Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
KENTUCKY KINGDOM / EDUCATION IN MOTION 2 THE THRILL SEEKER’S GUIDE TO EDUCATION If you’ve been searching for the fastest, the biggest, and the most enlightening educational experience around, your quest is over! Kentucky Kingdom provides a unique outdoor environment for multidisciplinary educational programs. “Educational?” you ask. How can a theme park replace the classroom? As you loop through the air on T3 or gallop around on the Bella Musica Carousel, you should start to see the patterns. Whether in park operations, the color schemes used, the selection of rides, the location of walkways, and in so many other areas, specific patterns have been developed and used. You and your students will be experiencing those patterns but now, fasten your seatbelt and get ready for an exhilarating “ride” through Kentucky Kingdom. KENTUCKY KINGDOM / EDUCATION IN MOTION TABLE OF CONTENTS To the Teacher - Using the Workbook To The Students - Using the Workbook Speaking the Language of Physics Ride Specifications Formulas Fun Stuff 4 5 6 7 8 9-11 High School Projects Thunder Run The Giant Wheel The Enterprise Bumper Cars Bumper Cars Probability Breakdance Tin Lizzies The Roller Skater Coaster Bella Musica Carousel Mile High Falls Polygons Everywhere You Look Polygons Worksheets Which Angles Do You See? Which Ride Is The Most Popular? Likes and Dislikes Ride Results Worksheet Parallel, Perpendicular, or Intersecting? Sketch Your Rides Worksheet What Is the Cost? What Is the Cost? Worksheet Class Cost at Kentucky Kingdom Up, Down, or Straight Ahead? Up, Down, or Straight Worksheet Bella Musica Carousel #2 The Flying Dutchman T3 – Terror to the Third Power FearFall Bus Ride 5-D Cinema #2 Energized! The Energy Challenge Energized! Worksheet 13-14 15 16 17 18 19 20 21 22 23 24 25-26 27-28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 3 KENTUCKY KINGDOM / EDUCATION IN MOTION 4 TO THE TEACHER USING THIS WORKBOOK We are happy to provide you with a guide to interesting experiments and projects to enhance your “Education in Motion” trip to Kentucky Kingdom. Use as many as you deem suitable for your students and of course, feel free to alter them to fit your students’ needs. A. The intent of this workbook is to show students that learning about science & math at a theme park adds an extra dimension - going on rides becomes more interesting and exciting! B. You may want to do a sample page from the workbook in class, using made-up data, a day or so before your field trip. Students will have a chance to get familiar with the workbook and get a sense of how to use the pages most efficiently. C. Choose a series of concepts and a minimum number (3 or 4) of rides you would like students to investigate. Since the time spent standing in line is directly proportional to the popularity of a ride, suggest to your students that they plan to use less dramatic rides for a good portion of their required work. D. Assign students to lab groups of six to ten and request that each group be able to account for its members at all times. In a larger group like this, no one will feel pressured to ride, anyone wanting to ride will likely have a partner to ride with, and non-riders will be able to ask the others how they liked the ride. You’ll also need less equipment. E. You may want to give your students the option to choose a ride that’s not covered in the workbook and to show how that ride could be used to illustrate physics concepts. F. When checking your students’ answers, remember that all entries are based on actual student measurements and observations. Human reaction times vary and ride speeds depend to some extent on the ambient temperature and time of day. G. Many teachers have found it useful to request that their students turn in the workbook at the end of the day. This ensures that enough calculations are done at the park for the students to connect those calculated results with the rides they have just experienced. KENTUCKY KINGDOM / EDUCATION IN MOTION 5 TO THE STUDENTS USING THIS WORKBOOK GETTING READY! Before your visit to Kentucky Kingdom, you may need to collect materials and equipment and bring them with you to the park. Some of the activities require that lab or vocabulary work be done at school before you come to the park. Completing these tasks before your trip will allow you to make better use of your time at Kentucky Kingdom and should add to your enjoyment of the day. REMEMBER: 1. You are going to Kentucky Kingdom to demonstrate your understanding of math, physics, and science by gathering data and applying basic concepts to different rides and situations. 2. You will need to record the data you collect. You are expected to explain your answers. If you feel a question may have more than one meaning, state your interpretation of the question and then answer it. 3. You are expected to obey all park rules and any directions given by the park’s staff. Do not endanger your safety or that of others. 4. Objects dropped from rides can hurt people. You are not allowed to bring loose objects, such as sunglasses, cell phones, cameras, etc., on the rides. 5. It is not required that you ride any of the rides. Yet we hope you will want to get some first-hand experience by riding at least some of them! 6. It’s a good idea to plan ahead! Review the list of any equipment or supplies you will need to bring with you to the park. Determine the data to be collected before going on the ride, write down the information you gather, and don’t lose it! 7. Your teacher will give you your admission ticket. We recommend that everyone in your group gather at a specific place (suggest the fountain at the entrance) before leaving the park. Great opportunity to take a class photo! 8. Check with your teacher about lunch arrangements. 9. Make sure you understand the arrangements for returning home before you get off your bus to enter the park. Make sure you can recognize your bus! EQUIPMENT YOU MAY NEED TO BRING TO THE PARK: Calculator. Stopwatch. There are many inexpensive ones available and often students have a watch with a stopwatch mode. Accuracy to one-tenth of a second is sufficient. Horizontal/vertical accelerometers (optional). Pens and pencils. Colored pencils, crayons, or markers. Yardstick or measuring tape. Paper (plain, graph, and/or drawing). KENTUCKY KINGDOM / EDUCATION IN MOTION 6 SPEAKING THE LANGUAGE OF PHYSICS To name and describe your observations, you must be able to speak the language of physics. Try to use each of these words at least twice while riding or watching the rides. Acceleration - How fast speed and/or direction change. Action Force - One of the pair of forces described in Newton’s third law. Air Resistance - Force of air pushing against a moving object. Apparent Weightlessness - The feeling of weightlessness that one has when falling toward the earth. (True weightlessness, however, requires that an object be far out in space, where gravitational forces are negligible.) Centripetal Force - A push or pull that makes an object move in a curved path. Its direction is toward the center of the object’s curved path. Elapsed Time - The time that has passed, or elapsed, since the beginning of the time measurement. Elastic Collision - A collision in which colliding objects rebound without lasting deformation or the generation of heat. Energy - The property of an object or system that enables it to do work; measured in joules. Equilibrium - A state of balance between opposing forces or effects. Force - Any sort of push or pull. Free Fall - Motion under the influence of the gravitational force only. Friction - A force from surrounding material that pushes or pulls on objects when you try to move them. Friction causes roller coasters to slow down. Friction usually results from the rubbing of one surface against another and produces heat as a result. Air resistance is one kind of friction. Gravitational Potential Energy - The amount of energy of an object in a position above the surface of the earth. The higher an object is, the greater the gravitational potential energy it has relative to the earth’s surface. G-Force - One inglr equals the gravitational pull at the surface of the earth. A g-force of 2 g’s means a force acting on an object that is equal to two times the object’s weight. (Acceleration of gravity - 9.8 m/s 2 (-10 m/s 2) or (-32 f/s 2). Inertia - The tendency of matter to remain at rest or move at a constant speed in a straight line. Jerk - Rate of change of acceleration, named because you notice this as a feeling of being jerked in the direction of the change. Kinetic Energy - The energy of motion. The faster you go, the more kinetic energy you have. An object cannot speed up unless it gets energy from something that pushes or pulls it through some distance. Roller coasters get kinetic energy from gravitational potential energy. A moving object cannot slow down unless its kinetic energy is changed into some other kind of energy. In roller coasters, kinetic energy changes into gravitational potential energy and into heat. The total of the kinetic energy and gravitational potential energy in a coaster tends to remain the same. Brakes change kinetic energy into heat. Law of Conservation of Energy - The statement that energy cannot be created or destroyed; it may be transformed from one form to another, but the total amount of energy never changes. Mass - A kind of moving inertia that tends to keep moving objects going in the same direction. Momentum is the mass of a body multiplied by its velocity. Momentum (mass x velocity) tends to remain the same. Momentum - The product of the mass and the velocity of an object. Has direction as well as size. Parabola - The shape of the curved path of a ball as it is tossed from one person to another. Roller coaster hills have this shape. Potential Energy - Energy that is stored and held in readiness by an object by virtue of its position. With its energy in this stored state, it has the potential for doing work. Power - The rate at which work is done, which equals the amount of work done divided by the amount of time during which the work is done. This is measured in watts. Reaction Force - The force that is equal in strength and opposite in direction to the action force and that acts on whatever is exerting the action force. Revolutions - Motion in which an object turns about an axis outside the object. Rotation - The spinning motion that occurs when an object moves about an axis that is located within the object. Rotational Speed - The number of rotations or revolutions per unit of time, often measured per second or minute. Rotational Velocity - Rotational speed, together with a direction of rotation or revolution. Speed - How fast something is moving (i.e., the distance moved per unit of time). Velocity - The speed of an object in a particular direction. Weight - The force on a body of matter due to the gravitational attraction of another body. (That other body is often the earth.) KENTUCKY KINGDOM / EDUCATION IN MOTION RIDE SPECIFICATIONS LIGHTNING RUN Opening Date: May 17, 2014 Height: 100 feet Length: Top Speed: 55 mph Designer/Manufacturer: Chance Rides Ride Height Requirement: 48 inches Ride Capacity: 2 trains, 20 passengers per train FEARFALL Opening Date: May 17, 2014 Tower Height: 131 feet Lift Speed: 0.7 mph (upward) Drop Speed: 47 mph (downward) Designer/Manufacturer: A.R.M. Inc. Ride Height Requirement: 48 inches Ride Capacity: 12 passengers BELLA MUSICA CAROUSEL Opening Date: Spring, 1994 Height: 30 feet Diameter: 52 feet, 6 inches Designer/Manufacturer: WBW Group Ride Height Requirement; 36 inches to ride alone; those under 36 inches must be accompanied by a rider at least 36 inches tall Ride Capacity: 66 seats MILE HIGH FALLS Opening Date: Spring, 1994 Height: 85 feet Trough Length: Approximately 880 feet Top Speed: 48 mph Designer/Manufacturer: O.D. Hopkins Ride Height Requirement: 42 inches to ride alone; those between 36 and 42 inches must be accompanied by a rider at least 42 inches tall Ride Capacity: 2 boats, 20 passengers per boat THUNDER RUN Opening Date: August, 1990 Height: 89 feet Length: 2,850 feet Top Speed: 53 mph Designer/Manufacturer: Curtis D. Summers/Dinn Corp. Ride Height Requirement: 48 inches Ride Capacity; 1 train, 20 passengers per train ROLLER SKATER Opening Date: Spring, 1994 Height: 28 feet Length: 679 feet Designer/Manufacturer: Vekoma International Ride Height Requirement: 56 inches to ride alone; those between 36 and 56 inches must be accompanied by a rider at least 56 inches tall Ride Capacity: 8 cars, 2 people per car T3 Opening Date: April, 2015 Height: 98 feet Length: 2,170 feet Top Speed: 60+ mph Designer/Manufacturer: Vekoma International Ride Height Requirement: 52 inches Ride Capacity: 2 trains, 14 passengers per train ENTERPRISE Opening Date: April, 2015 Height: 40 feet Ride Speed: 12 rpm Designer/Manufacturer: HUSS Maschinenfabrik Ride Height Requirement: 54 inches Ride Capacity: 20 gondolas, 2 passengers per gondola CYCLOS Opening Date: April, 2015 Height: 60 feet Rotation Speed: 12 rpm Manufacturer: Zamperla Number of Seats: 16 Ride Capacity: 16 Ride Height Requirement: 42 inches SKYCATCHER Opening Date: April, 2015 Height: 130 feet Rotation Speed: 10 rpm Manufacturer: A.R.M. Inc. Number of Swings; 12, with 2 persons per swing Ride Capacity; 24 Ride Height Requirement; 48” 7 8 KENTUCKY KINGDOM / EDUCATION IN MOTION FORMULAS v =∆d/∆t av a =∆v/∆t av F=ma Fw=mg Period of a satellite = 2 x π x square root (cube of the altitude divided by (gravitational constant x mass of body) Escape velocity = square root (2 x gravitational constant x mass of attracting body divided by distance to the center of the attracting body) Rotational inertia of a hoop around a normal radius = mass x square of the radius Rotational inertia of a hoop around a diameter = one half mass x square of the radius ac=v2/r Gravitational constant = 6.67 E-11 N x m^2/Kg^2 Fc=mv2/r 1 m/s = 2.237 mi./hr. T=1/f 1 kg = 2.2 lbs. T=2π√l/g 1 m = 3.281 ft. p=mv 1 hp = 746w Ft = MDV 1 km = 0.6214 miles PE=mgh 1 lb. = 4.448 N KE=1/2mv2 1 joule = 0.738 ft. lbs. Pressure = Force/Area Horizontal velocity = angled velocity x cosine of angle 9.8 m/s2 = 32.2 ft./s2 % error = observed - actual x 100 actual Vertical velocity = angled velocity x sine of angle Force of gravity = gravitational constant x mass of object 1 x mass of object 2 ÷ square of distance between bodies Power=work/time Velocity of satellite in circular orbit = square root (gravitational constant x mass of the attracting body ÷ altitude from center of the body) Measured Values: values found by your instruments Given Values: actual values provided by Kentucky Kingdom Calculated Values: values calculated by given & measured values KENTUCKY KINGDOM / EDUCATION IN MOTION 9 FUN STUFF ABOUT RIDES! The first roller coasters were ice slides serving as wintertime amusements in Russian villages and towns, particularly St. Petersburg, during the 15th and 16th centuries. In the late 19th century, LaMarcus Adna Thompson became known as “The Father of the Gravity Ride.” Although he did not invent the roller coaster, he built the Switchback Railway at Coney Island in Brooklyn, New York, which opened on June 13, 1884. Mr. Thompson took a great interest in roller coasters and developed and patented many features of the modern coaster. ROLLER SKATER The Roller Skater is a family roller coaster introduced at Kentucky Kingdom in 1994, the fourth coaster to be introduced at the park over a period of only five years. Manufactured by Vekoma International of the Netherlands, it’s a coaster that people of all ages can enjoy. The Roller Skater has a 28-foot hill and its track is 679 feet long. Its unusual location over a small ravine was chosen to maximize its thrill factor. Themed by Kentucky Kingdom Construction Inc., the coaster’s bright primary colors were chosen both for their visual impact and their similarity to the colors so often found in a child’s toy box. THUNDER RUN Thunder Run, with its six tons of nails, 30,000 bolts, and 250,000 board feet of track, was designed by Curtis Summers and George Fetterman and manufactured in 1990 by the Dinn Corporation, which also constructed Cedar Point’s “Mean Streak,” “Timber Wolf” at Worlds of Fun, and Six Flags Over Georgia’s “Georgia Cyclone.” Thunder Run consistently ranks among the top ten wooden coasters in nationwide polls. LIGHTNING RUN Ranked among the top 25 steel coasters in the world, Lightning Run begins with a breathtaking 100-foot, 80-degree drop and ends with three gravity-defying camelback hills. This ten-story coaster thrills riders with negative airtime, an ultra-smooth ride, and nonstop twists and turns. Lightning Run is the first steel coaster of its kind. Manufactured by Chance Rides, it is the only Hyper GT-X coaster operating in the world. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 10 T3 - TERROR TO THE 3rd POWER Kentucky Kingdom’s T3 (“Terror to the Third Power”), a suspended looping coaster designed and manufactured by Vekoma International of the Netherlands, offers high-tech thrills. Riders are suspended from an inverted track and make several complete 360-degree loops. Although the concept for a suspended coaster, with the train hanging beneath the track and swinging its riders from side to side while negotiating steep drops and sharp turns, has existed since the early 1980’s, the coaster itself was not built and introduced at a theme park until 1992. The original design called for upside-down inversions, but this idea never made it past the design phase. The coaster’s side-to-side swinging action made inversions infeasible because of the possibility that the train could fall back when inverted if it negotiated a full 360-degree loop too slowly. In 1992, a Swiss coaster design team took the concept of the suspended coaster one step further. In the new twist they developed, the train hangs from the track and yet hugs it rigidly, enabling it to maneuver through full 360-degree loops. T3 is the third generation of this type of ride. Rather than the four-across seating that had been standard on this type of coaster, T 3 seats only two across, providing more thrills for its riders, who sit in chairs similar to chair lifts, with their feet dangling. T3 was the very first of the new generation of suspended looping coasters to debut in North America. The ride features a 98-foot lift hill, a ten-story drop, and five full inversions along its track length of 2,170 feet. Two trains with seven coaches are able to operate simultaneously, allowing well over 1,000 guests per hour to enjoy the ride. THE GIANT WHEEL The 15-story Giant Wheel boasts 10,290 light bulbs. Each of its 40 gondolas carries 6 riders, or 1,050 pounds, for a total capacity of 42,000 pounds. The Giant Wheel is, of course, an example of a Ferris wheel. When the promoters of Chicago’s 1893 World Exposition were searching for an engineering marvel to rival the Eiffel Tower, which was built for the 1889 Paris World’s Fair, George Ferris, a civil engineer and bridge builder, proposed a 264foot-tall pleasure wheel. Towering above the midway, the completed wheel had 36 gondolas, each 24 feet long, and carried up to 2,160 passengers on a ride consisting of two complete revolutions lasting 20 minutes apiece. George Ferris is the only amusement ride designer whose ride bears his name. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 11 FEARFALL FearFall, manufactured by A.R.M. Inc., rises to a height of 128 feet and treats its riders to a 2.5-second, 60-foot free fall, reaching a top speed of close to 50 miles per hour. FearFall is the second generation of the free fall ride and Kentucky Kingdom was the first park in the world to get this prototype. Passengers sit in open-air cars, their feet dangling, and are pulled to the top of the tower in a mere sixty seconds. Following a brief pause at the top, riders experience a breathtaking free-falling plunge back down to ground level. BELLA MUSICA Kentucky Kingdom’s Bella Musica Carousel, made in Holland and designed as a celebration of the world’s most classic carousels, is a one-of–a-kind ride. Each wooden figure on the carousel is hand carved, a process that takes about 100 hours per figure, and the carousel horses have real horsehair tails. The figures duplicate the designs of famous artisans from various countries, including the U.S., France, Germany, and Holland. All of the glass pieces on the ride are hand-cut and the floor boards are made from the unusual Bangkirai wood. Bella Musica is 52-1/2 feet wide and 30 feet high and weighs more than 24 tons. SKYCATCHER This tall and graceful ride, manufactured by A.R.M. Inc., gives riders a terrific view of Kentucky Kingdom, Hurricane Bay, and the Louisville skyline from swings 130 feet in the air. It can carry up to 24 riders at a time. CYCLOS Cyclos is the ultimate summertime twist! Riders sit on a huge rotating disc attached to a swinging pendulum. The pendulum begins with small swings back and forth, but gradually swings its riders higher and higher, ultimately taking them through a full 360-degree loop. Manufactured by Zamperla, this hair-raising ride towers 60 feet tall and carries 16 passengers at a time. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 12 HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 13 THUNDER RUN OVERVIEW Constructed from 250,000 board feet of track, six tons of nails, and 30,000 bolts, Thunder Run has been recognized as the most terrifying roller coaster in the world by Amusement Business magazine. Thunder Run was built in 1990 by the famous coaster builder Charles Dinn, whose Dinn Corporation also constructed Cedar Point’s “Mean Streak” and Worlds of Fun’s “Timber Wolf.” Anticipation abounds as riders approach the train and turns to pure excitement as the thrilling ride progresses through its 1,006 meters of track. TASK To calculate the ride’s speed and velocity at certain points. CONCEPTS Mathematical Skills Data Core Concepts MATERIALS Horizontal and Vertical Accelerometer Paper Pencil Calculator Stopwatch DIRECTIONS / ACTIVITY 1. The height of the tallest hill is 82 feet. Measure the duration of the ride. 2. While observing the ride, measure the acceleration at the bottom of the tallest hill with the vertical accelerometer. 3. Calculate the average speed of the ride. 4. Calculate the velocity at the bottom of the tallest hill, using the formula for transfer of energy. EXTENSIONS / ENRICHMENT 1. Identify at least three sources of friction in the ride. 2. “An empty roller coaster and a full roller coaster will take the same amount of time for a single trip.” Is this statement true or false? Defend your answer. 3. At what point on the roller coaster track should there be maximum potential energy? Minimum kinetic energy? Maximum kinetic energy? Weightless sensation? Heavy sensation? 4. How many roller coasters are there in the world? In what part of the world are they most concentrated? 5. List the major events in the history of the roller coaster. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 14 KENTUCKY KINGDOM / EDUCATION IN MOTION 71 6. Interview riders about why they enjoyed or disliked Thunder Run and ask them to compare it with coasters they have ridden at other parks. What are the elements that make for a good roller coaster ride? 7. Find a person for whom Thunder Run will be the first ever roller coaster ride ever. Proceed with this person through the queue line, asking questions about what he or she is thinking and anticipating. Follow up with questions after the ride is over. Write a short narrative from this person’s point of view. 8. How would you change various aspects of Thunder Run (appearance, cars, track length, height, etc.) to make it even more exciting? 9. Make a drawing that shows one of the Thunder Run cars full of riders, with their emotions clearly showing as they ride. 10. Show how energy is conserved on Thunder Run’s various hills, beginning with the first hill and proceeding through every hill on the coaster. 11. List at least five effects Thunder Run would have on its riders if the first hill were ten meters higher and no other modifications were made. 12. Notice that Thunder Run’s horizontal curves are banked. What is the reason for this? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 15 THE GIANT WHEEL OVERVIEW With 21.2-meter radios, 10,270 light bulbs, and 40 gondolas, the Giant Wheel creates bigtime excitement for up to 240 riders at a time. Each gondola weighs 1,050 pounds and passengers weighing a total of 42,000 pounds can ride at one time. From the top of the Giant Wheel, many Louisville landmarks are visible. TASK Calculation of circular motion, velocity, centripetal acceleration, and force. CONCEPTS Mathematical Skills Data Thinking Design Observation MATERIALS Paper Pencil Stopwatch DIRECTIONS / ACTIVITY 1. 2. 3. 4. 5. Measure the time required for the Giant Wheel to make one revolution (T-Period). Calculate the linear velocity. Calculate centripetal acceleration. Calculate centripetal force (use the mass of one gondola and the people in it with you). Calculate the rotational inertia of the Giant Wheel. EXTENSIONS / ENRICHMENT 1. If the Giant Wheel ran continuously for ten hours, what distance would each gondola travel? 2. Assuming each bulb is 100 watts, calculate the energy in kilowatt hours and the cost (.06¢ per kilowatt hour) necessary to operate only the lights of the Giant Wheel for three hours. 3. Research the history of the Ferris wheel. 4. What Louisville landmarks can be seen from top of the Giant Wheel? 5. What would be the maximum potential energy of a gondola at the top of the ride? 6. Describe the view from the top of the Giant Wheel to a person at ground level. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 16 THE ENTERPRISE OVERVIEW A thrilling ride that gives a very dramatic example of centripetal force and acceleration (both vertically and horizontally) from a wheel that is 14.8 meters in diameter. TASK To compare measured and calculated values of acceleration in both the horizontal and vertical planes. CONCEPTS Mathematical Skills Data Observation MATERIALS Stopwatch Paper and Pencil Calculator Vertical Accelerometer DIRECTIONS / ACTIVITY 1. Before riding, measure the time it takes the Enterprise to complete one horizontal revolution at maximum speed and one vertical revolution at maximum speed. 2. While observing the ride, use the vertical accelerometer to measure the horizontal acceleration. Also measure the vertical acceleration at the bottom, top, halfway up, and halfway down. 3. Calculate the linear velocity, both horizontally and vertically. 4. Calculate the centripetal acceleration, both horizontally and vertically. 5. Calculate the centripetal force, both horizontally and vertically. 6. Account for any differences between the measured and calculated values of acceleration in the horizontal and vertical planes. EXTENSIONS / ENRICHMENT 1. Explain why the cars swing out as the ride speeds up. 2. What factors (if any) could change the rotational inertia of the Enterprise? 3. Write a narrative describing your feelings from the time the Enterprise begins until you exit the ride. 4. Where did Kentucky Kingdom purchase the Enterprise? What skills would you need to make sound amusement ride purchases? 5. Interview a first-time rider of the Enterprise before and after the ride. List this person’s fears, likes, and dislikes. Write a summary to be presented to the class 6. How does the rotational inertia of the Enterprise compare with that of the Giant Wheel? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 17 BUMPER CARS OVERVIEW This is a classic & favorite amusement park ride for all age groups. Riders at the wheel of a 227kilogram car zip around the floor, trying to crash into or swerve around other vehicles as they choose. TASK To “feel” momentum through collisions. CONCEPTS Mathematical Skills Data Collection Design Thinking Problem Solving Observation MATERIALS Stopwatch Calculator Ruler or Other Distance Approximation Device Pencils & Paper DIRECTIONS / ACTIVITY 1. Before riding, observe the motion of the cars and their passengers before, during, and after a collision. In addition, measure the time needed for a car to travel three meters at full speed without any hindrance to its forward motion. 2. Calculate the average velocity of a car. 3. What would be the momentum of your car? 4. What laws of physics are present during encounters with other cars? Illustrate with examples. EXTENSIONS / ENRICHMENT 1. Are the collisions inelastic? Defend your answer. 2. During a collision, are both kinetic energy and momentum conserved? Explain. 3. If cars had rigid rather than rubber bumpers, would impulse increase, decrease, or stay the same? Why? 4. What safety factors are incorporated into this attraction? Would you change the ride in any way? 5. Write a poem that explains why bumper cars are such a popular attraction. 6. Taking the position of a person who is new to the United States, write a short paragraph explaining what he or she could learn about Americans by observing this ride. 7. Sketch, draw, or paint a bumper car to supplement your presentation. 8. Compare and contrast the results of a collision when: One car is not moving. Both cars are moving and one car hits the other in the rear. Both cars are moving and hit each other head on. A car collides with a stationary object (like the wall of the bumper car building). HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 18 BUMPER CARS: PROBABILITY OVERVIEW The bumper car attraction appeals to all age groups. TASK Determination of various probability variations. MATERIALS Paper Pencil Stopwatch Calculator DIRECTIONS / ACTIVITY 1. How many bumper cars are there? 2. How long does a ride on the bumper cars last? 3. Watch one car for the duration of the ride and count how many times it gets hit head on, from the rear, and from the side. 4. Repeat task no. 3 and collect the data. 5. What is the average time elapsed between collisions? 6. What is the probability that a car can go without being hit for thirty seconds? Twenty seconds? Ten seconds? 7. How does the probability of being hit increase the excitement of this attraction? 8. How many collisions can you expect to occur in one minute? EXTENSIONS / ENRICHMENT 1. Diagram the pattern created by the car you observed while completing task no. 3 above. 2. Can you predict the next sequence of activity? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 19 BREAKDANCE OVERVIEW If you become dizzy easily, it may be difficult for you to complete this project! TASK Achieve thoughtful insight through observation. CONCEPTS Observation Data Mathematical Reasoning MATERIALS Paper Pencil DIRECTIONS / ACTIVITY 1. Pick a passenger in a car on the Breakdance that’s located on a different axis from your car and count the number of times you pass this person during the ride. 2. Compare your count with another passenger. Explain the difference, if any. 3. If a 350-pound gorilla wants to sit in your car, where would you suggest the gorilla sit? Why? EXTENSIONS / ENRICHMENT 1. 2. 3. 4. Write a paragraph describing your feelings about this attraction. Sketch, draw, or paint this attraction. Compare and contrast the reasons why people who have ridden this ride like or dislike it. What would you do to make this ride more enjoyable? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 20 TIN LIZZIES OVERVIEW This attraction, with 389.5 meters of track, is a favorite of all age groups. TASK To relax and enjoy the attraction while calculating its velocity. CONCEPTS Mathematical Skills Core Concepts Design MATERIALS Stopwatch Paper Pencil Calculator DIRECTIONS / ACTIVITY 1. Before riding, measure the duration of one trip around the track. 2. Sketch the path taken by the car. 3. Calculate the car’s average velocity. EXTENSIONS / ENRICHMENT 1. 2. 3. 4. 5. Calculate the time it would take to return to your school if you were riding in a Tin Lizzies car. Write a short narrative about the first time you got to “drive” a car. Draw, sketch, or paint a Tin Lizzie. Describe how you would decorate the Tin Lizzies. Why would your ideas appeal to the public? Examine the safety features on this ride and list them. Are there any suggestions you might offer to make the ride more enjoyable, but still relaxing and safe? 6. If the cars had no “speed governor,” how would this affect the attraction? 7. If no. 6 above were true, what safety factors would have to be changed? Why? 8. If the center rail were taken out, what other means would you suggest to keep the cars on the track? 9. If it were up to you, how would you make this attraction even more popular? 10. What fuel is being used for the cars and how would a change in that fuel affect Kentucky Kingdom? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 21 THE ROLLER SKATER COASTER OVERVIEW This coaster for the whole family is not as heart-stopping as Thunder Run, but don’t be fooled into thinking it doesn’t deliver thrills! Stats for the Roller Skater are as follows: its lift is 32 feet tall, it has 679 linear feet of track, and its rider capacity is approximately 720 people per hour (8 cars, 2 passengers per car). TASK To calculate average speed and make comparisons with Thunder Run. CONCEPTS Mathematical Skills Design Data MATERIAL Paper and Pencil Calculator DIRECTIONS / ACTIVITY 1. Measure the duration of one complete run on the Roller Skater and calculate the ride’s average speed. 2. Compare and contrast the Roller Skater and Thunder Run in at least five areas. 3. Draw, sketch, or paint the Roller Skater. 4. Write a short story about a 10-year–old child on the Roller Skater for the very first time who is riding with a 16-year–old Thunder Run enthusiast who’s “showing off” on the Roller Skater. 5. Why would Kentucky Kingdom invest $1.2 million to purchase the Roller Skater? List at least five reasons and explain why they are sound business reasons. 6. What colors would you select for this ride to make it even more appealing? Defend your answer. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 22 BELLA MUSICA CAROUSEL OVERVIEW With its hand-carved figures, Bella Musica weighs more than 24 tons! Its special design includes different figures used by American and European manufacturers, making it a real showpiece. TASK To determine the average speed of various figures on the carousel. CONCEPTS Mathematical Skills Data Patterns Design MATERIALS Paper and Pencil Calculator Stopwatch Tape Measure DIRECTIONS / ACTIVITY 1. Measure the time required for the carousel to make one revolution. 2. Using your data, calculate the velocity of each row of figures on the carousel. 3. How much farther does a horse in the outer row travel in comparison with a horse in the inner row? EXTENSIONS / ENRICHMENT 1. 2. 3. 4. 5. How could you design the carousel so that all of the figures travel the same distance? Write a paper on the history of the carousel. Write a short story from the point of view of one of the figures on the carousel. Draw, sketch, or paint a carousel figure. Compare or contrast the music that’s played on Bella Musica to the music you would pick for the ride. If you would pick different music, why do you feel your music would be better? 6. Defend Kentucky Kingdom’s $1-million investment in this carousel. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 23 MILE HIGH FALLS OVERVIEW At nine stories (86 feet), Mile High Falls gives its passengers a huge thrill! The two boats contain 20 seats each and serve 600 to 700 guests per hour. The trough is approximately 900 feet long, including a 200-foot drop at a 45-degree angle. The water flows down the drop chute at a rate of 1,500 gallons per minute. The speed of the boats descending the drop averages 48 mph. When a boat hits the landing pool, it the result is a giant splash extending as far as 100 feet. TASK To transfer all measurements to metric units and compare calculated speed with actual speed. CONCEPTS Mathematical Concepts Design Models Data MATERIALS Stopwatch Paper Pencil DIRECTIONS / ACTIVITY 1. Rewrite the overview of Mile High Falls above with metric units for all of the measurements. 2. Measure the time it takes for a boat to drop from the top of the run and make contact with the water. Calculate the average speed of the boat. How does this compare with the listed speed? What factors account for any difference? EXTENSIONS / ENRICHMENT 1. Calculate how many liters of water cascade down the chute within a 24-hour period, assuming constant flow. 2. If each guest walks away from the ride one pound heavier because of the soaking, how much water (in liters) must be replaced per hour? 3. Compare the speed of the boat to its present speed if the angle of the drop were 30 degrees and again if that angle were 60 degrees. 4. Calculate the velocity of the water that hits the observation deck. How did you set up your data? 5. If the boats fully displace 10,000 pounds of water when they hit the landing pool, what is the force of the water hitting the spectators on the observation deck? What factors are you presuming, if any? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 24 POLYGONS EVERYWHERE YOU LOOK OVERVIEW Geometry and theme parks – what a great combination! Students should know what a polygon is and should recognize the different types of polygons. TASK At each ride, students will describe things they see that can represent any of the different types of polygons. CONCEPTS Observation Visualization Writing Space and Dimensionality Mathematical Structure MATERIALS Pencil Student Worksheets DIRECTIONS / ACTIVITY 1. At each ride, write down the things you see that represent any of the following: triangles, squares, rectangles, parallelograms, trapezoids, a rhombus, or any polygon with more than four sides. 2. Find five examples for each type of polygon and complete the worksheet. EXTENSIONS / ENRICHMENT 1. Draw a rough sketch of some rides and show on each sketch the different types of polygons that were found. 2. As a class, examine the different examples found for each type of polygon. RIDES TO CONSIDER 1. 2. 3. 4. 5. Tin Lizzies Breakdance Bumper Cars Himalaya Enterprise 6. Giant Wheel 7. Thunder Run 8. Roller Skater 9. FearFall 10. Bella Musica HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION RIDE: 25 DESCRIPTION: Triangles ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ Squares ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ Rectangles ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 26 Parallelograms ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ Trapezoids ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ Rhombus ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ ______________________________ ________________________________________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 27 WHICH ANGLES DO YOU SEE? OVERVIEW The activity relates classroom geometry lessons to the world of a theme park. Students should be familiar with acute, right, obtuse, vertical, adjacent, complementary, and supplementary angles. TASK At each ride, students will describe things they see that can represent any of the different types of angles. CONCEPTS Observation Visualization Writing Space and Dimensionality Mathematical Structure MATERIALS Pencil Student Worksheets DIRECTIONS / ACTIVITY 1. At each ride, write down the things you see that represent any of the following: acute angles, obtuse angles, right angles, vertical angles, adjacent angles, complementary angles, and supplementary angles. 2. Find five examples for each type of angle and complete the student worksheets. EXTENSIONS / ENRICHMENT 1. Draw a rough sketch of some of the rides and show on each sketch the different types of angles found. 2. As a class, examine the different examples found for each type of angle. RIDES TO CONSIDER 1. 2. 3. 4. 5. Breakdance Himalaya Zeppelin Giant Wheel Thunder Run 6. Tin Lizzies 7. Enterprise 8. FearFall 9. Lightning Run 10. T3 HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION RIDE: 28 DESCRIPTION: Acute Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Obtuse Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Right Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Vertical Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Adjacent Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Complementary Angles ______________________________ ________________________________________________ ______________________________ ________________________________________________ Supplementary Angles ______________________________ _________________________________________________ ______________________________ _________________________________________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 29 WHICH RIDE IS THE MOST POPULAR? OVERVIEW In this activity, students use their communication skills to express their views of the rides at Kentucky Kingdom. Their opinions will be used to determine the percentage of students who like each ride and which of the rides is the most popular. Each student should have some prior knowledge of the methods for calculating percentages and of graphing. TASK After the students have ridden their chosen rides, the most popular ride is determined. Percentages are calculated and the results are graphed. CONCEPTS Quantifying Computing Mathematical Reasoning Using Electronic Technology Mathematical Procedures Classification Writing Speaking MATERIALS Scientific Calculator Worksheet and Two Sheets of Graph Paper DIRECTIONS / ACTIVITY 1. Ride ten rides of your choice, recording the things you like or dislike about each one. 2. Indicate which ride you felt was the most popular. 3. As a class, list all of the rides, count how many chose each ride as the most popular, and fill in the numbers on the “Ride Results” worksheet. 4. Using the count for each ride and the total number of people who completed the survey, calculate each ride’s percentage, complete the worksheet, and determine the most popular ride. 5. Using the graph paper, graph the results (one graph for the count and one for the percentage). EXTENSIONS / ENRICHMENT 1. Compare your results to those of other classes. 2. Break down the results according to males only and females only; compare these to the overall results. RIDES TO CONSIDER 1. 2. 3. 4. 5. Lightning Run Thunder Run Giant Wheel T3 Bella Musica 6. Zeppelin 7. Breakdance 8. Himalaya 9. Enterprise 10. Skycatcher 11. Tin Lizzies 12. FearFall 13. Roller Skater 14. Cyclos 15. Bumper Cars HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 30 LIKES AND DISLIKES RIDE LIKES DISLIKES 1._______________________________________________________________________________ 2._______________________________________________________________________________ 3._______________________________________________________________________________ 4._______________________________________________________________________________ 5._______________________________________________________________________________ 6._______________________________________________________________________________ 7._______________________________________________________________________________ 8._______________________________________________________________________________ 9._______________________________________________________________________________ 10.______________________________________________________________________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 31 RIDE RESULTS Ride Name Most Popular (No.) Most Popular (Percent) No. in Class 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. _____________________________________________________________________________ Which ride did the class find to be the most popular? ______________________________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 32 PARALLEL, PERPENDICULAR, OR INTERSECTING? OVERVIEW The activity relates classroom geometry lessons to the world of a theme park. Students should understand the meaning of the terms “parallel,” “perpendicular,” and “intersecting” with respect to lines and planes. TASK After drawing a rough sketch of each ride chosen, students will identify areas where they find parallel, perpendicular, or intersecting lines and/or planes. CONCEPTS Observation Visualization Writing Visual Arts Space and Dimensionality Mathematical Structure MATERIALS Pencil Worksheet DIRECTIONS / ACTIVITY 1. After riding at least eight rides of your choice, draw a rough sketch of each ride on the worksheet. 2. On the sketch, indicate the area(s) where you find a representation of the following: parallel lines, planes, or line and plane; perpendicular lines, planes, or line and plane; and intersecting lines, planes, or line and plane. 3. Write a brief description of these areas on the back of the worksheet. EXTENSIONS/ENRICHMENT 1. As a class, examine the different observations each student made. 2. As a class, count the number of different representations found for parallel, perpendicular, or intersecting lines and/or planes. RIDES TO CONSIDER 1. Cyclos 2. Lightning Run 3. Tin Lizzies 4. Bumper Cars 5. Enterprise 6. Thunder Run 7. Zeppelin 8. Roller Skater 9. T3 10. Giant Wheel 11. Flying Dutchman 12. Bella Musica 13. Skycatcher 14. Himalaya 15. FearFall HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 33 SKETCH YOUR RIDES YOU WILL NEED TO MAKE AT LEAST EIGHT COPIES PER STUDENT HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 34 WHAT IS THE COST? OVERVIEW This activity relates a real-life situation of spending money at Kentucky Kingdom to consumer applications. Each student should know how to multiply and divide whole numbers and decimals on a scientific calculator. It might also be helpful if each student knows how to use the memory key(s) on a scientific calculator. TASK After being told the cost of admission to Kentucky Kingdom, students use the descriptions of their day at the park to calculate the total cost of a day at Kentucky Kingdom for one person, as well as the least and the greatest amounts of money spent by one person. CONCEPTS Accessing Sources Observation Quantification Computing Mathematical Reasoning Mathematical Procedures Data Writing Using Electronic Technology MATERIALS Scientific Calculator Small Notebook Worksheet DIRECTIONS / ACTIVITY 1. Bring a small notebook with you on your visit to Kentucky Kingdom and write down what you did during the day, detail each item you bought and what it cost, and jot down the general feelings you have about your visit. You will use this information to write a full description of your day at Kentucky Kingdom. 2. Use the information from your notebook to complete the “Cost for One Day” worksheet. 3. Using that information and a calculator, complete the worksheet by calculating the cost for each item and the total cost for the day. 4. As a class, examine what each student spent during their day at Kentucky Kingdom. On the worksheet entitled “Class Cost at Kentucky Kingdom,” answer the questions based on the class discussion. EXTENSIONS/ENRICHMENT 1. Investigate the average cost for a day at Kentucky Kingdom for one person and discuss how an individual student’s total cost for the day compared with that average. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 35 COST OF ONE DAY Item Purchased No. Purchased Cost per Item Total Cost ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ ____________ ___________ ___________ _____________ Total cost for one person for one day = _______________________ HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 36 CLASS COST AT KENTUCKY KINGDOM 1. What was your total cost for one day? 2. How did your cost for one day compare with the costs for other students in your class? 3. What was the smallest cost for one person in one day? 4. What was the largest cost for one person in one day? 5. When you made purchases, did you shop around for the best price or did you just buy at the first shop you came to? 6. Are there differences in pricing or will you pay the same amount for the same items throughout the park? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 37 UP, DOWN, OR STRAIGHT AHEAD? OVERVIEW This activity explores the idea of slope with respect to lines. Slope is examined through observation of real-world situations at Kentucky Kingdom. Students should have some knowledge of the meaning of slope and the meaning of positive, negative, and zero slopes. TASK At the four designated rides, students will identify the number of times they encounter a positive, negative, or zero slope by observing the number of times the rides go uphill, downhill, or straight ahead. CONCEPTS Observation Visualizing Mathematical Reasoning Classifying Space and Dimensionality Change Mathematical Structure MATERIALS Graph Paper Worksheet DIRECTIONS / ACTIVITY 1. After observing and/or riding the four designated rides (Lightning Run, Roller Skater, T3, and Thunder Run), count the number of times they go uphill, downhill, or straight ahead. Enter this information on the “Up, Down, or Straight Ahead” worksheet. 2. Use graph paper to graph ten lines with the two-coordinate pairs given in the “Graphing” section of the worksheet. Identify the slope of each line; is it positive, negative, or zero? 3. Identify on the graph paper which lines are examples of the uphill, downhill, or straight travel of the roller coaster rides. 4. Answer the questions concerning slope and its relationship to the roller coasters at Kentucky Kingdom. EXTENSIONS / ENRICHMENT 1. Examine how this could be extended to other rides at Kentucky Kingdom or other locations in the world. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 38 UP, DOWN, OR STRAIGHT AHEAD WORKSHEET As you ride, count the number of times each of these rides goes uphill, downhill, or straight ahead. LIGHTNING RUN T3 Uphill___________________ Uphill______________________ Downhill_________________ Downhill____________________ Straight_________________ Straight____________________ Thunder Run Roller Skater Uphill___________________ Uphill______________________ Downhill_________________ Downhill____________________ Straight_________________ Straight____________________ GRAPHING 1. Graph the following lines using the two given points and identify the slopes as positive, negative, or zero. a. (10,3) (-3,7) b. (-5,4) (7,4) c. (3,-12) (7,-5) d. (-7,10) (-1,8) e. (2,3) (7,6) f. (-5,-7) (-2,-3) g. (7,-5) (10,-5) h. (2,8) (6,3) i. (2,12) (7,12) j. (-10,1) (-7,2) 2. On the same piece of graph paper, identify which lines represent the uphill, downhill, and/or straight-ahead travel of the rides. Use colored pencils to mark each type of travel in a different color (use red for uphill, blue for downhill, and green for straight ahead). 3. Using the information you have collected, answer the following questions. A. On the four coasters, how many times did you encounter the following slopes: Positive: __________ Negative: __________ Zero: __________ B. Of the four rides, which one seems to contradict the ideas of uphill representing a positive slope, downhill representing a negative slope, and straight ahead representing a zero slope all the time? Why does it seem to contradict this idea? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 39 BELLA MUSICA CAROUSEL #2 OVERVIEW With its hand-carved figures weighing more than 24 tons and its special design incorporating figures used by American and European manufacturers, this carousel is a real showpiece. TASK To determine the probability of riding any particular animal. MATERIALS Paper Pencil Calculator DIRECTIONS / ACTIVITY 1. 2. 3. 4. List the different animals on the carousel and how many there are of each type. What is the capacity of each animal? If a child is in line to ride, what is the probability that he or she will be able to ride a horse? How many patrons can the carousel accommodate in one hour? List other animals that could have been added and show how this additional seating could be incorporated with the present animals on the carousel. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 40 THE FLYING DUTCHMAN OVERVIEW Each shoe on the Flying Dutchman has a mass of 79 kilograms and a swing radius of 18.3 meters while in operation - something to keep in mind as you enjoy this relaxing and charming ride! TASK To calculate the tension on the support cable for the shoes. CONCEPT Mathematical Skills and Concepts Design Data Thinking MATERIALS Stopwatch Pencil Horizontal Accelerometer Calculator Paper DIRECTIONS / ACTIVITY 1. Before riding, measure the time it takes the ride to make one revolution. 2. Using your horizontal accelerometer, measure the angle of elevation to the point where a cable is attached to a shoe. 3. Using your data, calculate the following: (a) linear velocity; (b) centripetal acceleration; (c) centripetal force; (d) the tension on the cable supporting the shoe. EXTENSIONS / ENRICHMENT 1. How would you have to change the operation of the ride if it were located on the moon? On Jupiter? Why would you have to make these changes? 2. Did this attraction originate in Holland? Why is a flying shoe used? 3. Draw a sketch of a flying shoe to supplement your presentation. 4. Compare and contrast the feeling of riding the Flying Dutchman with the feeling you get when you ride the Enterprise. 5. Do you feel this attraction is designed to please all age groups or a particular age group? Why? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 41 T3 TERROR TO THE THIRD POWER OVERVIEW T3 is among the new generation of suspended looping coasters to debut in North America. The ride features a 98-foot lift hill, a ten-story drop, and five upside-down inversions along its track length of 2,172 feet. Its duration of two minutes and five seconds may seem like an eternity to the faint of heart! This ride, with two trains carrying 14 passengers each, can accommodate 800 passengers per hour. TASK To calculate the average speed for the entire ride. To calculate the work required and power needed to move you to the ride’s highest point. CONCEPTS Observation Thinking Concepts Data MATERIALS Stopwatch Calculator DIRECTIONS / ACTIVITIES 1. 2. 3. 4. Measure the time it takes the train to move from the beginning of the ride to its highest point. Calculate the average speed in m/s for the entire ride. Calculate the work (in joules) required to move you to the ride’s highest point. Calculate the power (in watts) needed to move you to the ride’s highest point. EXTENSIONS / ENRICHMENT 1. Convert your power calculation from watts to horsepower. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 42 FEARFALL OVERVIEW Too chicken to go sky diving? Strap yourself in on Kentucky Kingdom’s FearFall ride, ascend 131 feet above ground level, and get ready to experience a free fall! TASK To experience the G-forces of free fall and calculate the maximum velocity of and distance traveled by the ride vehicle. CONCEPTS Observation Thinking Concepts Data MATERIALS Stopwatch Vertical Accelerometer Horizontal Accelerometer Calculator DIRECTIONS / ACTIVITY Measure the duration of the ride vehicle’s free fall. Use this time measurement to calculate the distance covered in the free fall. Calculate the maximum velocity of the ride vehicle. Use vertical accelerometers to measure G’s during the free fall and during braking. Using the horizontal accelerometer and trigonometric functions, calculate the height of FearFall. Compare with the ride’s stated height & determine the percentage of error. 6. Calculate your potential energy when you are at the top of FearFall. 1. 2. 3. 4. 5. EXTENSIONS / ENRICHMENT 1. Explain the criteria you used to measure the duration of the free fall. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 43 THE BUS RIDE OVERVIEW Even your trip to and from Kentucky Kingdom can be a learning experience. TASK Calculate average acceleration and speed by observing the speedometer. CONCEPTS Observation Computation Mathematical Procedures Mathematical Reasoning Data MATERIALS Pencil and Paper Calculator Stopwatch DIRECTIONS / ACTIVITY Using a stopwatch, determine how long it takes the bus to accelerate from 35 to 55 mph. Observe the mileage on the odometer when the trip starts and when the bus stops at Kentucky Kingdom. Time the trip from school to Kentucky Kingdom. From observed data & speed/acceleration formulas, calculate the average acceleration & speed for your bus. EXTENSIONS / ENRICHMENT 1. How does the average acceleration and speed of your bus compare with those of the other buses your school group used to travel to Kentucky Kingdom? 2. Why would these results differ? 3. Convert all measurements to metric units. 4. Blindfold a classmate and experiment with the concepts of time and distance. Tell your classmate the speed of the bus and have him or her guess how long it takes to travel one mile. Have your classmate give you, from memory, a map of the turns taken in the course of the drive to Kentucky Kingdom and compare it with one you prepared (without a blindfold!) while riding to the park. 5. Calculate the probability that there will be two girls sitting together in one seat. 6. Calculate the probability that there will be a seat with only one person. 7. As you look out your bus window, list three events taking place that would compare with what you are expecting to see and do at Kentucky Kingdom. HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 44 5D CINEMA – MOVIES YOU RIDE OVERVIEW Hold on to your seat – you are about to ride off into the big screen. You won’t want to be eating popcorn during this movie! TASK To experience Newton’s laws first hand. To understand how experiencing a “movie you ride” differs from your experience in a regular movie theatre. CONCEPTS Reasoning Observation Core Concepts MATERIALS Paper Pencil DIRECTIONS / ACTIVITY 1. In how many different directions does your seat move during this ride? 2. What mechanism do you think operates the seats? How do you think it works? 3. When do you experience Newton’s first law of motion during this ride? Newton’s second law? Newton’s third law? 4. As the name of this ride implies, you actually feel as though you are riding through the movie. Explain how this is so, using various frames of reference. EXTENSIONS / ENRICHMENT 1. How does a moving seat change the movie-watching experience? 2. The movies shown at this ride change on a yearly basis. Do you think the moving seats are reprogrammed for each new movie and, if so, how is that done? HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 45 ENERGIZED! THE ENERGY CHALLENGE OVERVIEW The Law of Conservation of Energy states that the total amount of energy in a system remains constant, although energy transforms from one form to another (specifically potential to kinetic energy). Potential energy is stored energy, or energy of position, because the energy stored depends on the position of the object. Kinetic energy is the energy of motion. A skier at the top of a slope has stored energy (potential energy). When the skier leaves the top, that potential energy is transferred to kinetic energy. Mechanical energy is the use of fuelpowered machines to complete a task. In the thrill rides at Kentucky Kingdom, all of these types of energy are combined. GOALS Observation Systems and Interactions MATERIALS Paper Pencil DIRECTIONS / ACTIVITY 1. Compare the rides on the worksheet that use energy transfer to complete the ride. Record your data on the worksheet. 2. What effect does the transfer of energy have on the sensation of the ride? 3. When do you feel the greatest effects? 4. Using the diagram below, label the energy transfers (mechanical, kinetic, and potential energy). HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 46 EDUCATION IN MOTION ENERGIZED! WORKSHEET Maximum Ride Potential Energy Maximum Kinetic Energy Use of Mechanical Energy Cyclos Lightning Run Skycatcher T3 Thunder Run Enterprise HIGH SCHOOL KENTUCKY KINGDOM / EDUCATION IN MOTION 47 HIGH SCHOOL