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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
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4. After discussing the ideas of distance traveled and time, students can be asked to calculate the
speed of the swings using the formula:
T
eacher’s Notes
•
If necessary, either in small groups, or by bringing the class back as a whole, review the idea that the
circumference of the circle is the distance that the swing travels and that the students can determine
the time it takes by using a stopwatch.
speed =
distance
time
Distance is the circumference of the circle (in centimeters) and time is measured in seconds.
Based on their earlier investigations, they should be able to design a strategy to determine the
linear speed of the seats.
Whole Class
5. Students should share their information about the speed of their swing rides. If there are noticeable
differences, the class should discuss what might be causing them.
(Possible answers may include friction, construction problems with the model, battery age, etc.)
ACTIVITY 3: AREAS OF THE CIRCLES
PROCESS
In Groups
1. Begin by having each group identify the traces of the different circles created by their model.
Then they should look at those of other groups in the classroom. Once the circles have been
identified, the students should make predictions about the areas of these different circles. Ask
them to predict:
a. The difference between the area of a circle that would be formed if the ride were barely moving
(while the swing is still hanging straight down), and the area of a circle formed when the swing
ride is at full speed. Students should do this for both versions of the ride – geared and direct
drive.
b. The difference between the area of the circle created if the ride with the red Gear attached to
the motor was moving at full speed and the area of the circle created if the ride with the direct
drive was moving at full speed.
2. Students will test their predictions first by using unit squares to “fill in the area” of the circles.
This will help them to better understand the concept of area. Unit squares are 1-centimeter x
1-centimeter squares cut from graph paper or other 1-centimeter x 1- centimeter manipulatives.
As students reach the edge of the circles they will have to estimate some of their values, as the
squares will not fit neatly into the circles.
3. Once the students have used manipulatives to test their predictions, they can find the actual area
of each circle using the formula:
Area of a Circle = πr
2
4. Students can then determine the difference in the areas of the various circles.
… 64 …


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