Showing posts with label capstones. Show all posts
Showing posts with label capstones. Show all posts

Saturday, September 5, 2015

Honors Projects, 2015

I'm quite a bit behind the times, but here is a selection of the independent projects from Honors Physics last year - it was a great crop of creative projects!

  • A project examining the physics of the zipline scene from Divergent: would the cable/device really get red hot?

  • An examination of a unique binary star system: two identical stars orbiting, with a planet in the center. How far away do they need to be so that the planet isn't torn apart? What would the surface gravity be?

  • An examination of the energetics of the world-record trampoline bounce: is that as high as they could've gone?

  • The creation and evaluation of a model describing head impacts: the brain is taken to be an object connected to the skull by springs. Values for parameters are determined and the behavior is simulated via Excel spreadsheet and compared to actual concussion data.

  • Some myth busting here: is this video of a baseball player hitting a ball so that it bounces off of multiple ball returns and back to him real?


  •  Investigation of the physics of a railgun; some parameters determined via Python modeling, once the equations of motion are determined


Thursday, December 4, 2014

Independent Friction Labs

At the end of the first term, I give my honors physics students a couple of days to design, implement, and present an independent investigation involving friction. That's about all that I specify, other than the size of the poster and a few details about requiring equations set with software, citations, etc.

This year's crop was great!

This group investigated the "friction" effects of oobleck on a block, dragged through it at constant speed. They determined that the relationship could be modeled in a friction-like way, but only if the "coefficient" was a function of speed.

This group tested the idea that the mass shouldn't affect the acceleration due to friction; three kids wore the same clothes and slid across the floor, using video analysis to determine the acceleration.

This group tested and modeled the friction between interleaved pages of books. They first modeled the friction on a single page, under some number of pages above, and then did a summation to predict the total possible static friction force between the books.

This group tested the classic physics approximation of ice being frictionless. They made pucks out of ice and dry ice, and determined friction coefficients for each.

This group tried to find the optimum pulling angle for breaking the static friction on an object, both experimentally and theoretically.

This group determined the coefficient of static friction between two blocks, then predicted the hanging mass necessary in a half Atwood machine to cause the top block to slip against the bottom block (which is attached to the cart in the half Atwood).

Another half Atwood exploration - they set up a vertical surface on a cart and increased the hanging mass until an eraser would accelerate along with the cart, instead of slipping down. 

This group dragged a boat through water at different speeds, trying to determine whether they could model fluid drag as a friction force. They showed that the "coefficient" would be velocity-dependent, so that drag is not really a friction force.

Monday, December 2, 2013

Independent Friction Labs and Another Capstone Project

I have my Honors Physics students prepare small electronic posters for their final lab of the first term, the Independent Friction Lab. In this lab, students have to come up with an experiment, make an informal proposal, execute the experiment, and analyze the results.

The experiment really just needs to have something to do with friction, and I get a wide variety of them. I have them create a single PP or similar slide, sized 24"x18"; they're great to print at Staples. I ask them to email me a draft a day or so before the presentations, and they present the revised projects.
Here are a few of this year's experiments:

This group used a Pasco friction cart; they let it slide on a cart track, used the velocity graph to determine the coefficient of kinetic friction, and then determined the hanging mass that would pull the friction cart at constant speed (verifying that with another motion detector graph).

This group found the coefficient of static friction between a block and a ramp in a neat way: they used a half-Atwood setup, changing the mass until the block slipped, but performed that experiment at several angles. They then predicted a function for that maximum mass as a function of the block's known mass, the angle, and the unknown friction coefficient. Graphing their data, Logger Pro found the static friction coefficient by regression, providing both a quality value and confirmation of the model that they used to describe the situation.

These students compared the effective coefficients of friction for a ball rolling (without slipping) and the same ball under backspin (backspin persists until it turns around). They're essentially determining the coefficients of rolling and kinetic friction, showing that the kinetic friction coefficient's much larger.

This one seems to come up every year, and it's always fun. They used video analysis to determine the coefficient of kinetic friction between socks and several surfaces. The tricky unseen part is the big possible variation in normal force from foot to foot and moment to moment

A second AP Physics capstone project is also included here; the student was trying to model the interaction between a hockey stick and a puck. It ended up being a very difficult problem, but he gained some valuable ground and ended up with a functional scaled-back model.

Student work:

For my capstone project, I wanted to model the interaction between the blade of a hockey stick and the puck during a shot or pass in ice hockey. Using the ball and spring model of matter interactions, I created a VPython program where a constant force acts on the blade of the stick, but reverses direction at the center (0,0,0) to simulate the slowing down of the stick after reaching the midpoint where the x component of the force on the stick would be at its maximum. The force on the puck, however, does not follow the same constant pattern. Since materials act like springs with miniscule stretches, the force on the puck oscillates during the entire blade-puck interaction time even though the oscillation and resulting compression of the blade would be impossible to see with the naked eye. While this is not a perfect model since the blade remains at a constant angle, 90°, and the force magnitude remains constant in the direction of velocity and only changes direction by 180°, it does illustrate how matter interacts at the atomic scale. During the collision, both the force on the puck and the compression of the blade oscillate, but so slightly with the large spring constant that, looking at the velocity graph, the puck behaves like it would with a constant force and constant acceleration during contact. 


Screenshot at the moment of collision

Graphs of the "spring" compression, force exerted on the puck, and velocity of the puck as functions of time

from __future__ import division
from visual.graph import*
from visual import*

#create objects
h=.025
puck=cylinder(pos=(1,0,0),radius=0.038, height=h, axis=(0,h,0), mass=.17, velocity=vector(0,0,0))


l=.76
R=vector(0,((2l)**2-puck.radius**2)**.5,0)
l=.02
beginpos=vector(puck.pos.x+puck.radius+l/2,puck.height,0)


stick=box(pos=beginpos, length=l, height=.076, width=0.3175, material=materials.wood, velocity=vector(0,0,0), mass=.7,)# axis=norm(R-beginpos)*.076, k=500000)

#R=vector(0,((2l)**2-stick.pos.x**2)**.5,)


scene.autoscale = False

#create forces

Fdirection=vector(-1,0,0)#norm(vector(-stick.axis.y, stick.axis.x,0))

Fmag=200

k= 10000#310575#414172.6



r=puck.pos+vector(puck.radius, puck.height/2,0)-stick.pos

s=stick.length/2-(stick.pos.x-puck.pos.x-puck.radius)  #stick.height/2-(r.mag)*cos(arctan(abs(stick.axis.y/stick.axis.x)))

Fp=vector(k*s*Fdirection)

Fs=Fmag*Fdirection


#graph
gd =gdisplay(x=0, y=0, width=600, height=150, title='Fp vs. t', xtitle='t (s)', ytitle='Fp (N)', foreground=color.black, background=color.white, xmax=.25, xmin=0, ymax=100, ymin=-100)

Fpg=gcurve(color=color.red, gddisplay=gd)


gd2 =gdisplay(x=0, y=0, width=700, height=150, title='compression vs. t', xtitle='t (s)', ytitle='Compression (m)', foreground=color.black, background=color.white, xmax=.25, xmin=0, ymax=.01,ymin=-.005)

sg=gcurve(color=color.green, gdisplay=gd2)

vg = gdisplay(x=0, y=0, width=600, height=150, title='v vs. t', xtitle='t (s)', ytitle='Puck Velocity (m/s)',foreground=color.black, background=color.white, xmax=.25, xmin=0, ymax=0,ymin=-30)
            

vg=gcurve(color=color.blue, display=vg)

print s
#create loop

t=0
dt=.00001

while t<.25:

    rate(10000)

    if s>0 and stick.pos.x>0:
        
        #stick 

        stick.velocity.x=stick.velocity.x+Fs.x/stick.mass*dt

        stick.pos.x=stick.pos.x+stick.velocity.x*dt

   #     R=vector(0,((2*l)**2-stick.pos.x**2)**.5,0)

#        stick.axis=norm(R-stick.pos)*stick.length

        #puck

        puck.velocity.x=puck.velocity.x+Fp.x/puck.mass*dt

        puck.pos.x=puck.pos.x+puck.velocity.x*dt

        #s

        r=puck.pos+vector(puck.radius, puck.height/2,0)-stick.pos

        s=stick.length/2-(stick.pos.x-puck.pos.x-puck.radius)  #stick.height/2-(r.mag)*cos(arctan(abs(stick.axis.y/stick.axis.x)))

        Fdirection=vector(-1,0,0)#norm(vector(-stick.axis.y, stick.axis.x,0))

        Fp=vector(k*s*Fdirection)

        Fs=Fmag*Fdirection-Fp

 

    elif stick.pos.x>0:
        #stick 

        stick.velocity.x=stick.velocity.x+Fs.x/stick.mass*dt

        stick.pos.x=stick.pos.x+stick.velocity.x*dt

#        R=vector(0,((2*l)**2-stick.pos.x**2)**.5,0)

#        stick.axis=norm(R-stick.pos)*stick.length

        #puck

        puck.velocity.x=puck.velocity.x+Fp.x/puck.mass*dt

        puck.pos.x=puck.pos.x+puck.velocity.x*dt

        #s
        r=puck.pos+vector(puck.radius, puck.height/2,0)-stick.pos

        s=stick.length/2-(stick.pos.x-puck.pos.x-puck.radius)  #stick.height/2-(r.mag)*cos(arctan(abs(stick.axis.y/stick.axis.x)))

        Fdirection=vector(-1,0,0)#norm(vector(-stick.axis.y, stick.axis.x,0))
        Fp=vector(k*s*Fdirection)

        Fs=Fmag*Fdirection

    elif stick.pos.x<0: abs="" arctan="" cos="" fdirection="vector(1,0,0)#norm(vector(-stick.axis.y," fp.x="" fp="vector(k*s*-Fdirection)" fs="Fmag*Fdirection" if="" puck.height="" puck.pos.x="puck.pos.x+puck.velocity.x*dt" puck.velocity.x="puck.velocity.x+Fp.x/puck.mass*dt" puck="" r.mag="" r="puck.pos+vector(puck.radius," s="stick.length/2-(stick.pos.x-puck.pos.x-puck.radius)" stick.axis.x="" stick.axis.y="" stick.axis="norm(R-stick.pos)*stick.length" stick.height="" stick.pos.x="stick.pos.x+stick.velocity.x*dt" stick.pos="" stick.velocity.x="stick.velocity.x+Fs.x/stick.mass*dt">0:
            Fp.x=0

        

        if stick.velocity.x>0:
            stick.velocity.x=0

        if s<0: abs="" arctan="" cos="" else:="" fp.x="" fpg.plot="" pos="(t," pre="" print="" puck.pos.x="puck.pos.x+puck.velocity.x*dt" puck.velocity.x="" puck.velocity="" r.mag="" s="" sg.plot="" stick.axis.x="" stick.axis.y="" stick.height="" stick.velocity.x="" t="t+dt" vg.plot="">

Wednesday, November 13, 2013

Capstones! Gravitational Slingshot edition

My AP class does capstone projects at the end of each term. It's a short independent project, having to do with anything from the term, which they execute and present in such a way that we can post them here.

Here's the first of the crop of this fall's capstones: a VPython project simulating a gravity assist.

Student work:
The goal of my Capstone project was to create a program in VPython which simulates the gravitational slingshot used by satellites such as Voyager I or Cassini.  This method, officially called “gravity assist”, is used by space programs such as NASA to send probes to distant targets without draining resources since it uses the natural gravitational forces as ways to propel the probes into space.

In the program, I send a 15,000 kg probe into orbit around the Earth while also having the Moon orbit the Earth.  By adjusting the initial velocity of the probe, the probe would be able to pass by the moon and use the Moon’s gravitational force to “slingshot” it off to a “target” asteroid away from the Earth.  Finally, I graphed the speed of the probe during its journey and compared it to the velocity graph of Cassini.  The small boost in the graphs shows the moment the probe uses the gravitational slingshot, similar to the Cassini graph when it orbits around Venus.

Images:
Cassini's speed graph (wikipedia)

The program, after probe has made it to the target

v graph from the program, showing the boost

Cassini Graph citation:

 "Cassini's Speed Related to the Sun." Chart. Wikipedia. Wikimedia, n.d. Web. 12 Nov. 2013. .

Code (syntax highlighting finally works!):
    from __future__ import division
    from visual.graph import*
    from visual import*

    #Richie Lou
    #Gravitational Slingshot - CAPSTONE

    #OBJECTIVE: to use a gravitational force to send a space shuttle from Earth's orbit
    #to a target asteroid by using the moon as a gravitational slingshot

    #Create Shuttle
    Shuttle=box(pos=(6.4e7,0,0), length=72.8, width=108.5, height=20, color=color.red, make_trail=True)
    Shuttle.m=15000 #kg
    Shuttle.v=vector(0,-3350,0) #m/s

    #Create Earth
    Earth=sphere(pos=vector(0,0,0), radius=6.4e6, material=materials.BlueMarble)
    Earth.m=6e24 #kg

    #Create Moon
    Moon=sphere(pos=vector(0,4e8,0), radius=1.75e6, color=color.white, make_trail=True)
    Moon.m=7e22 #kg
    Moon.v=vector(1050,0,0) #m/s

    #Create Target Asteroid
    Target=sphere(pos=vector(-1.40837e9, 1.42004e9, 0), radius=7e6, color=color.green)

    #Create Initial Conditions
    G=6.67e-11 #N*(m/kg)^2 #Gravitational Constant

    R=Shuttle.pos-Moon.pos #m
    r=Shuttle.pos-Earth.pos #m

    M=Moon.pos-Earth.pos #m

    F=Shuttle.pos-Target.pos #m

    FnetShuttle=-(G*Earth.m*Shuttle.m*r)/(mag(r)**3)-(G*Moon.m*Shuttle.m*R/(mag(R)**3)) #N
    FnetMoon=-(G*Earth.m*Moon.m*M)/(mag(M)**3)+(G*Moon.m*Shuttle.m*R/(mag(R)**3)) #N

    deltat=50 #s
    t=0 #s

    #Graph Velocity
    gdisplay(x=0, y=0, width=600, height=150, title="velocity vs. time", xtitle="t", ytitle="velocity (m/s)", foreground=color.black, background=color.white)
    g=gcurve(color.red)

    #Animate Orbit
    while mag(R) > 1.75e6 and mag(r) > 6.4e6 and mag(F) > 7e6:
        Shuttle.pos=Shuttle.pos+Shuttle.v*deltat #m #position update
        Shuttle.v=Shuttle.v+(FnetShuttle/Shuttle.m)*deltat #m/s #velocity update

        Moon.pos=Moon.pos+Moon.v*deltat #m #position update
        Moon.v=Moon.v+(FnetMoon/Moon.m)*deltat #m/s #velocity update

        R=Shuttle.pos-Moon.pos #m
        r=Shuttle.pos-Earth.pos #m

        M=Moon.pos-Earth.pos #m

        F=Shuttle.pos-Target.pos #m

        FnetShuttle=-(G*Earth.m*Shuttle.m*r)/(mag(r)**3)-(G*Moon.m*Shuttle.m*R/(mag(R)**3)) #N #Force update
        FnetMoon=-(G*Earth.m*Moon.m*M)/(mag(M)**3)+(G*Moon.m*Shuttle.m*R/(mag(R)**3)) #N #Force update

        t=t+deltat #s #time update

        rate(1e100)

        g.plot(pos=(t,mag(Shuttle.v)))

    print t/8.64e4, "days"
    print mag(Shuttle.v), "m/s"
       








Monday, January 14, 2013

Pick a Fight!

Well, not really, but maybe a "physics fight"...

We had a friendly competition with a neighboring school today and Friday via Skype:
  • Each school checked out a clip of "Despicable Me" this week (about four minutes, dealing with the rocket trip to the moon, the shrinking of the moon, and the trip back) and was challenged to model, debunk, predict, verify, etc. whatever they could. My class spent 90 minutes on this, and I think that the other school did about the same. 
  • I didn't give them any help or direction, except for telling the name of some new concept that they wanted, so that they could effectively index/Google on their own (terminal velocity, energy-mass equivalence, and shear strength came up)
  • Each problem was whiteboarded, and we took pictures of the boards (some of theirs had nice electronic presentations, though). 
  • Today we Skyped and took turns: 10 minutes of presentation followed by 7 minutes of questions. 
It's not really a competition, but it's fun to frame it that way, since they're used to having long-standing rivalries in sports against local schools.

The investigations were fun, and it was great for the students to interact with each other from afar. We're also planning to trade some screencasts with intentional mistakes in them.

If you want to interject a little more fun into the WCYDWT?/whiteboarding/Mythbusting/modeling paradigm, maybe you should pick a 'fight' with a nearby school!

Here are our whiteboards, from both sections that participated:

An analysis of the speed of the spaceship (not surprisingly, too fast for reality), using the altitudes of different parts of the atmosphere for reference:

An analysis of the mass of the shrunken moon, assuming that its density stayed the same:

...using that mass, the freefall acceleration and very-low-orbit speed for the tiny moon:

Assuming that all of that missing mass was converted into energy, the ridiculously large amount that there would be:


An analysis of how the now-tiny moon would basically eliminate tides:



This class assumed that the moon's mass would stay the same, rather than its density. A proof that this would do nothing to the tides:

Assuming CAPM speeding up and slowing down, the acceleration of the spaceship and the resulting huge forces on Gru, if he is going to make it to the dance recital:



The freefall acceleration on the surface of the tiny moon:


Trying to determine Gru's speed when he hits the shrunken moon (it shrinks to be at its center of mass, so he's one moon-radius away, and then he freefalls towards it); CAPM is used, with the acknowledgment that it's not appropriate.

Assuming that he hits the moon and stops in a short distance (stomach compression), the huge normal force that would be exerted on him by the moon when he hits it:

A comparison of the pressure exerted by that huge force and the shear strength of bone, showing just how easily that moon would cut a hole straight through him (and then he'd continue past it, slowing down as he moves, then back again, in an oscillation with the moon passing through the same hole over and over... OK, physics isn't pretty).

Tuesday, December 25, 2012

Some Capstones

A few capstones from the AP class in the first term. I wasn't super-happy with the management of these - not enough revision and discussion - but there were certainly some good ones in there. Here's a smattering of the final reports. Some include VPython programs which are pretty neat, too.

  • A capstone where a student writes a VPython program to prove that the freefall time for any tunnel through the Earth (along a chord) is the same
  • A capstone where a student write s a VPython program to verify the time for the freefall through the center of the Earth (comparing to the solution for the SHM diff. eq.)
  • A capstone where a student calculates the through-the-Earth times for different planets/objects (that was a popular topic this year)
  • A capstone where a student analyzes a clip from Toy Story, where the slinky dog dives down, changes mass, and spring back up
  • A capstone where a student builds a tricord instrument, predicts the correct mass to tune the string to a chord, and tests the predictions
There were several others, and this is just a selection. There were also lots of cool ideas that fell by the wayside for expediency, which is something that I'd like to avoid happening in the future. Some cool ideas about programming a simulation of the view of the Venus transit from Earth (I couldn't quite get this one to work myself, but it was an awesome idea), simulating the Home Alone bucket swing and crash (this one's totally doable), and a few other really neat ideas unfortunately were lost along the way. Oh, well - two more tries left this year. Lots more good ones to come, I'm sure!

Monday, March 12, 2012

Capstone: Vowel Resonators

This isn't officially a capstone (I'm only doing them officially with my AP class), but it's a great project that she did to demonstrate her Advanced-level understanding of timbre and FFT analysis.

Inspired by a website, Grace constructed some of these vowel resonators and compared the aural and FFT results to those in the article and to recorded vowel sounds.  After that, she revised her resonators a bit, using reeds made from straws instead of the duck calls, and decided that these sounds closer to the original vowels (the duck calls were too bright).

Read the paper here!

It's also posted at Capstone Learning.

Sunday, November 20, 2011

Capstone 1: Final Paper

Alex has finished our first capstone of the year.  This is also the first post for CapstoneLearning.org; great analysis, Alex!

Abstract:

In this paper I explore the physics of the computer game Osmos.  It was my goal to see how accurately Newton’s laws applied to this game.  I captured video of the game and used Logger Pro to analyze the physics of how an object propels itself by expelling some of its mass in the opposite direction.  I discovered that impacts between random objects have perfect conservation of energy; when the main mass controlled the player moves conservation is not conserved.  In that situation, the player is given approximately four to five times the amount of energy dictated by Newton’s laws to make the game easier.

Saturday, November 12, 2011

Capstone Project 2 - Comments Wanted!

Kawala has submitted her draft of a capstone project on roller coasters. 

The draft is available here, and she'd love your thoughts!

Friday, October 28, 2011

Capstone 1 Unveiled! Comments Wanted!

The first capstone draft is out!

Alex has done some analysis of the Osmos video game - his capstone paper draft is linked here.  Take a look, let him know what you think.  After revision, this will be posted at capstonelearning.org , a capstone aggregation site so cutting-edge that there hasn't even been a post yet!

Wednesday, October 19, 2011

Capstone Proposals: Feedback wanted!

The AP Physics class is working on their first set of capstone project proposals.  These are more independent explorations that show a student's ability to synthesize concepts, formulate questions, and apply physics in "real world" scenarios.  The final product will be narrative summaries of the design, results, and interpretation; we'll post those for feedback and revision as well.

Here's where you come in: these are draft proposals, and need feedback.  There are great ideas here, but they need focus, specificity, and a devil's advocate about measurement and design issues.  Comment early, comment often!

The draft proposals, in no particular order:
  • Kati:
    • Will hitting a field hockey ball with no follow through affect the motion? Will how far I follow through affect the motion of the ball? Will the ball accelerate more? I plan to test the velocity of the ball with and without a follow through. Then see if there is a greater acceleration with more follow through.   
    • http://www.youtube.com/watch?v=3uoWvI9hS84 
    • the first swing in this video is what I will do but I will not be in motion.
  • Alex C:
    • My capstone will be analyzing the physics of the computer game Osmos.  In this game, a mass accelerates by 'shooting' part of its mass in the opposite direction.  I am going to analyze whether these separations agree with the conservation of momentum.  I will also being seeing if they do this in one, two, or three dimensions.
  • Alex K:
    • In the 2007 X-Games, skateboarder Jake Brown was launched 50 feet into the air, lost his skateboard in flight, and consequently slammed onto the flat of the ramp. I want to calculate the acceleration of his head in order for it to come to rest. From the various videos, I know the maximum height in which he reaches, and I can find his velocity. I can therefore find his velocity just before contact.
    • To find his velocity, logger pro will be used. Using toolbox equations I can calculate his final velocity just before he hits the ground. I can then model his (non-constant) acceleration using logger and find a function of the acceleration of his head.
    • MEDIA:  http://www.youtube.com/watch?v=CTeXKHkNqgk
  • Mike:
    • I have two ideas for capstones. One is to determine how far down the pellet from my air rifle will drop when aiming for a target that is 100m away, then use this data to determine how much higher above the target I would have to aim when the scope is calibrated for 30m to hit a target is 100m away. 
    • Second is to determine which of my kicks a roundhouse, side, front, axe, back, jumping roundhouse, jumping side, jumping front, or jumping back kick exerts the most force. I would determine this by taking the average force between 3 of the same type of kick on a punching bag. 
    • I would appreciate your feedback.
  • Toru:
    • In an iphone app called “Tiny Tower”, there exists a ridiculous elevator. This “Infini-Lift Lightspeed”  elevator has an extreme acceleration rate that can injure the rider when it tries to stop. I will find the acceleration value and the force on the rider by scaling this app to the real world. With the newly found, I will find the movement of the rider when the elevator comes to a complete stop.
    • The link to the video that shows how fast the elevator moves 
    • http://www.youtube.com/watch?v=-AL6GIIthYU
  • Cam:
    • For my capstone project, I will build a roller coaster on Roller Coaster Tycoon, and graph the acceleration and position of the rollercoaster based on the velocity which is given.  I would build a simple wooden roller coaster that consists of a chain hill that goes into a steep drop, goes up a steep hill, takes a 180 degree turn and go back down the steep hill, go up 2-3 smaller steep hills based on how long the chain lift is.  The coaster will then take one last 180 degree turn and then head straight into the station.  With knowing the acceleration and velocity of the roller coaster, I will try to determine how long the roller coaster is by using kinematic equations to find the delta X of the roller coaster.  I will be able to check my answer by looking at the data page of the roller coaster, which lists the ride length among other things.
  • Brandon:
    • The defensive lineman hits an average joe. The footage I will be using is on the link below between time 4:26 and 4:36. I will be calculating the direction and the size of the force needed to make that hit happen. The average joe is 5' 6'' 160lbs. and the 6'5'' 360lbs. And also what the force is on him has he hits the ground. 
    • http://www.youtube.com/watch?v=2QOEIQ3_Kuo&feature=related
  • Kawala:

    • Question: To test the roller coaster slows down when passing the second hill than passing the first hill, which obeys the principle of conservation of energy.
    • Physical principle: Conservation of Energy. The car has initial kinetic energy when it starts so that it can go up the first hill. Then the potential energy turns to kinetic energy as the car goes down the hill. The further it goes, the more energy is transformed. The car has the maximum velocity at the bottom of the hill. As it goes up the second hill, the kinetic energy turns back into potential energy so that the car slows down. This also proves that the second hill of is designed to be lower than the first hill. The car cannot reach the same height as the first time because the energy is decreased due to the friction.
    • How to approach: From the video I found, I can scale and use the logger pro to determine the velocity at different points. Also, the formula of the conservation of energy and kinematic equations can help to find some of the variables. Derivatives and Integrals might be necessary
    • Quantities: Initial velocity, final velocity, the radius of the loop, the mass of the car, g