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Apr 3, 2024

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Lab 3: Roller Coasters and Energy Objective: To investigate energy relationships for a roller coaster car. Roller Coaster Interactive (opens in a new window) Plain text link: https://www.physicsclassroom.com/Physics-Interactives/Work- and-Energy/Roller-Coaster-Model/Roller-Coaster-Model-Interactive Theory: The law of conservation of energy states that energy cannot be created or destroyed, but only changed from one form into another or transferred from one object to another. Procedure: Getting Ready. Once the Interactive opens, get acquainted with how it functions. Know how to Start, Pause, Step, and Reset the simulation. Observe the three different tabs at the top of the simulation for toggling between Ramp, Loop, and Bumps. Observe that each track design can be further modified by dragging a grey circle to a different position. Experiment with the three controls for showing the Velocity vector and Force vectors and toggling Track Drag on and off. Once acquainted with the program, select the Ramp button to reset the simulation to default settings and then perform the following studies: Section 1: Basic Energy Relationships 1. Click/tap the Start button and observe the motion. View the bar charts and the velocity value as the coaster car moves. Complete the following paragraph by entering total mechanical energy (ME), kinetic energy (KE), and potential energy (PE). The labeled locations refer to the graphic shown. J. Regalado 10/26/23 Page 1 of 3

As the coaster car rolls down the track from A to E, the ________ values decrease and the _______ value increase and the ________ values remain constant. The _______ is greatest at point A and smallest at point E. However, the _______ is smallest at point A and largest at point E. Section 2: Hill Design 1. Click/tap on the Bumps tab at the top of the Interactive. Then drag the grey circles to modify the track so that it looks like the track design at the right. Pay attention to the background grid to help with the design. Note that Dot G is at the same height as Dot E; make sure that the same is true of your final design. 2. Run the simulation. Does the coaster car travel as high as point H? Explain why it does or does not reach point H. 3. How does the speed at point E compare to the speed at point G? Explain why this is true. J. Regalado 10/26/23 Page 2 of 3

4. Rank the PE for the eight locations, from the lowest PE to the highest PE. Write letters in the blanks and place < or = symbols between the letters. _____ _____ _____ __________ __________ ____ 5. Rank the KE for the eight locations, from the lowest KE to the highest KE. Write letters in the blanks and place < or = symbols between the letters. _____ __________ _____ _____ _____ _____ _____ Analysis: 1. Mac and Tosh are arguing about the track design. Mac claims that the car is moving fastest at point F because it is furthest along the track. Tosh disagrees, claiming that the car moves fastest at point F because point F is at the lowest height. Who do you agree with? ___________ Make a modification of the track design for point F and gather evidence to support one claim or the other. Then discuss what changes you made, what observations were made, and the reasoning that supports one of the claim of either Mac or Tosh. Attach a screenshot of your track design. 2. Does changing the height of point C affect the speed of the coaster car at point D? Try it and find out. Once certain of the answer, make a claim and support it with evidence (data) and reasoning. Conclusion: Write a conclusion that addresses the objectives. Indicate at least three (3) lessons learned. Include a discussion of sources of errors and suggest ways to improve the results. J. Regalado 10/26/23 Page 3 of 3

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