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Roller Coaster Integrated Project

HAL Team 2

Hailey Capitulo, Alfonso Salas, Lydia Loos

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Introduction

What Grade Do We Deserve?

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Introduction

Our Problem

Subjects applied

Our desired grade

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Physics

Theoretical Outcomes vs Actual Outcomes

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Before

Theoretical Outcomes

Kinetic and Thermal Remain 0
Potential increase as cup rises

Actual Outcomes

Result also remains 0

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During

Phet Simulations
Calculating different forces on different places of track
Direction of normal force and how it works

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After

Energy Loss

Theoretical Outcomes

Thermal Energy

Actual Outcomes

Thermal Energy

Velocity

Both 0 m/s

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Physics

Impact Force

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Before

Impact Force on Lift System

Impulse
Momentum

Small mass
Little to no velocity

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During

Red tubing causing friction and forces acting on extremas
Extrema on the track have major curves which affect how the ball go up and down

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Roller Coaster Demonstration

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After

Impact force

End of the return system

Friction
Effect

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Physics

Areas of Concern & Solutions

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Before

Roller Coaster Track

Kinetic Energy on extremas
Friction on the track

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During

Energy loss on dips of roller coaster
Energy loss of roller coaster return track
Bumps on U-turn
Gluing the tack down to the wood

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After

Solutions

Zip Ties
Tape
Sanding
Rubber tube on track

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Algebra 2

Transformation of graphs and calculations

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Before

Coming up with equations

What type of equations?

Desmos

Editing equations
Data Table

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After

Final rollercoaster design

Calculations

2 feet
4 feet
4 inches

Transformations

equations

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POE

Design Process and Lift System

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Before

Coming up with Problem Statement

Finding Constraints

Class Requirements

Doing Research

Knott’s Berry Farm
Physics Classroom

Brainstorming

Sharing Designs

COMING UP WITH PROBLEM STATEMENT HAILEY - Using the 7 steps of the Design Process, the first one is defining the problem. The problem in this situation is design and construct a rollercoaster that is fast or thrilling with an automated lift system and two extrema. The second step is coming up with the constraints.

CONSTRAINTS - Based on the class requirements, we have to build a roller coaster that is 2 ft. tall and 4 ft. wide. It has to be continuous, fast, has to have at least 2 extrema, travel from start to finish, and have a lift system.

RESEARCH - The next step is doing research which we done by going to Knott’s Berry Farm to experience the forces exerted during a rollercoaster and research on Physics Classroom about potential energy, kinetic energy, thermal energy, normal force, and gravitational force.

BRAINSTORMING - Once the data is gathered along with observations, all team members came up with at least 4 or more designs to share so ideas can be combined.

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During

Researched at Knotts Berry Farm to get ideas for rollercoaster
Started CAD for rollercoaster

Photo Credit: Alex Dauscher

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After

Final Design

Help

Structural integrity

Chassis rail
standoffs

Coding

Timing
Speed

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Structural Integrity

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Coding

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POE

Accomplished Industry Professional

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Before

Communicating

Inside Classroom
Outside Classroom

Teamwork

Problem Solving
Combining Ideas

COMMUNICATING HAILEY - To be an accomplished industry professional, we will need to communicate. If there are issues taking place, needing feedback, getting ideas, or finding things to do, industry professionals will need to talk with their team. For example, as shown on the screen shot to the right, we were discussing what HAD to get done, such as: 3D printing the curve tracks for the lift system and having the code ready to be tested. By communicating this, others will know what has been accomplished so they know what to move onto next task.

TEAMWORK HAILEY - Another example of being like an accomplished industry professional is teamwork. When running into problems, such as: difficulty keeping red tube on coaster track, a 3D part not fitting, or finding a more efficient way to get the marble up to the top of the track. By doing this, teamwork can help troubleshoot and allow ideas to be combined to find a solution.

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During

Asking for help by teachers
Getting feedback from teachers
Improving and innovating past designs

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After

How we were industry professionals

Testing out roller coaster
Presenting our final product
Answering questions from people

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Big History

Collective Learning

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Before

Collective Learning

Knott’s Berry Farm

Technicians

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During

Collective Learning

Mr. Mills
Ms. Araya
Ms. Burson

Alfonso Salas

Collective learning:

After the entire process, our team learned many things from collective learning. Hailey, Alfonso, and I learned from each other by sharing information and asking questions about how the roller coaster would work, coding, CADing, materials, construction or building the roller coaster. We also learned from Mr. Mills, Ms. Araya, Ms. Burson, and Ms. Saeed. Mr. Mills taught us about how to use coding, structures, complex and simple machines, helped us with CADing and simplifying our ideas such as the cup we first CADed and changed it to a conveyor belt insert cup. Ms. Araya taught us how to calculate energies (potential, kinetic, thermal, and total) and energy loss of our rollercoaster, the forces exerted when on a roller coaster, and velocity.Ms. Burson revised our roller coaster graph analysis three times before we gave her the final product and told us the many things we needed to improve in the analysis.

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After

Collective learning

Dennis Martinez

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Big History

Archival Skills

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Archival Skills

Archival skills

Roller coaster curve
Gluing the tubing on the track

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Big History

Collaborative Communicator

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Before

Collaborative Communicators

Decision Matrix

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During

Archiving Roller Coaster information

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After

Collaborative communication

Feedback

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Conclusion

Our Reflection

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Conclusion

Overview of the project
Grade we earn

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Any Questions?

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Thank You!

From Team 2: Alfonso, Hailey, Lydia