Bedienungsanleitung Knex 78890 - Education Amusement Park Experience Teachers Guide (Seite 36 von 80) (Alle Sprachen)

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Your students will be more successful if they have an understanding of the following concepts and

associated vocabulary:

• Circumference of a circle – distance around a circle.

• Period – unit of measurement for one complete cycle.

• Amplitude – height of a wave above and below the major axis. In the context of the Ferris Wheel, this

is half the height of the Ferris Wheel.

INTRODUCTION

Ask for volunteers to describe ways in which the Ferris Wheel and Boom Ride are similar, and ways

in which they are different. You may want to use pre-built models of the two rides for the students to

observe as they formulate their answers. Students should recognize that:

• The Ferris Wheel and Boom Ride have similar motions.

• Both load their riders near the ground and take them on circular paths high into the air, reaching the

same maximum height many times, before returning to the original loading areas near the ground.

• The Ferris Wheel has an entire circle of seats and a more sophisticated framework supporting the

seats.

• The Boom Ride has two seats and a rather simple supporting framework.

ACTIVITY 1: SLOWING DOWN THE RIDE - PART I

PROCESS

Whole Class

1. Ask:

a. Have you ever wondered if a ride at the amusement park moves faster or slower when it is filled

with riders?

b. If you were getting on the Ferris Wheel, would you want to ride with classmates who were

smaller than you or with classmates who were larger than you? Why?

c. Do you think the ride will move slower or faster if the riders are heavier than you are?

Explain to the students that they will use their model to investigate what happens to the speed of

the ride when they add equal masses to all the seats.

In Groups

2. If models are to be built in-class, distribute the K’NEX Education Amusement Park Experience

sets to groups and allow time for construction and for the students to investigate how their

ride operates.

3. Each group should discuss whether they think the model will turn faster or slower if they add mass

to the seats. At the conclusion of the discussion, each student should decide whether they agree

with the group or not and enter their own prediction in their journal.

4. Ask students to develop a procedure to test their predictions. They will have AA batteries (or other

materials of equal mass) and tape available to add mass to the seats. While this is a simple activity,

some students may need clues to get started.

a. As you move about the room, ask students to share their procedures with you before they

begin. This provides an opportunity to ask questions that will assist them with the design of

a ‘fair test’ to verify their prediction.

LESSON 6

6: E

XAMINING

IRCULAR

IDES

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