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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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LESSON 9
9: P
9: P
REDICTING
REDICTING
THE
THE
P
P
ATTERN
ATTERN
OF
OF
R
R
IDES
IDES
61
Am usement Par k Ex perienc e
4. Ask the students to set the ride in motion in order to compare their predictions to the actual
o
bservations of the path.
(Students will know when it reaches full speed because the marker will create a circle that does not
increase in diameter. The marker starts to “trace over” itself.)
Investigation B: Direct Drive Model
Students will now use the direct drive version of swing ride (CD-ROM File: Swing Ride 2). This requires
some rebuilding of the model. (See CD-ROM for building instructions.) Without observing the ride in
motion students should repeat step 3 above. They should then repeat step #4.
5. After students have had an opportunity to observe both rides and trace their paths, have them
return to the following questions for discussion:
a. Which version of the Swing Ride travels faster?
b. What happens to the swings when the speed is faster?
c. Why do you think this happens?
6. As part of their discussion, students should provide a possible explanation for their answers based
on their observations.
Whole Class
7. Invite the student groups to report back to the class by sharing their spirographs and discussing
their findings about the speed of the two versions of the ride. The teacher can ask clarifying
questions as the students explain their findings.
ACTIVITY 2: THE SPEEDING SWINGS
PROCESS
In Groups
1. Explain to the students that they will use the butcher paper diagrams from Activity 1 to calculate
the distance traveled by the two different swings during one rotation of the ride operating at
full speed.
2. Help the students to understand that they can easily accomplished this by determining the radius
of the circle and then using the formula: C = 2πr to find its circumference. This information should
be recorded in their notebooks/journals. If your students have completed the earlier activities
from this set, they should have a good working knowledge of the formula and the process of
determining circumference.
Teachers can pose questions such as:
a. What does the circumference of the circle represent? (The path of the swing.)
b. How can you determine when the ride has completed one full rotation? (Mark a start/finish
point on the butcher paper. Add a piece of tape to a chair and observe when it passes the
start/finish point.)
3. a. Discuss the idea that the circumference of the circle is the path taken by the swings.
b. Have students calculate the time that it takes for one swing to revolve around the axis
once the ride is operating at full speed.
… 63 …


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