same speed (along the rails, anyway). Since the cars are coasting
through the loop, I expect the total energy of the cars to be greater
before going into the loop than after. There will be considerable
energy losses due to friction as the system traverses the loop.
Thus, the speed of the system will be greater entering the loop than
exiting, and since the front car is "in the loop" as the system
enters the loop, it's speed will be faster in the loop than the
trailing car which is "in the loop" when the system is leaving the
loop. (Wow, I used "loop" 6 times in that sentence!)
>What mathematics could be taught through this example?
Are you familiar with conservation of energy? You might work with
your physics instructors to analyze the potential energy and kinetic
energy of the system, and deduce the frictional losses. Regarding
the physics, you can also examine the centripetal forces on the
system as it curves through the loop's radius of curvature. An
engineer might be able to address some of the stress and strain
factors on the track, too.
Those video frame analysis programs are great, aren't they?! A good
use of technology!
_____________________________________________C___O___R___D
John Chamberlain Phone 800-972-2766 601 Lake Air Dr
CORD Senior Associate Fax 254-772-8972 Waco, TX 76710
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