2015 Integrated Science
O’Ryan
Amusement Park Challenge
Purpose: A land developer in Snohomish has decided to build an amusement park on farm land near the river. They have all their permits in place. Now they need to select a ride designer, so they are accepting bids for various designs. The team that produces the best design within budget will win a lucrative contract. You have assembled a team of engineers to help design a coaster/zipline that meets the developer’s requirements. You want your coaster to be taller than the record holding Kingda Ka in New Jersey which is 139 meters tall. You are aiming for 140 to 150 meters tall. [The model will be on a 1:100 scale, so 150 meters will be 1.50 meters or 150 cm on your model.] The land available for the structure is 60 X 80 meters. You will present your model and an inventory of all material costs on the due date. The amusement park design team will consider all of the following when comparing your coaster proposal with the other group’s proposals. See the rubric for point value.
Total materials cost on your inventory. [Cheaper is better.]
Length of ride. [Longer is better.]
Reliability of ride. [Marble makes it safely to the end every time.]
Interesting features. [Loops, funnels, turns, uphill sections.]
Technical features work. [Starting switch, marble catcher, zipline transfer.]
Requirements:
1. Height between 140 and 150 centimeters tall.
2. Minimum ride time of 10 seconds.
3. Average speed for 5 trials calculated.
4. Minimum of 5 different elements to provide interest
1 or more loops
4 or more turns
1 or more
funnels
1 or more uphill sections
Zipline Element. [+10 bonus points if zipline is NOT at begining or end. ]
Extra Credit: Marble is stopped by magnet at the end of the ride.
(You will use a magnetic marble for this option.)
5. Working electromagnet start switch. [Must be designed so the person starting it does
NOT have to touch the battery or bare wire with their fingers.]
6. Ride name displayed with decorations to match your groups proposed theme.
7. Catcher bucket at the end to stop the marble. [Not applicable if doing extra credit.]
8. Group Self-Assessment completed
9. 8.5 X 11 inch diagram showing *energy transformations. Kinetic <--> Potential
10. 8.5 X 11 inch diagram *labeling physics concepts. [See List of required concepts] *See attached papers
2015 Integrated Science
O’Ryan
Data:
Testing data before proposal (Do yourself) Testing data for official submission (Testing day)
Trial Seconds Trial Seconds
1 1
2 2
3 3
4 4
5 5
Total Total
Average Average
Average Speed
Average Speed_
Category Point Value Group Score .. Group Score
Evaluators Score Electronic Start Switch 10 points
Average time (3 trials) each second = 1 point 1 point/second
Reliability Bonus (all 3 trials work) * (10 Bonus) *10 points Ride at least 10 seconds 10 points
Height > 140 – 150 cm tall 10 points
1 working loop element 10 points
1 working funnel element 10 points
4 or more turns 10 points
Zipline Length between 30 - 50 cm Zipline NOT at beginning or end + (10 Bonus)
10 points *10 points
Uphill section 10 points
Bucket stop (10 ) or Magnetic Stop * (10 Bonus) 10 + *10 points Theme / decorations (10) + * (10 Bonus) 10 + *10 points
*Extra Credit‐Longest Ride Winner * (10 Bonus) *10 points
Total Score
*Bonus Points
Materials Number Number /Amount Used in Design
Columns & Beams 24
Straight Tracks 12
Turns 8
Funnels 2
Loops 2
Supports 10
String 100 cm
Water Bottle 1
Battery/Wire/Switch 1.5 V + 60 cm wire + switch
Roll of tape 1 roll
Paper clips 10
Straws 10
Cardboard Unlimited NA
Total
Energy Transformations Sketch a model of your amusement park ride.
Identify at least 4 examples of energy transformation.
o Kinetic Energy Potential Energy
o At least one calculation of kinetic energy. KE = ½ MV2
o At least on calculation of potential energy. PE = MGH
Identify the type of kinetic or potential energy.
o Chemical Energy ‐‐ Electrical Energy ‐‐ Magnetic ‐‐ Gravitational ‐‐ Mechanical
Calculations Demonstrate how you used mathematical functions to describe and evaluate your amusement
park ride. You must have at least one calculation for each of the following:
‐
Concept Formula Example from your ride. Label on diagram.
Newton’s 2nd Law A
Kinetic Energy B
Potential Energy C
Speed D
Conclusion 1. What forces are experienced in both your roller coaster and zip lines motion?
2. How will you transport the marble along the zipline?
3. How will you transfer the marble to and from the zipline?
4. How will frictional forces affect your design?
5. How will gravitational forces affect your design?
6. Where was potential energy and kinetic energy greatest in your ride?
7. What applications in business, industry or the real world relate to a zip line?
The Presentation
Create a PowerPoint presentation summarizing your research and design that includes:
Title slide that contains a name for your amusement park ride and the names of your
team members.
Slides that document the Engineering Design Process including:
o The challenge statement (What was the purpose of your project? Hint: Read
purpose.)
o Constraints for the project (Identify the 3 main constraints.)
o Criteria for your project (Identify 3 – 5 criteria.)
Your team’s design solution.
o Photo or detailed sketch of design
o Three reasons why you chose that design over other ideas generated by your team.
The lab design tests and processes used to evaluate your design; provide evidence from
your tests/results that support your explanations.
o the lab design results including data tables and calculations
o Revisions to the design incorporated in your final product,
o Explanations of how your design meets or does not meet the challenge.
Make a 3 to 5 minute team presentation of your PowerPoint in which every team
member presents at least two slides.
O’R
yan
Mastery Sym
bols
+ = Confiden
t, I can do this!
= I can
do this but I need to work on it
‐ = I am
still struggling
Science –Standards Checklist EALR 3 Application
Unit
Concept
Mastery
(+,
, ‐)
What I kn
ow
Questions/
What I don’t know
Application
I can
work collaboratively with other studen
ts to gen
erate ideas for
solving a problem.
I can
iden
tify constraints for solving a problem. (Constraints are
limitations im
posed like m
oney, m
aterials or time.)
I can
iden
tify criteria for solving a problem. (Criteria are the
standards used to m
easure success. For exam
ple, in the Amusemen
t Park Ride Project, the ride needs to be 10 seconds or longer.)
I can
research the problem and use the inform
ation collected
to
generate possible solutions.
I can
compare alternatives to choose the best solution to a problem.
I can
create a model or drawing of the final design and devise a way
to test it.
I can
red
esign the solution when
my tests don’t produced the
needed
result. (For exam
ple, if you were designing a device that
collected
rainwater from roofs and it didn’t work very well, you
could red
esign it and present it to your peers.)
I can
use m
athem
atical functions to calculate and describe the
forces and m
otion in
my Amusemen
t Park ride.
I can
apply m
y knowledge of the electromagnetic force by designing
a device that affects the motion of the m
arble in
the ride. (An
exam
ple is using electricity to start, stop or slow down the
movemen
t of the marble in
the ride.)
Tigh
t C
urv
e
Wid
e C
urv
e
1
Funnel
Co
lum
ns
and
bea
ms
Lon
g an
d
Sh
ort
Su
pp
ort
s
Straight Tracks
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