD\QDGJ7(#+(]S(2**"=(GN(1*)+5-#&'("0*
"#1*(#"(")9*+("0*(5&#"("/('*"(2-/1(?/#&"(7("/(?/#&"(G:(N/5(.)&(,*"*-1#&*("0*(,/6&6)-,
)..*$*-)"#/&(/2("0*(5&#":()&,(2#&,("0*(2#&)$(+?**,()"(60#.0(N/5(6*-*(2)$$#&'(#&(2-**(2)$$=
ACROPHOBIA RIDE @FG"D#$A"-&'51>0258&H.II&>050J/.20&540&9::0I0J95.=2&92>&8K00>&=L
(Distance of the drop is 28 m) *(#(,80&540&L=J/1I9&&&9&Q&6*
>=H2&540&5=H0J&>1J.23&540&O>J=K7P
&&&&&&&&&&56
A
',!!"'#"*&M)@D"*,)"-(40*(,#+")&.*(/2("0*(X,-/?Y(Z60*&
+$/6+("/(./1*("/()(./1?$*"*(+"/?[(+*."#/&(/2(7CAD\QDGJ7(
"#1*(#"(")9*+("0*(5&#"("/('*"(2-/1(?/#&"(7("/(?/#&"(G:(N/5(.)
)..*$*-)"#/&(/2("0*(5&#":()&,(2#&,("0*(2#&)$(+?**,()"(60#.0(N/5
60*-*(((()(^()..*$*-)"#/&
E(^(,#+")&.*(2-/1(7("/(G
"(^("#1*(2-/1(7("/(G
4#1*(2/-(5&#"(,5-#&'(,-/?(Z"[(^(LLLLLLLLLLLLLLL(+*./&,+
TASK: Measure the time in seconds for the ride to drop ZF/5(+0/5$,("#1*(+*@*-)$(,-/?+("/('*"()('//,(#,*)(/2("0*
from the time it starts to the time it stops. )@*-)'*("#1*(?*-(,-/?=[
(Point A to point B on the diagram.) 7..*$*-)"#/&(/2(5&#"3(LLLLLLLLLLLLLLLLLL(1*"*-+_+*./&,O
Record the times for 3 drops o*(#(f the ride. ,80&540&L=J/1I9&&&9&Q&6*
7(;/,N(#&(2-**(2)$$(0)+()&()..*$*-)"#/&(/2(]=`(1_+O=
Q/6(,/*+(N/5-()&+6*-(./1?)-*("/("0#+a
Acrophobia time 1 = Acrophobia time 2 = &&&&&&&&&&56
B
60*-*(((()(^()..*$*-)"#/&
E(^(,#+")&.*(2-/1(7("/(G
"(^("#1*(2-/1(7("/(G
4#1*(2/-(5&#"(,5-#&'(,-/?(Z"[(^(LLLLLLLLLLLLLLL(+*./&,+
ZF/5(+0/5$,("#1*(+*@*-)$(,-/?+("/('*"()('//,(#,*)(/2("0*
#
)@*-)'*("#1*(?*-(,-/?=[
>0)"(2)."/-+(./&"-#;5"*("/("0*(,#22*-*&.*(#&(N/5-()&+6*-a
Acrophobia time 3 = Use the formula a = 2D t2 O
7..*$*-)"#/&(/2(5&#"3(LLLLLLLLLLLLLLLLLL(1*"*-+_+*./&,
where a = acceleration, D= distance from A to B, t = time from A to B Acceleration of unit: _____________________ meters/second2 7(;/,N(#&(2-**(2)$$(0)+()&()..*$*-)"#/&(/2(]=`(1_+O=
A body in free fall has an acceleration of 9.8 m/s2. Q/6(,/*+(N/5-()&+6*-(./1?)-*("/("0#+a
How does your answer compare to this? What factors contribute to the difference in your answer? >0)"(2)."/-+(./&"-#;5"*("/("0*(,#22*-*&.*(#&(N/5-()&+6*-a
SIX FLAGS OVER GEORGIA MATH and SCIENCE DAY SCIENCE DATA COLLECTION NINJA RIDE (Total track length = 820 m, length of the train = 17.5 m long.) TASK 1: Measure the total time for the ride in seconds in order to calculate the average speed of the ride. Start timing as the ride starts and stop when it comes to a complete stop. Repeat the measurement 3 times and record the data. Ninja total time 1 = Ninja total time 2 = Ninja total time 3 = Average ride time (t) = ______________________________ seconds Average speed of Ninja total ride = ___________________________ m/s TASK 2: In order to calculate the instantaneous speed of the roller coaster at one point along the track, measure the time it takes for the entire train to pass one point. Choose one point on the diagram below. Record the letter of the chosen point. (Do either A OR B – not both, and then choose one other point.) Start the timer as the front of the train passes that point. Stop as the back of the train passes the same point. Repeat. Record the time in seconds. Repeat your measurements for a second point. Record your data. Letter of first chosen point = Time 1 = Time 2 = Letter of second chosen point = Time 1 = Time 2 = A C B E D How do the instantaneous speeds compare to the average speed? What might account for the differences? SIX FLAGS OVER GEORGIA MATH and SCIENCE DAY SCIENCE DATA COLLECTION SUGGESTED PROCEDURE: First you must determine what the average
number of riders is per train.
Take a sample of five trains counting the number of passengers per train and
get a total of 5 trains.
The GEORGIA SCORCHER is a highly visible ride as the train travels the
lift. At this same time, you should know how long it has taken for 5 trains to
complete the ride. Start timing the trains as they leave the station and when
they return to the station and come to a complete stop.
Using your data, you can now get a good estimate of the number of riders per
day.
DATA:
Train 1 - Number of riders: ______________ (A)
Train 2 - Number of riders: ______________ (B)
Train 3 - Number of riders: ______________ (C)
Train 4 - Number of riders: ______________ (D)
Train 5 - Number of riders: ______________ (E)
Average riders per train (A+B+C+D+E) / 5 = ________________ (average)
(Keep the decimal here so as not to affect your total answer by rounding too
early. Wait until the end of the problem to round off.)
Operating hours of the park: OPEN _______ CLOSE _______
Total operating hours = ________ (H)
Total operating minutes (H x 60) = ________ (M)
Total operating seconds (M x 60) = ________ (S)
Elapsed time for 5 trains = _________ seconds (E)
Elapsed time for 1 train (E/5) = __________ seconds (P)
Total number of trains in a day (S/P) = ____________ (trains)
Average riders in a day (trains x average) = _____________
BUMPER CARS
This is your chance to take your frustrations out on other people. Apply
Newton’s Law of Inertia to your fellow students!
While waiting in line...
1. Observe the overall movement of the bumper cars. Are you witnessing elastic or inelastic collisions?
2. How does this ride allow you to release latent hostility?
3. Why do you think the bumpers on the cars are made of hard rubber rather than steel?
4. If the cars had rigid bumpers instead of rubber bumpers, would they rebound more, less, or remain
the same? Why?
5. Why are seat belts required for all drivers, regardless of size?
6. During a collision, is kinetic energy conserved? Transferred? (Is the speed the same before and after
for either car?) Explain.
7. Were you “predator” or “prey” or both? Explain.
8. When you were struck from behind, in what direction did your body move?
9. When you ran into another car, what direction did your body move?
10. Describe how Newton’s First Law applies to this ride.
E = MC2
1. What is the law of Conservation of Energy?
2. Name 5 main forms of Energy:
a.
b.
c.
d.
e.
3. Which form of energy is definitely not used at the park?
4. State where you find examples of the following energy forms in
the park (you may have more than one answer):
a. Mechanical energy
b. Heat energy
c. Chemical energy
d. Electromagnetic energy
5. List 5 different laces in the park where energy transformations take
place (you may only use 3 rides).
GUT FEELING AT THE PARK
Because your body has its own way of detecting accelerations, you can easily
detect accelerations on rides without the use of manufactured accelerometers.
This collection of sensing devices your body uses to measure accelerations could be
called a “natural accelerometer”. Let’s take a look at how your “natural
accelerometer” detects different kinds of accelerations.
When you experience...
Direction of Physics
Acceleration Term
Upward
Vertical
Downward
Vertical
Forward
Longitudinal
Backward
Longitudinal
Left or
Right
Lateral
Downward
Vertical
Gut Feeling
You feel pressed into your seat. (The greater
the acceleration, the more squashed you feel
You feel like you are rising out of your seat.
Your stomach feels like it’s in your throat.
You feel pushed back against your seat.
Your head and shoulders may swing backwards.
You feel pushed forward against the safety
harness.
Your head and shoulders may lurch forward.
You slide sideways across the seat.
Your shoulder may be pressed against the
sidewall or your ride partner.
Your head may bang against the sidewall.
Weightlessness: you feel as though you weigh
nothing
WHERE IS IT IN THE PARK?
Describe at least one place in the park that fits each of the descriptions below.
The same ride may be used more than once, or not at all. Some descriptions may be
met at a location other than a ride. Be sure to describe the location fully, don’t
just give the name of the ride - tell where on the ride this occurs.
1. The vertical acceleration is zero, but the rider is moving:
2. The vertical acceleration is greater than 1 g:
3. The vertical acceleration is less than 1 g:
4. Potential Energy is being converted into Kinetic Energy:
5. Kinetic Energy is being converted into Potential Energy:
6. Other forms of energy are being converted into Heat:
7. The longitudinal acceleration is positive:
8. The longitudinal acceleration is negative:
9. The lateral acceleration is significant:
SIX FLAGS OVER GEORGIA MATH and SCIENCE DAY SCIENCE DATA COLLECTION You will be comparing the speeds of the Georgia Cyclone and the Great American Scream Machine. These are two old wooden coasters, engineered with modern technology. Total track length: Georgia Cyclone = 1047 meters Scream Machine = 1158 meters. Task 1 is the same for both rides – Do your measurements from which ever ride you get to first. %&'($)S+,-./-012T4)5.021-.6)7/88)21.19:/-1).;1)><19>@1)6E112),?)7,,21-)9,8819)+,>6.A
,:)./:1)16./:>.16)>-2)+,:E>91)?/-2/-@6)?9,:)F,.;)9/216B
TASK 1: Walk from the Georgia Cyclone to the Scream Machine (in either direction.) As you walk, count the number of strides it takes to walk from the teacher stationed at one ride to the teacher stationed at the second ride. Record the %$"#$%6'$"%12*-4%4$'@%4"'1$%'5%$"-%4$#$2'/%#/*%4)'&)+%1'))%2/<%C'&%*'-4%$"24%#55-.$%$"number of your strides. Each student must count his/her own strides! -%4@--*%'5%$"-%12*-48
• Time how long (in minutes) it takes you to walk. Record your time. •
Data: # of strides = Time to walk = TASK 2: Measure the time (in seconds) it takes for the Georgia Cyclone ride to go from the .'()*%+'(%*'%$'%.'>-%(@%&2$"%#%4@--*%$"#$%>20"$%6-%>'1-%1-@1-4-/$#$2,-4%'5%$"starting point until it comes to a complete stop when it arrives back at the station. Record your measurements. Repeat two times. Data: Cyclone time 1 = Cyclone time 2 = Cyclone time 3 = TASK 3: Guess which will be fastest. The Cyclone or the Scream Machine? 12*-%"#4%$"-%"20"-1%#,-1#0-%4@--*8
Each student should record his/her own guess. 5#.$'14%*2*%+'(%.'/42*-1%2/%>#:2/0%+'(1%0(-448
Task 4: Calculate the average speed of the Georgia Cyclone and the Scream Machine. %'/-%12*-%5#4$-1%$"#/%$"-%'$"-18
4%$"-%#,-1#0-%4@--*%'5%$"-%12*-4%2/%:2)'>-$-14B"'(18
GHIF9J%KLKMHNG?%AAAAAAAAAAAAAAAAAA%:>B"1
IGJE%JOGI9KJN%PKIGJO%OJKC9NG?%AAAAAAAAAAAAAAAAAAAAA%:>B"1
"-%4@--*%'5%$"-%.'#4$-1%2/%>2)-4B"1?%AAAAAAAAAAAAAAAAAAAAA
SIX FLAGS OVER GEORGIA MATH and SCIENCE DAY SCIENCE DATA COLLECTION You will be comparing the speeds of the Georgia Cyclone and the Great American Scream Machine. These are two old wooden coasters, engineered with modern technology. Task 1 is the same for both rides – Do your measurements from which ever ride you get to first. TASK 1: Walk from the Georgia Cyclone to the Scream Machine (in either direction.) F619<1).;1)+,>6.19)?9,:)>)2/6.>-+1U).;1-)16./:>.1).;1);1/@;.),?
• As you walk, count the number of strides it takes to walk from the teacher 6)>.).;1).,E)>-2)F,..,:),?).;1);/88B
stationed at one ride to the teacher stationed at the second ride. Record the number of your strides. Each student must count his/her own strides! Time how long (in minutes) it takes you to walk. Record your time. $-1%V*W%R%AAAAAAAAAAAAAAAAA%>-$-14
•
>-#4(1-%$"24%&"-/%+'(%#1-%#)>'4$%#$%$"-%51'/$%'5%$"-%)2/-W<
Data: # of strides = Time to walk = TASK 2: Measure the time (in seconds) it takes for a Scream Machine car to go from the starting point until it comes to a complete stop when it arrives back at the station. Record your measurements. Repeat two times. 5'1%.#1%$'%@#44%@'2/$%\%V$W%R%AAAAAAAAAAAAAAAA%4-.'/*4
$%$"-%6'$$'>%'5%$"-%"2))%V*B$W%R%AAAAAAAAAAAAAAAA%>B4
Data: Scream Machine time 1 = Scream Machine time 2 = Scream Machine time 3 = "2))%V@'2/$%JW%R%AAAAAAAAAAAAAAAA%>-$-14
TASK 3: Name two parts of the Scream machine ride where you felt the effect of the inertia of your #$-*%$"-%4@--*%'/%$"-%6'$$'>%'5%$"-%"2));%#4%&-))%#4%-4$2>#$-*%$"body. (Newton’s First Law.) Record your answer. %.#).()#$-%$"-%#..-)-1#$2'/%'5%$"-%.#1%*'&/%$"-%"2))<
'1>()#%$'%52/*%$"-%#..-)-1#$2'/?
TASK 4: What did you feel to make you recognize the inertia of your body? Record your answer. Students in each group may collaborate on the answers to Tasks 3 & 4 and share what they felt with any student in the group who did not go on the ride. DO NOT SHARE INFORMATION WITH OTHER GROUPS! .-%(/-/./>8)C)P;%(4-
>)C)<)W).
/"2))%R%>-$-14B4-.'/*]
-^5#))%$1#,-)4%#$%_BU%>B4]<%K'>@#1-%$"24%/(>6-1%&2$"%$"-%1-4()$4
%C'&%.)'4-%$'%6-2/0%2/%51--^5#))%&-1-%+'(%&"2)-%0'2/0%*'&/%$"-