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42
In Groups
3. Ask each group to:
a. Predict how far one of the seats would travel for one complete turn of the crank.
b. Determine the circumference of the circle made by the hanging seats.
c. Place a piece of masking tape on one of the seats that they will follow as the ride turns.
d. Turn the crank of the model once and note the number of turns the seat with the tape makes.
They can estimate partial turns of the seat by using the white Connector connection points to
represent 1/8
th
turns.
e. Students can then complete the table by using multiplication and determine the distance
traveled by riders on the two different rides for one, two, three, four, and five cranks of the
handle.
f. Students will then make side-by-side bar graphs of the data on the same set of axes, with the
number of cranks on the x-axis and the distances on the y-axis. They should use different color
bars for the two versions of the ride.
LESSON 6
6: E
6: E
XAMINING
XAMINING
C
C
IRCULAR
IRCULAR
R
R
IDES
IDES
www.knexeducation.com
Number of Cranks
Distance traveled when the
BLUE gear is attached to the
RIDE itself
Distance Traveled when the
RED gear is attached to the
RIDE itself
0
1
2
3
4
5
TABLE 4
Whole Class
4. Students should discuss:
a. How far the Ferris Wheel/Boom Ride travels during one turn of the crank for each of the gear
configurations.
b. Whether the geared-up or geared-down ride travels further during one crank.
c. The way in which gearing-up or gearing-down is related to speed.
EXTENSION
For students in Algebra I or higher, the actual equation of the line of
best fit can be computed. Students will need to display the data using
a line graph. Different symbols should be used for the two different
versions of the ride and the line of best fit must be constructed for
each. Students will first find two ordered pairs that the line of best fit
passes through to compute the slope and then use the slope intercept
form of one of the ordered pairs to find the equation of the line.
44


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