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Knex 78890 - Education Amusement Park Experience Teachers Guide Manual

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LESSON 10
10: I
10: I
NVESTIGATING
NVESTIGATING
THE
THE
P
P
ERIOD
ERIOD
OF
OF
A
A
P
P
ENDULUM
ENDULUM
www.knexeducation.com
a. How is the pirate ship similar to a swing set?
b. As the ride moves, when does it have the greatest (i) potential energy (ii) kinetic energy?
c
. As the ride moves, when does it have the least (i) potential energy (ii) kinetic energy?
d. If the ride were twice as tall would the ship move faster? Slower? Explain your answer.
e. Do you think the ride will move faster when it is empty, or when it is filled with people? Explain
your answer and your reasoning.
Whole Class
4. Each group will share their predictions with the rest of the class. Record their responses on the
board or chart paper and highlight answers that focus on the period of the ride and the height of
the ride.
Teacher’s Notes
• Students may not identify the period of the ride as an indication of its speed. You may need to lead
an investigation that will help students to understand that one way to measure the speed of the ride is
to determine how many complete swings the ride makes per minute. This concept can be developed
using the ride or using strings with weights attached. Please refer to Activity 2, #1 below for more
details.
ACTIVITY 2: IMPACTS ON THE PERIOD
PROCESS
Whole Class
1. Explain that the next step is for students to test their predictions by measuring the time required
for one complete vibration/cycle. Help students to understand the term ‘periodic’ as a motion that
repeats itself in a cyclical manner and that the time taken to complete one cycle is referred to as a
period. Using a model of the Pirate Ship, discuss the ‘period’ of a pendulum as it relates to the ride
and ask for suggestions as to how this can be measured.
2. Help students to realize that the period of the pendulum is the dependent variable for their
experiments. The independent variables that they will be testing may include: the length of the
Rods that support the ship, the mass of the ship, and the release height of the ship. All of the
independent variables are under the control of the students while the dependent variable is a
response to the changes the students make to the ride.
3. Emphasize the importance of accuracy and consistency when making measurements of mass,
distance, or time. Ask students if they will get a better sense of the period of the ride if they count
its full swings for 15 seconds and divide their finding into 15 seconds or if they count its full swings
for one minute and then divide their finding into 60 seconds. Can students support their answers
with reasonable explanations?
Teacher’s Notes
• The following investigation can be introduced and implemented as either a teacher directed activity
or as a student directed inquiry activity. If used as an inquiry activity, students will plan, organize, and
carry out their own investigations. These may or may not mirror the strategies described on pages 69
and 70.
… 70 …


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