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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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34
REVIEW
Your students will be more successful if they have an understanding of the following concepts and
associated vocabulary:
• Circumference of a circle – distance around a circle.
• Period – unit of measurement for one complete cycle.
• Amplitude – height of a wave above and below the major axis. In the context of the Ferris Wheel, this
is half the height of the Ferris Wheel.
INTRODUCTION
Ask for volunteers to describe ways in which the Ferris Wheel and Boom Ride are similar, and ways
in which they are different. You may want to use pre-built models of the two rides for the students to
observe as they formulate their answers. Students should recognize that:
• The Ferris Wheel and Boom Ride have similar motions.
• Both load their riders near the ground and take them on circular paths high into the air, reaching the
same maximum height many times, before returning to the original loading areas near the ground.
• The Ferris Wheel has an entire circle of seats and a more sophisticated framework supporting the
seats.
• The Boom Ride has two seats and a rather simple supporting framework.
ACTIVITY 1: SLOWING DOWN THE RIDE - PART I
PROCESS
Whole Class
1. Ask:
a. Have you ever wondered if a ride at the amusement park moves faster or slower when it is filled
with riders?
b. If you were getting on the Ferris Wheel, would you want to ride with classmates who were
smaller than you or with classmates who were larger than you? Why?
c. Do you think the ride will move slower or faster if the riders are heavier than you are?
Explain to the students that they will use their model to investigate what happens to the speed of
the ride when they add equal masses to all the seats.
In Groups
2. If models are to be built in-class, distribute the K’NEX Education Amusement Park Experience
sets to groups and allow time for construction and for the students to investigate how their
ride operates.
3. Each group should discuss whether they think the model will turn faster or slower if they add mass
to the seats. At the conclusion of the discussion, each student should decide whether they agree
with the group or not and enter their own prediction in their journal.
4. Ask students to develop a procedure to test their predictions. They will have AA batteries (or other
materials of equal mass) and tape available to add mass to the seats. While this is a simple activity,
some students may need clues to get started.
a. As you move about the room, ask students to share their procedures with you before they
begin. This provides an opportunity to ask questions that will assist them with the design of
a ‘fair test’ to verify their prediction.
LESSON 6
6: E
6: E
XAMINING
XAMINING
C
C
IRCULAR
IRCULAR
R
R
IDES
IDES
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