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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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ACTIVITY 4: HANGING ABOVE THE GROUND
LESSON 6
6: E
6: E
XAMINING
XAMINING
C
C
IRCULAR
IRCULAR
R
R
IDES
IDES
Teacher’s Notes
• Students will easily explain that the slope and the speed that they calculated in Activity # 2 are
t
he same, but they may need some assistance with their explanations. Slope is a rate of change:
how y changes as x changes, and speed is a rate of change: how distance changes as time changes.
Mathematics offers a general formula that relates x and y. Science provides an application of the
formula. In this case, as the time increases, the distance the seat of the ride moves increases.
On their distance versus time graphs, distance was on the y-axis and time was on the x-axis, so in
measuring the slope, they were not only measuring how y changes as x changes, they were also
measuring how distance changes as time changes.
• The strategies for introducing the concept of equations of lines in slope-intercept form or standard
form has changed from that of simply plotting two ordered pairs and finding the line through those
two points. Students are typically asked to use real-world data, which has a linear shape, to identify
the line of best fit. This is one straight line and is not a line connecting all of the data points. In fact,
the straight line may not pass through any of the data points but can simply pass as close to all of
the data points as possible. Once the line is physically added to the graph, two ordered pairs, through
which the line passes, can be identified. Again, these will probably not be data points. The equation
of the line can then be determined using the classic methods.
Teacher’s Notes
• This activity requires using a non-motorized Ferris Wheel OR Boom Ride model.
PROCESS
Whole Class
1. Encourage students to remember their experiences with rides like the Ferris Wheel and the Boom
Ride, and by observing the models, to realize that much of the thrill of the rides relates to the fact
that as the ride turns, its riders are constantly changing their height above the ground. This is
particularly obvious as their car comes over the top and they appear to be rushing to the ground.
While they complete this activity, students will be making height measurements and determining
any pattern that might be used to demonstrate the changing height of the riders as the ride turns
through several rotations.
In Groups
2. Students should:
a. Remember that they already know the circumference of the circle that a seat makes during one
rotation of the ride.
b. Design a way to stop the ride for measurement purposes each time the seat has moved
through 45
˚
or, in other words, each time the ride has completed 1/8
th
of a rotation.
Teacher’s Notes
• This is actually very simple if the students do some investigation of the model. The blue Rod
that is the handle for the ride turns around the white Connector holding the ride’s axle. The white
Connector just happens to have 8 connection points on it that are exactly 45
˚
degrees apart.
For measurement purposes, the students should simply move the blue Rod (handle) so that it lines
up with each successive connection point on the white Connector to move the ride through a series
of 45
˚
rotations.
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