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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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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
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8. Introduce the students to the idea that they will now be moving from the circumference of the circle
t
o determining the distance traveled by the horses and the speed of the horses.
Teacher’s Notes
• Depending on the background knowledge of your students, you may need to review the idea that
science uses the metric system. Speed will use units such as centimeters/second. Reviewing terms
and the format for different units will be helpful.
In Groups
9. Ask the students to calculate:
a. The total distance traveled by a horse on the inner row of the carousel as it rotates 1 through
5 times.
b. The total distance traveled by a horse on the outer row of the carousel as it rotates 1 through
5 times.
In each case they should use the inner and outer circumference measurements, as determined in
step 5 (above), multiplied by the number of rotations (1, 2, 3 etc.) Suggest that they create a table
in their notebooks in which to record their calculations.
10. Helping students to realize that distance traveled is a multiple of the number of rotations will
reinforce the idea that the horse is covering the same distance on each rotation of the carousel.
Pose the following question:
“Which horse (inner or outer) travels a greater distance? Why do you think this happens?
(Students should respond that horses on the outer circle travel further because the circumference
of the circle they travel along is greater than that traveled by the inner row.)
11. Ask each group to mark one horse with a piece of tape or string to serve as a reference point and
then set the ride in motion.
12. Have the students calculate the time in seconds that it takes for the ride to make one complete
rotation, using the tape or string as a reference point. They should record the times for 1 through
5 rotations on the data chart they prepared in their notebook/journal.
Teacher’s Notes
• This is an opportunity to ask students about experimental error and to discuss whether or not they
feel they would gather more reliable results if they used multiple trials to arrive at the time traveled for
each of their measurements.
13. Now that the students have both the time and distance traveled, they can calculate the average
speed for each rotation. Remind students to include units. Suggest that they complete their
calculations in table format, as shown below. You may want to display these tables on the board.
… 48 …


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