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---------------------------------------------------------------------i) ii) iii) BIODATA OF YOUNG SCIENTIST INTRODUCTION EXPERIMENT a) Title b) Problem c) Aim / Objective d) Hypothesis e) Apparatus f) Procedures g) Record Observation h) Variable i) Results j) Graph k) Questions l) Conclusion iv) SAFETY PRECAUTION v) APPENDIXES a) Photo Diagrams b) Student activity c) Related questions d) Additional information about coaster e) Sources from internet f) Sources from reading materials g) Refrences h) Acknowledgement
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PAVITRA D/O ARUJUNAN 10 YEARS 07.01.2000 DOCTOR SCIENCE AND MATHEMATICS READING SCIENCE BOOKS SIR ISAAC NEWTON
Biodata
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DIVYA DASHINI D/O MANOHAR 10 YEARS 18.02.2000 ENGINEER SCIENCE AND MATHEMATICS READING SCIENCE BOOKS ABDUL KALAM
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NAME AGE DATE OF BIRTH AMBITION FAVOURITE SUBJECT HOBBY CHANNEL IDOL
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HARISH S/O SUTHAHAR 10 YEARS 21.10.2000 SCIENTIST SCIENCE AND ENGLISH WATCHING GEOGRAPHIC NICHOL ANN DAVID
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GAYATHIRI D/O MANIMARAN 10 YEARS 05.04.2000 DOCTOR SCIENCE AND MATHEMATICS READING BOOKS SIR ISAAC NEWTON
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JAYA SRI D/O SEEGAR 10 YEARS 28.12.2000 DOCTOR SCIENCE AND ENGLISH READING SCIENCE BOOKS SIR ISAAC NEWTON
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We can design our own roller coaster park model. At the end of the project can learn a lot of things about this topic.
PROBLEM
HOW DOES THE ROLLER COASTER WORK? HOW WOULD BE THE HILLS AND LOOPS IN THE ROLLER COASTER? HOW DOES THE COASTER RIDES IN THE TRACK?
AIM
TO INVESTIGATE THE RELATIONSHIP BETWEEN THE HEIGHT, SURFACE OF THE TRACK AND CHARACTERICS OF THE COASTER.
HYPOTHESIS
The higher the first hill the lower time taken and more distance travelled by the coaster to complete the track.
The lighter the coaster the more distance and less time taken by the coaster to complete the track. The shorter the front part of the coaster more distance travelled and less time taken by the coaster to complete the track The shorter the length of the coaster the more distance travelled by the coaster. More lower the height more stable the coaster travel in the track.
The lower the sizes of coaster tyre more stable the coaster travel in the track. The smoother the surface then less time taken and more distance travelled by the coaster in the track.
APPARATUS
1. 2. 3. 4. 5.
6.
METAL TRACK WOODEN CAR METAL CAR PLASTIC CAR STOP WATCH WEIGHT SCALE RULER MEASURING TAPE THREAD
7. 8. 9.
10. MOUNTING BOARD 11. PVC PIPES 12. BEARING WHEELS 13. LAPTOP
PROCEDURES
VARIABLE 1
1. The coaster starts at the first hill. (100 cm height)
2. Coaster will pass the loop and finish the whole track. 3. Repeat step one with different height of first hill. 4. Record the time and distance travelled by the coaster. 5. Identify gravity force, potential energy, kinetic energy, heat energy and momentum. VARIABLE 2
1. Different weight of the car. 2. Design four types of coasters with different weights.
3. Place the coaster one by one at the first hill. 4. Record the time the distance travelled by each coaster. VARIABLE 3
1. Design 2 types of car with different body shapes of coaster. 2. The coaster starts from the first hill.
3. Repeat step for each of the coaster. 4. Record the time and distance taken by the coaster to travelling at the track. VARIABLE 4
1. Length of the coaster. 2. Three different length of coaster.
3. The coaster starts from the first hill. 4. Repeat step for each of the coaster. 5. Record the time and distance taken by the coaster to travelling at the track
VARIABLE 5 1. Different height of the car. 2. Three types of coaster with different height. 3. The coaster starts from the first hill. 4. Repeat step for each of the coaster. 5. Record the time and distance taken by the coaster to traveled at the track
VARIABLE 6
1. Three different sizes of coaster tyre.
2. The coaster starts from the first hill. 3. Repeat step for each of the coaster. 4. Record the time and distance taken by the coaster to traveled at the track VARIABLE 7 1. 2. 3. 4. Different types of material of the track. Three types of track with different material. The coaster starts from the first hill. Record the time and distance taken by the coaster to traveled at the track.
VARIABLE 8 1. 2. 3. 4. Design 2 types of car with the same weight - 220 grams. The coaster starts from the first hill in 108 cm height. Repeat step for each of the coaster. Record the time and distance taken by the coaster to traveled at the track.
RECORD/ OBSERVATION
DATA COLLECTION PAGE
Roller Coaster
VARIABLES
1. What to change?
VARIABLE 1 THE HEIGHT OF FIRST HILL. VARIABLE 2 WEIGHT OF THE COASTER BASED ON THE MATERIAL. VARIABLE 3 COASTER ACCORDING TO THE SHAPE. VARIABLE 4 LENGTH OF THE COASTER. VARIABLE 5 HEIGHT OF THE COASTER. VARIABLE 6 - SIZE OF THE COASTER TYRE. VARIABLE 7 MATERIAL OF THE TRACK. VARIABLE 8 WEIGHT OF THE COASTER.
2.
What to observe?
VARIABLE 1 8
THE TIME TAKEN AND THE DISTANCE TRAVEL BY THE COASTER IN TRACK.
CONCLUSION
Potential energy at the top of the first hill was sufficient to lift the car to the top of the first loop. The potential energy there was enough to continue moving the car through all the loops and hills. As the car moved down, potential energy changed to kinetic energy. As the car moved up, kinetic energy changed to potential energy. Friction was also a factor because it used up some of the potential energy so there was not as much kinetic energy available. The friction force also produced heat energy .
Questions
1. Did you ever think about being a designer of roller coasters? How does a roller coaster work? If you look at pictures of roller coasters, they always end on a lower level than where they started. Why are they built this way? You have just moved to the moon. Could you go to the amusement park and ride a roller coaster? What role does gravity play in making a roller coaster work? Your little cousin will not go on the roller coaster because he thinks that he will fall off. Explain the methods used and questions asked by roller coaster designers and safety engineers in the process of designing roller coaster rides.
2.
3.
4.
5. Big wheels, little wheels, hot wheels. Why are there so many different kinds of wheels? Describe different kinds of wheels that are used on the cars of a roller coaster.
SAFETY PRECAUTIONS
While
designing the coaster, students must guided by the teachers. coaster should be placed stable.
Roller Hands
should not be near the track while the coaster travels in the track. must wear the glove and safety glasses during construct the track model and coaster. must careful when handling and applying the fast glue.
Students
Students
ADDITIONAL INFORMATION
Applications to Roller Coasters: On a roller coaster, the excitement is derived from the accelerations (the change in speed or the change in direction). A force is necessary to slow the train down. However, if a change in speed occurs too quickly, the seat of the car cant produce enough force and the passenger fells thrown forward. Rather uncomfortable! The truth to this incident is that the car stopped, but the people riding in the cars did not. If the speed along the horizontal is increased, the back of the seats will push the passengers. The riders fell as if they are pushed back in their seats. This feeling is prevalent in the last car of the coaster at the summit of the hill. In order for a roller coaster car to turn a corner, a force in that direction is required. To turn a corner to the right requires a force to the right. The passengers will feel thrown to the other side. While turning to the right, the riders would feel thrown to the left. The faster the speed or the smaller the radius of the turn, the greater the force needed. If the force (g's) is rather high, turns are banked in order to keep passengers from being thrown to the left and right.
The force factor (FF) is how much larger or smaller than the weight of an object, a force acting upon the object is. For example, a 100-pound object might experience a horizontal force of 150 pounds. The Force Factor would equal 1.5. A 50 pound force would equal a Force Factor of 0.5, etc. The force factor is equal to the divided by mass times the gravity force. Newtons Second Law says that the force is equal to mass times acceleration. The force factor is equal to mass times acceleration divided by mass times the gravity force.
The front car is the premium choice : best view , feels faster , and has a feeling of floating. The last car gives the most airtime. When riding in the last car, lift your feet and look up as the train descends a hill,many say it is like experiencing free fall. During the ride, close your eyes for a brief moment and reopen them. For a dizzy feeling, look backwards on the ride. If you want a sick feeling, look to either side as the train travels through the loop. Lift your feet anytime the coaster train crests a hill in order to increase the feeling of weightlessness. Riding a coaster in the rain results in a faster ride, due to fact there is less friction on slick tracks. Ride a coaster at night right after a rain shower. The tracks are the slickest then. Ride an outdoor roller coaster when the weather is hot. Heat thins the grease on the tracks , causing increased speed on the track.
REFERENCES
BOOKS
1.
DISNEYS CHILDREN ENCYCLOPEDIA , GROLIER 2003. CHILDRENS COOL TECHNOLOGY ENCYCLOPEDIA, PARROGON BOOKS 2008.
2.
INTERNET RESOURCES
1. http://id.mind.net/~zona/mstm/physics/mechanics/energy/gravi tationalPotentialEnergy/gravitationalPotentialEnergy.html 2. http://www.physicsclassroom.com/Class/energy/u5l1b.cfm. 3. http://library.thinkquest.org/C005075F/English_Version/Hills %20and%20Their%20Forces.htm 4. http://www.learner.org/interactives/parkphysics/coaster/section 1.htm
5. http://www.hometrainingtools.com/article.asp? ai=1413&bhcd2=1270084290 6. http://en.wikipedia.org/wiki/Shuttle_roller_coaster 7. http://glencoe.mcgrawhill.com/sites/0078779626/student_view 0/unit1/webquest_projects.html 8. http://adventure.howstuffworks.com/roller-coaster5.htm 9. http://school.discoveryeducation.com/lessonsplans/programs/r ollercoaster/ 10. http://www.wonderhowto.com/how-to-design-roller-coaster-model0100471/
ACKNOWLEDGEMENT
The headmaster and teachers of the SJK (T) Mentakab school would like to express our appreciation for the contributions made by the science panel group, the pupil of year 4 and 5, parents and all the teachers, in making this compilation of Science Fair project module. Our special thanks also to the project advisor, for her continuous guidance and support. Many contributions are team effort. Thank you to all. Every effort in this Science Fair has been made to give a life long experience to the pupils as they deal with investigation questions through hands-on experiments, helping them develop and demonstrate their interests and strengths in Science. THANK YOU!!!!!!!