Amusement Park Experience

16 Pages·2008·2.42 MB·English

Table of Contents
INTRODUCTION 2-4
STANDARDS 5-7
LESSONS
Lesson 1: Understanding the Relationship Between 8-13
Speed, Distance, and Time
Model: Inclined Plane II (for a ball)
Lesson 2: How Mass Affects the Speed of a 14-16
Coaster Car
TT
Model: Inclined Plane I (for a car)
AA
BB
Lesson 3: Investigating Variables in a Half Pipe System 17-21
LL
Model: Half Pipe Sytem II (for a ball)
EE
Lesson 4: Mass, Motion, and Energy Loss 22-27 OO
Model: Half Pipe System I (for a car) FF
CC
Lesson 5: Investigating Variables in a Loop System 28-31
OO
Model: Inclined Plane with Circular Loop
NN
Lesson 6: Examining Circular Rides 32-42 TT
EE
Model: Ferris Wheel or Boom Ride
NN
TT
Lesson 7: Examining Slope as a Rate of Change 43-49
SS
Model: Carousel
Lesson 8: Understanding Displacement 50-57
Model: Scrambler
Lesson 9: Predicting the Pattern of Rides 58-65
Model: Swing Ride
Lesson 10: Investigating the Period of a Pendulum 66-70
Model: Pirate Ship Ride
Lesson 11: Coasting to the End - Applying the 71-78
Concepts Learned
Model: Roller Coaster with Clothoid Loop
Amusement Park Experience 1
LL 11::
EESSSSOONN
Understanding
the Relationship
Between Speed,
Distance, and Time
Time
• 30 minutes (after construction of the model)
Objectives
Students will:
• Identify and describe the relationship between the two components of speed: distance and time.
• Obtain accurate measurements of distance and time.
Materials
Each group will need:
• Materials from 1 K’NEX Education Amusement Park Experience set
• Building Instructions from CD-ROM: File – Inclined Plane II (for a ball)
• 4 different types of balls (minimum size 4.5 cm)
• Flexible (sewing) tape measure
• Stopwatch
• Water-based markers
Each student will need:
• Science notebook/journal
• Graph paper
OVERVIEW FOR THE TEACHER
The short ramp can be used as the basis for an introductory activity that allows students to practice
some of the skills they will need as they investigate physical science concepts using the K’NEX
Education Amusement Park Experience set. Students will, for example, take measurements of length
using rulers, measurements of time using a stopwatch, and work with the concept of speed.
Teacher’s Notes
• Students should work in small groups of 3-4 to construct their models and undertake their
investigations.
• The K’NEX Education Amusement Park Experience set will allow two inclined plane systems
to be built simultaneously.
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ESSON
Teacher’s Notes UU
• The Building Instructions for this model are found on the CD-ROM that accompanies the set. NN
Students can access the instructions directly from a computer screen or from printed hard
DD
copies. If students work from the computer screen we recommend that they use the file EE
displaying instructions in the 11” x 17” format. If you select hard copies for your students you RR
will need to prepare them in advance. Choose either the file to print instructions on 11” x 17” SS
TT
paper or the file to print onto 8.5” x 11” paper. AA
• Each group will need access to a model of the K’NEX Inclined Plane II (for a ball). The model can NN
either be built in-class with groups identifying and then allocating sub-assemblies for members DD
to construct, or it can be built as an out-of-class activity. ININ
• Students should be encouraged to record their predictions and observations in their science GG
notebooks/journals.
TT
HH
EE
REVIEW RR
Students will be more successful with this activity if they understand the following concepts: EE
LL
• How to measure distance in metric units. AA
TT
• How to measure time (seconds, minutes, etc.) and use a stopwatch. II
OO
• What speed (velocity) represents.
NN
• How to calculate the speed (velocity) of an object. SS
HH
ACTIVITY 1: DISTANCE OVER TIME...WHAT MAKES IT HAPPEN? IPIP
BB
PROCESS
EE
Whole Class TT
Explain to the students that the first activity with the K’NEX Education Amusement Park set will involve WW
using an inclined plane model (ramp) to develop their building skills, to gain practice in taking various EE
EE
types of measurements, and to acquire knowledge of some basic scientific and mathematical concepts.
NN
In the first activity they will investigate whether or not the height at which a ball is released down a
ramp impacts distance over time. In the second activity they will find an answer to the question, SS
“Does the incline of the ramp impact distance over time?” PP
EE
EE
In Groups DD
,,
1. If models are to be built in-class, distribute the K’NEX Education Amusement Park Experience
sets to groups and allow time for construction. Make sure that all students are familiar with how DD
to use the materials. II
SS
TT
AA
2. When the models are completed, ask each group to:
NN
rd th th th
a. Use a water-based marker to label the following 5 positions on the model: the 3 , 5 , 7 , 9 ,
CC
th
and 11 bright green supports. (These green supports are directly above the main support EE
,,
beams.)
AA
b. Make a prediction about which position will give the ball the fastest average speed. Record this
NN
prediction.
DD
c. Construct a four-column table in their individual journals in which to record their data. You may
TT
want to draw a table on the board.
II
MM
EE
Amusement Park Experience 9
L 1
ESSON
Distance from Time taken by ball Speed of ball from
EE Height of labeled labeled position from labeled position labeled position:
MM position to end of track to end of track distance/time
II (m) (m) (s) (m/s)
TT
DD
NN
AA
,,
EE
CC
NN
AA
TT
SS
II
DD
,, 3. Students should then:
DD
EE a. Measure the distance from each of the labeled points to the end of the ramp and record these
EE values in their table.
PP
SS b. Release a ball from the lowest position and time how long it takes to travel to the end of the
ramp. Record the time.
NN
c. Repeat for each of the remaining positions.
EE
EE d. Calculate the speed of the ball from each of the positions.
WW
TT 4. They should record and analyze their data by:
EE
BB a. Drawing a line graph of their data. The height should be plotted on the x-axis and the speed on
the y-axis.
PP
b. Describing the shape of the line that is formed.
II
HH
c. Stating if the shape of the line was expected or if it was a surprise.
SS
NN d. Describing what the shape of the line indicates.
OO e. Predicting whether or not they will get the same shaped line when they make graphs using the
II other balls that have been provided.
TT
AA
LL
Teacher’s Notes
EE
RR If your students have studied slope in their math class, they should be able to provide a sound
explanation of what the shape of the line indicates.
EE
HH
TT
5. Students should then:
GG a. Repeat steps 3b - 4b with each of the other three balls.
NN
b. Compare the four line graphs and write a paragraph comparing the shapes of the graphs and
II
DD whether or not there were any factors that impacted the speed of the ball.
NN
AA
TT Teacher’s Notes
SS This is an excellent opportunity to open a discussion on ‘sources of error.’
RR
EE
DD
NN
UU
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L 1
ESSON
Whole Class
6. Each group should display their four graphs with those created by other groups. For example: all UU
graphs for a golf ball should be grouped together, all graphs for a tennis ball should be grouped NN
together, etc. They should make comparisons between the graphs using the same balls and also DD
the graphs using different balls. EE
RR
Students may require some prompts to stimulate their comparisons: SS
TT
• Do all of the graphs for a given type of ball look the same? AA
• Are the scales on each graph the same? NN
DD
• Do all of the graphs, as a whole, look generally the same?
II
NN
7. Students should discuss: GG
a. The factors that impacted their data and thus their graphs. Specifically, does the mass or TT
the height impact the speed? They should write a short statement that indicates the effect HH
of mass, or height, or both, from their point of view. Can the students identify other factors EE
that may have affected the shape of the graphs? Statements should be supported with RR
an explanation. EE
LL
b. Whether or not the graph(s) show a linear relationship between height of release and speed? AA
TT
II
OO
Teacher’s Notes
NN
Student groups may be asked to mention any problems they had with data collection that may
SS
have caused their graph(s) to appear different from the graphs of other groups. (In a discussion
HH
such as this, ‘experimental error’ or ‘measurement errors’ are often not discussed.) II
PP
BB
ACTIVITY 2: DOES THE INCLINE IMPACT DISTANCE OVER TIME? EE
TT
WW
PROCESS
EE
Whole Class EE
Explain that in this activity students will vary the height of the ramp, and therefore the incline, to NN
investigate what impact this has on the measurements of distance over time (or speed). The K’NEX
SS
Education Inclined Plane system allows the students to adjust the height of the end of the ramp. As the PP
end of the ramp is lowered, the incline or slope of the ramp decreases. The students’ investigations will EE
EE
help them to determine how the change in slope of the ramp affects the speed measured from each of
DD
the release marks they previously made on the track. In order to make this a ‘fair test,’ students will use ,,
only one of the balls that they used in Activity # 1.
DD
II
SS
Teacher’s Notes TT
AA
If students have not completed Activity 1 (above) ask them to use a water-based marker to label
NN
rd th th th th
the following 5 positions on the model: the 3 , 5 , 7 , 9 , and 11 bright green supports.
CC
(These green supports are directly above the main support beams.) EE
,,
AA
In Groups
NN
1. Ask the groups to:
DD
a. Predict whether changing the incline of the ramp will impact the speed of the ball they
have been assigned. They should explain their reasoning, or the basis for their prediction. TT
b. Predict whether lowering the incline to 2/3 of its original incline will impact the speed by IMIM
some factor.
EE
c. Predict whether lowering the incline to 1/3 of its original incline will impact the speed by
some factor.
Amusement Park Experience 11
L 1
ESSON
2. Students should then construct 3 tables in their notebooks/journals. These will be similar to the
EE data table constructed for Activity 1. The following titles should be added to their tables:
MM
Table 1: Ramp in highest position on tower (largest incline)
II
TT
Table 2: Ramp in middle position on tower (incline 2/3 of original)
DD Table 3: Ramp in lowest position on tower (incline 1/3 of original)
NN
AA
Teacher’s Notes
,,
Only Tables 2 and 3 will be necessary if they completed Activity # 1 as they will already have one set
EE
CC of completed data.
NN
AA
TT
SS FOR EXAMPLE:
II
DD
Table 2: Ramp in middle position on tower (incline 2/3 of original)
,,
DD
Distance from Time taken by ball Speed of ball from
EE
EE Height of labeled labeled position from labeled position labeled position:
PP position to end of track to end of track distance/time
SS
(m) (m) (s) (m/s)
NN
EE
EE
WW
TT
EE
BB
PP
II
HH
SS
NN
OO
II
TT
AA Teacher’s Notes
LL Students may not need to undertake steps 3 and 4 below if Activity 1 was completed, instead they
EE
RR can begin their investigations at step 5 below.
EE
HH 3. Students should then:
TT
a. Measure the distance from each of the labeled points to the end of the ramp and record this
GG in their table.
NN
b. Release a ball from the lowest position and time how long it takes to travel to the end of the
II
DD ramp.
NN c. Repeat for each of the remaining positions.
AA
d. Calculate the speed of the ball from each of the positions.
TT
SS
RR 4. They should record and analyze their data by:
EE
DD a. Drawing a line graph of their data. The height should be plotted on the x-axis and the speed
NN on the y-axis.
UU b. Describe the shape of the line that is formed and indicate if the shape of the line was expected
or was a surprise. Describe what the shape of the line indicates.
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L 1
ESSON
5. Students should then:
a. Lower the ramp one level on the tower and complete steps 3a - 3d a second time using the UU
same ball. NN
b. Graph the data as a second line on the previous graph using a different color. Note the colors, DD
and the ramp height they represent, in a key on their graph paper. EE
RR
c. Lower the ramp one more level on the tower and complete steps 3a – 3d a third time. SS
TT
d. Using a third color to display it, plot the data obtained on the existing graph. Note the color and AA
release height in the key. NN
DD
6. Students will compare the speed of the ball for the same start positions, but with different ramp II
NN
inclines, to see if each of their predictions (step 1, above) accurately reflects the factor by which the
GG
speed declined when the short ramp was moved to a lower position.
TT
HH
7. Using the graph as a guide, they should write a paragraph discussing the impact of lowering the
EE
ramp on the speed of the ball.
RR
Whole Class EE
LL
8. Students should share their predictions and their findings concerning (i) the speed of the ball when AA
the incline is lowered and (ii) the factor by which the speed was impacted. TT
II
OO
9. Encourage them to discuss the effect that lowering the ramp had on the speed of the ball.
NN
SS
REVIEW HH
II
• Concepts associated with accurate measurements of distance and time. PP
• Calculating speed.
BB
• Construction of graphs to represent data. EE
TT
• Analyzing graphs.
WW
EE
ASSESSMENT EE
NN
• Predictions and conclusions recorded in notebooks/journals.
• Graphs constructed during the activities. SS
PP
EE
EE
DD
,,
DD
II
SS
TT
AA
NN
CC
EE
,,
AA
NN
DD
TT
II
MM
EE
Amusement Park Experience 13
NSES Content Standards Alignments A
M
U
S
National Science Education Standards (Grades K - 4) E
M
Students will develop an understanding of: E
N
T

UNifyiNG CoNCEptS ANd proCESSES P
A
R
• Systems, order, and organization. K

E
• Evidence, models, and explanation. X
P
E
• Constancy, change, and measurement.
R
7I
E
8
SCiENCE AS iNqUiry (CoNtENt StANdArd A) N
8
9C
0E
• Abilities necessary to do scientific inquiry

• Identify questions that can be answered through scientific investigations.
• Design and conduct a scientific investigation.
• Use appropriate tools and techniques to gather, analyze, and interpret data.
• Develop descriptions, explanations, predictions, and models using evidence.
• Think critically and logically to make relationships between evidence and explanations.
• Recognize and analyze alternative explanations and predictions.
• Communicate scientific procedures and explanations.
• Use mathematics in all aspects of scientific inquiry.
• Understanding about scientific inquiry.
pHySiCAL SCiENCE (CoNtENt StANdArd B)
• Motions and Forces
• Transfer of Energy
HiStory ANd NAtUrE of SCiENCE (CoNtENt StANdArd G)
• Nature of Science
Reprinted with permission from 1996 National Science Education Standards by the National Academy of Sciences,
Courtesy of the National Academies Press, Washington, D.C.
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Standards for Technological Literacy:
Content for the Study of Technology a
m
u
S
Standards for Technological Literacy: Content for the Study of Technology (Grades 6 - 8) e
m
Students will develop an understanding of:
e
n
THE NATURE OF TECHNOLOGY T

Core Concepts of Technology p
a
• Input, processes, output, and at times feedback. r
k
• Systems thinking.

e
• Malfunctions.
x
• Sets of processes. p
e
• Controls. r
7i
• Systems interaction. 8e
n
8
Connections between technology and other fields of study. 9C
0e
• Knowledge gained from other fields.

dEsiGN
Engineering design.
• Brainstorming.
• Modeling, testing, evaluating, and modifying.
The role of troubleshooting, research and development, invention and innovation, and
experimentation in problem solving.
• Troubleshooting.
• Invention and innovation.
ABiLiTiEs FOR A TECHNOLOGiCAL WORLd
Standards 11. Students will develop abilities to apply the design process.
• Apply a design process.
• Specify criteria and constraints.
• Model a solution to a problem.
• Test and evaluate.
• Make a product or system.
Used with permission of the ITEEA (www.iteea.org)
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