Amusement Park Physics - Final Exam
   

The final exam was a follow up to the Worlds of Fun trip. Each group of students was provided a scenario in which the data was collected and a picture of the apparatus which produced the data. The objective of this final evaluation project was to take a set of acceleration data provided by the instructors and determine appropriate mathematical models and physics concepts for the data. In the image below, you see Mr. Welker discussing how the data was collected in the process of preparing the whiteboard for the final presentation. Note on the table in the foreground is a picture of the apparatus. Students were given an hour and a half to prepare a final presentation. Each group of students then presented their data and responded to questions from the remaining students and teachers.

Students were able to use whatever physics and math concepts which applied to their situation. At the left, several students have imported the data to Graphical Analysis (Vernier) and are analyzing the data.

The data shown on the computer was from an accelerometer attached to a wheel. The wheel was spun after the data collection was triggered and the wheel slowed over time as the data continued to be recorded.

In the foreground, students use the TI-83+ (Texas Instruments) calculators to analyze the data. The ability to archive data on the TI-83+ greatly increases its functionality of analyzing large amounts of data over the TI-82 or TI-83 models.

In some cases the apparatus remained. On the table towards the back of the image below, you will note a pulley on a pole. The pendulum was swung back and forth and acceleration data was collected as the length of the pendulum was shortened by pulling the string over the pulley.
Once the preparations for the final presentation were in place, each group took turns making their presentation and responding to questions from the class. Here a group of students are presenting their findings on multiple white boards. The findings include an explanation of th data collection, sketches of the data, significant points in the data, mathematical models and physics principles.
You may be able to note that the students have calculated data regarding the length of a pendulum and equations for exponential growth/decay. A closer view of the same group is shown below.
In the next presentation, the wheel was spun around and gradually slowed. Also note that the acceleration increased and decreased because of the change in the direction along with the slowing of the angular velocity of the wheel. Upon further discussion during this presentation, it was determined that the equations of the local extrema (Max/Min values) of the graph over this portion were linear. The difference in the y-intercepts of these linear models were very close to 19.6 m/sec^2. The reason for this value was explained by the students. Could you determine what it might be?

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© 2004-2008, Jerel L. Welker
Page Updated: January 15, 2009