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Free Fall Ride JS Model
Michael R. Gallis
This mobile-friendly model allows students to design a free-fall ride to explore how height and time duration parameters affect g-forces on the rider. Students will drag control points on the Height vs. Time graph to adjust the acceleration. As the model runs, graphs of g-Force vs. Time and Vertical Velocity vs. Time are displayed. The apparent weight of the rider arises from the acceleration of gravity in combination with the acceleration of the elevator. If the elevator is stationary or moving with constant speed (i.e. not accelerating), riders feel their normal weight. If the elevator accelerates upwards, the rider feels heavier, whereas downward acceleration causes a sensation of lightness. With a strong enough downward acceleration, the rider can experience effective weightlessness or even negative g forces (requiring seat belts or restraints to avoid head trauma!).
Please note that this resource requires
at least version 1.5 of
Editor's Note:The author has provided a user-friendly Student Guide that gives beginners instructions for setting initial inputs for a smooth, easy ride. Learners will have to figure out how to adjust the controls to produce a ride that is "thrilling, but not killing". The g-Force vs. Time graph is a great way to demonstrate that g forces can quickly exceed the level of human tolerance in a poorly designed ride.
Free Fall Ride JS Source Code
Last Modified: January 1, 2017
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)
Types of Interactions (PS2.B)
Newton's law of universal gravitation and Coulomb's law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (9-12)
Crosscutting Concepts (K-12)
Cause and Effect (K-12)
Systems can be designed to cause a desired effect. (9-12)
Systems and System Models (K-12)
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (6-8)
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (9-12)
Stability and Change (2-12)
Systems can be designed for greater or lesser stability. (9-12)
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Developing and Using Models (K-12)
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
Use a model to predict the relationships between systems or between components of a system. (9-12)
%0 Computer Program %A Gallis, Michael %D January 1, 2017 %T Free Fall Ride JS Model %8 January 1, 2017 %U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=14297&DocID=4645
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