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DIY Looping Track Apparatus (Science

Instrument)

Method June 2016

DOI: 10.13140/RG.2.1.2538.2007

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Jovelyn ysa-al Decerie Austria

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Sotero Jr. Ontal Malayao Ellen Castro

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 EdSc137 Science Instrument Workshop 2016

Mindanao State University- Iligan Institute of Technology

9200, Andres Bonifacio Avenue, Iligan City, Philippines
College of Education
Department of Science and Mathematics Education

Do-It-Yourself (DIY) Science Instrument

Looping Track

Jeramie M. Bulat-ag, Caryll A. Baylon, Jovelyn D. Ysa-al, Decerie A. Austria, Juhainie S. Omra, Dionesio
R. Eway, Sotero O. Malayao Jr., Ellen J. Castro, Esmar N. Sedurifa, Fernando R. Sequete Jr.

Introduction
Looping track apparatus is a great help for the teacher to discuss energy
transformation to his/her students from kinetic to potential energy. This apparatus is
used to provide a fun and great challenge to students by letting them set the marble at
the right height, h (assuming that no energy is lost, the ball bearing just goes round the
loop when h = 5R/2). Then, the teacher might ask them why the potential gravitational
energy required at the start is greater than the needed to lift the ball to the height of the
top of the loop [1].

Various objects such as

sphere and cylinder may also
be the subject to roll up in the
loop to see to it if the particular
solid will or will not reach the
maximum height, h of the loop.

This apparatus also

helps the students to develop a
higher order thinking skills
because it can make them
analyze what makes the ball go
around the loop and what
pushes or pulls the marble to
make it do that.

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 EdSc137 Science Instrument Workshop 2016

Aside from demonstrating the energy transformation, looping track apparatus can
also be used in various topics in science, particularly in explaining and relating lessons
such as projectile motion and uniform circular motion, but in this case, the compilation is
only limited to point out and map its implications particularly on the topic of energy
transformation.

Construction Procedure
In making a looping track apparatus, follow the instructions below.
I. Gather the tools and materials needed.

Tools Needed:
1 hacksaw Hammer
6cm block of wood, 2x4 Sand paper
Pliers Star Screw driver
Tape measure Loop molder
1 nail, 1 pc

Materials Needed for the Apparatus:

Materials Code Size/Dimension Quantity

Aluminum Rail AL1 102 cm 1 pc

PVC Pipe P1 30 cm 1 pc
P2 24 cm 1 pc
P3 18 cm 2 pcs
P4 8 cm 1 pc
P5 4 cm 2pcs
P6 3 cm 1 pc
PVC Tee T1 7 pcs
PVC Elbow E1 2 pcs
Flat Screw F1 1 inch 5 pcs
Marble M1 1 pc
Mineral Bottle (as marble Catcher B1 1 pc

II. First, assemble the different sizes of pipes then make a loop using the aluminum
rail and attach the aluminum rail into the assembled pipe based on the picture below.

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Table 1 : Mapping Out the Content from the DepEd K-12 Curriculum Guide

Grade Content Learning Competencies

level
Grade 8 Work Power and differentiate potential and kinetic energy;
Energy relate speed and position of object to the
amount of energy possessed by a body

Grade 9 Changes in form of explain energy transformation in various

mechanical energy activities/events
perform activities to demonstrate
Conservation of energy conservation of mechanical energy;
infer that the total mechanical energy
remains the same during any process;

The table 1 above shows the mapped out content with its corresponding learning
competencies aligned with its grade level based on the DepEd K-12 curriculum guide.
The apparatus has a big contribution to the lesson in which the students will explore,
inquire and discover new things on their own.

Suggestion/Intervention:
Students must be involved in the teaching learning process. Considering that
learning is an active process, teachers have to actively engage the learners in learning
activities if they want them to learn what they intend to teach.
There are different sets of activities intended for different students considering
that learners acquire multiple intelligence. According to Howard Gardner, there are
different intelligences to account for a broader range of human potential in children and
adults.
Based on these concerns, this apparatus would cater the needs of the students
especially when the teacher use it for inquiry based activity. Wherein the teachers will
group their students with different skills and intelligent and let students do the task that

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 EdSc137 Science Instrument Workshop 2016

are fit to their intelligence. But apparatus is limited to those who are music smart
because they cannot apply their intelligence in the activity. Using looping track
apparatus as a tool for an activity, makes the topics such as Work Power and Energy
easier and clearer for students because it will help them visualize the concept. Some
examples involving the principle in looping track apparatus are shown below.

Concluding Remarks:
Learners can learn effectively when more senses are involve in the teaching
learning process. In the 21st century, learners are encourage to learn by engaging
themselves into a hands on minds on learning. The students will find it interesting and
fun to learn when they can actively explore and can manipulate an apparatus such as
looping track. It is hard to visualize or imagine the concept about the conservation of
energy when educators do the traditional way of teaching. Activities shall be examined
carefully considering that learners vary a wide range of thinking and behavior. Thus this
looping track apparatus will be a great help to educators especially those teachers who
are not competent enough to teach some topics in science. In order to succeed in
structuring process, teachers need to know how to organize the classroom
management and keep groups of students on task [4]. Teachers need to have a series
of various teaching methods and know how to implement them effectively in the
classroom to have a productive use of instructional time [5]. Activities can either be in
an inquiry based, project base, product based and problem solving.

Aside from the advantages mentioned above this DIY looping track apparatus is
affordable and at the same time it is easy to construct.

So educators prepare for a fun and amazing experience!

References
[1] Institute of Physics, (2014). Retrieved from http://practicalphysics.org/looping-
loop.html
[2] K-12 Curriculum Guide 2013
[3] The Virginia Instructors of Physics. Retrieved
fromhttp://vip.vast.org/BOOK/MOSTCALC/HOME.HTM

[4] Measuring mathematics teachers professional competence by using video clips

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 EdSc137 Science Instrument Workshop 2016

(COACTIV video). Available from:

https://www.researchgate.net/publication/299499124_Measuring_mathematics_teacher
s%27_professional_competence_by_using_video_clips_COACTIV_video#pag:12:mrect
:(495.31,369.10,48.96,11.16)(306.14,381.60,28.03,11.16) [accessed May 3, 2016].
[5] Doyle, W. (2006). Ecological approaches to classroom management.
In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management:
Research, practice and contemporary issues (pp. 97125). Mahwah: Erlbaum

Appendix
Description of EDSC 137
EDSC 137 is a course in the Bachelor of Secondary Education major in sciences
and is a take-off of the program initiated by the National Science Teaching and
Instrumentation Center (NSTIC) which equips the DEPED schools with affordable DIY
Science apparatus. The program was adopted by the College of Education of MSU-IIT
and serves as a value-added feature for the pre-service science teachers. The course
tries to accomplish three major objectives for pre-service teachers: (1) develop hands-
on skills in assembling and disassembling of DIY apparatus; (2) develop skills in writing
laboratory activity for the apparatus tailored for the target audience; and (3) develop
new apparatus from the common materials accessible to the public at a low cost.

Activity for Grade 8: Work, Power and Energy

A roller coaster ride at an amusement

park starts from rest at a height of 50 m
above the ground and rapidly drops
down along its track. At some point, the
track does a full 360 loop which has a
height of 20 m, before finishing off at
ground level. The roller coaster train
itself with a full load of people on it has
a mass of 850 kg.

http://www.strongchurch.org/wp-content/uploads/2013/06/corkscrew.jpg

If the roller coaster and its track are frictionless, calculate:

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 EdSc137 Science Instrument Workshop 2016

1. the velocity of the roller coaster when it reaches the top of the loop
2. the velocity of the roller coaster at the bottom of the loop (i.e. ground level).

Activity for Grade 9:

Mechanical Energy (Total Energy = Kinetic Energy + Potential Energy)

Step 1 Identify two locations of

interest. One with both a speed
and a height and the other
location with either speed or
height.
Step 2 Write an equation setting
the total energy at one location
equal to the total energy at the
other location.
Step 3 Solve for the unknown
variable.
http://vip.vast.org/BOOK/MOSTCALC/HOME.HTM

a. What is the velocity at the bottom of the first hill?

Solution:

() = ()

+ = +
1 1
2 + = 2 +
2 2
The masses cancel out because it is the same coaster at the top and bottom.

1 2 1
+ = 2 +
2 2

Substitute the numbers at each location

b. What is the velocity at the top of the second hill?

Solution:
( 1 ) = ( 2 )

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 EdSc137 Science Instrument Workshop 2016

+ = +
1 1
2 + = 2 +
2 2

The masses cancel out because it is the same coaster at the top and bottom.
1 2 1
+ = 2 +
2 2
Substitute the numbers at each location.
Activity Adapted from The Virginia Instructors of Physics. Retrieved from
http://vip.vast.org/BOOK/MOSTCALC/HOME.HTM