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LESSON 7
7: E
7: E
XAMINING
XAMINING
S
S
LOPE
LOPE
AS
AS
A
A
R
R
ATE
ATE
OF
OF
C
C
HANGE
HANGE
45
Am usement Par k Ex perienc e
Teacher’s Notes
Allow students to design their own technique to gather these measurements. This is an excellent
opportunity to observe their techniques for assessment purposes.
6. Using each of the radii, students can apply the formula: C = 2πr to calculate the circumference
for each of the circles.
Teacher’s Notes
Students should record all their collected data and calculations in their science notebooks. Many of
these diagrams, measurements, and calculations can be utilized as formative assessment throughout
the activities and summative assessment at the end of the lesson.
Whole Class
7. Once the students have calculated the circumferences of each of
the circles traveled by the horses, bring the class back together
for continued discussion. Remind the students that one rotation
of the carousel would return each horse back to its original
position. Focusing on questions such as, “Which horse covers
more distance in one rotation of the carousel?” or, “What if there
was a third row of horses on the outside of the carousel, would
the circumference traveled be smaller or larger than the existing
outer circle?” will help teachers determine if there are any initial
problems in student understanding.
In Groups
3. Distribute the K’NEX Education materials and ask the students to build the carousel. Directions for
the building activities can be found on the CD-ROM and in the instruction booklet, both of which
are included in your set. The model is motorized and can operate in both a forward and backward
direction. Please advise students that continued operation of the ride when observations are not
being collected drains energy from the batteries.
4. Allow the students to make observations about the motion of the carousel. Pose the following
questions:
a. What are the different motions that can be observed on this carousel?
(Forward, backwards, circular on a horizontal plane, up and down on a vertical plane, etc.)
b. Are all of the horses moving at the same speed? How can you tell?
(Student answers will vary. Some students may point out that the horses are making the same
number of rotations per minute while others may distinguish the speed of the inside and out
side rows of horses. Accept all suggested answers at this point and indicate to the students
that their experimentation will enable them to determine the answer for sure.)
c. Based on the other activities already conducted, what are some of the concepts that are
observable in this ride?
(Students should provide responses that include concepts presented in the earlier lessons they
have completed.)
5. Ask the students to use a measuring tape to determine, in centimeters:
a. The radius of the circle for the outer row of horses.
b. The radius of the circle for the inner row of horses.
47


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