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KENTUCKY KINGDOM / EDUCATION IN MOTION
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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
Outdoor Classroom Student Instructions
Speaking Physics
Ride Specifications
Formulas
Fun Stuff
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5
6
7
8
9-11
Middle School Projects
Loop the Loop
Spinning Wheels
Spinning Wheels Worksheet
Pacing the Path
Bumper Cars and Thrill Rides
Bella Musica Carousel #1
Mile High Falls
Speed Demons
Data Table
A New Angle
Data Table
Dot-To-Dot
Round the Circles
Data Table
What’s Your Opinion
Venn Diagrams
Up, Up, Up, Then DOWN!
5-D Cinema #1
Energized! The Energy Challenge
Energized! Worksheet
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14
15
16
17
18
19
20
21
22
23
24
25
26
27
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29
30
31
32
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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.
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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).
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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
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
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
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
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
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”
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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
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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.
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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.
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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.
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LOOP THE LOOP
OVERVIEW
A loop is any roughly circular or oval pattern or path that closes or nearly closes on itself. Many rides
at Kentucky Kingdom have loops that create thrills for the riders. Several principles of physics make
looping rides possible. Inertia is a physical property that keeps moving things moving or keeps
motionless things still unless an outside force acts on them. (When a bus driver slams on the brakes,
the bus stops, but your body keeps moving until the seat in front of you stops you.) Centripetal force
causes an object to turn in a circular path. (When you speed around a corner, inertia sends you in a
straight line and centripetal force pushes the car into the curve, pressing you against the car door.)
Roller coasters and other looping rides make use of these properties.
GOALS
Observation
Patterns
Systems and Interactions
MATERIALS
Paper
Pencil
DIRECTIONS / ACTIVITY
1.
Select one of the following rides: Thunder Run, T 3, Lightning Run, or Roller Skater.
2.
Observe the ride.
3.
Predict where you will: (a) feel weightless and (b) feel heaviest.
4.
Ride the ride.
5.
Were your predictions correct?
6.
What two forces, working together, keep you and the cars on the track?
7.
What is the force that keeps you in the seat?
8.
Where did you feel weightless? Where did you feel heaviest?
9.
Where does the centripetal force occur?
10.
Identify at least one place where you see a transfer of energy. Identify the type of
energy.
EXTENSIONS / ENRICHMENT
1. Diagram the ride’s path. Label the places where energy transfers and centripetal force occur and
where you feel weightless.
2. How does friction affect the ride? Investigate.
3. Research the history of roller coasters.
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SPINNING WHEELS
OVERVIEW
Some of the rides at Kentucky Kingdom have one or more circular routes. The diameter of the circle,
the number of circles, and the speed of the ride all contribute to unique ride experiences. Centripetal
force and inertia work together to keep you in your seat. Inertia is a physical property that keeps
objects in motion moving or keeps motionless things still unless an outside force acts on them.
Centripetal force causes an object to turn in a circular path.
GOALS
Observation
Classification
Patterns
Mathematical Structure
MATERIALS
Paper
Pencil
DIRECTIONS / ACTIVITY
1. Select three rides that travel in a circle.
2. Compare and contrast the rides by filling in the data table. Fill in the names of the rides.
3. Fill in the names of three rides.
4. Count the number of circles the ride exhibits.
5. Identify any areas of the ride where centripetal force is used and how it’s used.
6. Using the numbers 1 through 3 and with the number 1 representing the ride that makes the
fastest circle, rate the three rides from fastest to slowest.
7. Diagram the path you take as you ride the ride.
8. Does the location of your seat on the ride have an effect on your ride experience? Explain for
each ride.
9. Which ride would you least like to ride with a 350-pound gorilla as your fellow passenger?
EXTENSIONS / ENRICHMENT
1. Select another geometric shape and define it. Try to find examples of your definition among
the rides in the park.
2. How could the rides be compared with everyday activities? Does a Ferris wheel relate to
anything you know? Find other rides that correspond to something in your daily life.
3. Calculate the actual speed of each circular ride.
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SPINNING WHEELS WORKSHEET
Ride
Number of
Circles
Use of
Centripetal
Force
Rank Ride
Speed, 1 - 3
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PACING THE PATH
OVERVIEW
One definition of a circle is a cycle, a period, or a complete or recurring series usually ending as it
begins. The paths throughout Kentucky Kingdom all circle back to the park’s entrance. Using your
own steps, you can estimate the length of the paths.
GOALS
Computing
Patterns
Problem-Solving
MATERIALS
Meter Stick
Chalk to Mark on Pavement
Paper and Pencil
Map of Kentucky Kingdom
DIRECTIONS / ACTIVITY
Find your pace.
1. Mark a starting point.
2. Measure ten meters.
3. Mark an ending point.
4. Using a natural stride, pace off the ten meters three times. Total the number of steps.
5. Find the average of the three totals (average = total number of steps divided by 3).
6. Use your “pace” to measure distances and complete the following formula: Ten meters =
__________ steps.
7.
Start at the entrance to Kentucky Kingdom.
8.
Turn right and proceed to the Himalaya ride.
9.
Keep count of your normal pace.
10.
Figure the distance in meters to the Himalaya ride.
11.
This is an estimated figure. How can you check your answer?
12.
Retrace your steps and figure again.
13.
Keep a log for the day of how far you travel while visiting Kentucky Kingdom.
EXTENSIONS / ENRICHMENT
1. Using the map of Kentucky Kingdom, find a “circle” to measure.
2. Have another student measure the same circle. How do the two measurements compare?
Take an average of the two measurements. Is this a better estimate? Explain.
3. How could you get an exact measurement of the circle? Try it if you have the material.
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BUMPER CARS AND THRILL RIDES
OVERVIEW
There seem to be different patterns among the facial expressions of riders on the bumper cars and
on the thrill rides.
GOALS
Observation
Production
Creative Thinking
MATERIALS
Notebook Paper
9” x 12” Manila Paper
Pencil
DIRECTIONS / ACTIVITY
1. Observe the faces of riders as they ride one of the thrill rides and as they ride the bumper cars.
List the different emotions or feelings that you see on their faces. What indicators did you use to
come to that conclusion?
2. Make two sketches. Each sketch should be a close-up of a rider’s face on a thrill ride and then
on the bumper cars.
3. Write a paragraph on the back of each drawing to describe how you think the person was feeling
as he or she rode the ride.
EXTENSIONS / ENRICHMENT
1. Back in the classroom, focus on one of the drawings and make a mask that captures the emotions
revealed.
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BELLA MUSICA CAROUSEL
OVERVIEW
Bella Musica is known as an international carousel because it features a wide variety of animals, as
European carousels do. This is in contrast to American carousels, which have only horses. Look
carefully at the animals on the carousel. Each one is carefully hand carved, a task requiring
approximately 100 hours per animal. The animals and all of the panels on the carousel are painted
by hand.
GOALS
Observation
Visualization
Production
MATERIALS
12” x 18” Drawing Paper
Colored Pencils
DIRECTIONS / ACTIVITY
1. List the animals you can identify.
2. Choose your favorite figure on the carousel and make a drawing. Carefully record all of the
intricate details. Use colored pencils to color your picture.
3. Think of an animal that is not represented on the carousel and design it as a figure to be
added to the carousel. Be sure to include all details. Use colored pencils to color the picture.
EXTENSIONS / ENRICHMENT
1. Research the history of carousels. Compare and contrast the European carousel with the
American carousel.
2. Use the new figure you designed for the carousel as the basis for a three-dimensional
sculpture from clay. After firing your sculpture, apply glaze or paint to color it.
3. Put all of the sculptures created by you and your classmates together to create a classroom
carousel.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
19
MILE HIGH FALLS
Draw a diagram of the first hill, and the first water landing:
The length of the boat is 21 feet long.
Measure the time it takes for the boat to come down the slide: ––––––––––––––––– s
What is the duration of the splash made by the boat? –––––––––––––––––s
OBSERVATIONS
1. Why is there water on the slide and not just in the landing pool at the bottom?
2. If there is a lot of mass up front in the boat, is the splash it makes larger or smaller?
3. Does the distribution of mass in the boat influence the duration of the splash? Describe your
observations.
4. At what point on the ride do the riders lunge forward? Explain why this is so.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
20
SPEED DEMONS
OVERVIEW
Climbing, climbing, climbing … it can seem to take forever to get to the top of a tall theme park ride.
Then, just as you reach the top and begin to settle back, you suddenly start speeding downhill. Just
how fast are you going anyway?
GOALS
Observation
Mathematical Reasoning and Procedures
Data
Expanding Existing Knowledge
Measuring
Writing
Independent Learning
MATERIALS
Stopwatch or Watch with a Second Hand
Chart of Distances or Scaled Diagram
DIRECTIONS / ACTIVITY
Choose and observe a speed-oriented ride from a distance.
1.
Don’t blink, you might miss it.
2.
Find the points on the ride where each timing will begin and where it will end.
3.
As the ride reaches the start, begin timing it.
4.
As soon as the ride has reached its stopping point, stop the watch.
5.
Record your time on the data table.
6.
Repeat the timing to ensure its accuracy (take an average of your times).
7.
Record your data on the data table.
8.
Before riding, observe the speed of the ride from the ground. Describe your thoughts.
9.
After you’ve ridden, describe the effect the ride’s speed has on you.
10.
Explain the effects “velocity” has on the degree of thrill or entertainment provided by the
ride.
EXTENSIONS / ENRICHMENT
1. Find the number of feet in a mile and seconds in an hour. Now determine the speed of the ride
in miles per hour.
2. Determine the velocity of the ride at other points in its travel.
3. Discuss the reasons people might give for liking “fast rides.” Poll 25 people before they ride.
Poll another 25 people who have already ridden. Graph the results of your poll. What can you
infer from these data about “fast” rides?
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
21
DATA TABLE
OVERVIEW
Velocity = distance divided by time
Name of ride (your choice!) _______________________________________________________
Steepest Climb:
Distance (given)_______________________________________________________________
Time (seconds)
Velocity (ft./sec.) ______________________________________________________________
Steepest Drop:
Distance (given) ______________________________________________________________
Time (seconds) ______________________________________________________________
Velocity (ft./sec.) ______________________________________________________________
Total Ride:
Distance (given) ______________________________________________________________
Time (seconds) _______________________________________________________________
Average Velocity (ft./sec.) _______________________________________________________
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
22
A NEW ANGLE
OVERVIEW
Tilted back, thrown forward, forced to the left, and shoved to the right. The changes can come about
slowly or instantaneously - you never know which way you’re going to be moved next. The change
in a ride’s angle causes a corresponding alteration in the passenger’s position. What is it about a
ride’s actions and angles that make it amusing or thrilling?
GOALS
Observation
Measuring
Writing
Problem-Solving
Classification
Data
Resourcefulness and Creativity
Expanding Existing Knowledge
MATERIALS
Sexton Height-O-Meter (Be sure students know how to read the angles.)
DIRECTIONS / ACTIVITY
1. Move to a place where you have an unobstructed view of the slope you are measuring.
2. Line up the baseline of the height-o-meter with the track or path being measured.
3. Let the string swing free until it comes to rest.
4. Measure the angle created by the string and the baseline.
5. Record your measurement on the data table.
6. Repeat the process with different parts of the ride.
7. Draw a diagram of the ride and label the point where each measurement was taken.
8. Before riding, observe the steepness of the ride’s ascents and descents and describe how you
think it will feel to ride.
9. After you’ve ridden, describe what effect each of these ups and downs had on you.
EXTENSIONS / ENRICHMENT
1. Many rides have tracks that bank from left to right. You can measure the angle of the banking
the same way you did for the slopes if you can get a clear side view. Repeat the steps above with
those rides for which you can measure banking.
2. Count and record the number of different ascents, descents, left banks, and right banks. Does
the number of tilts and banks and their direction determine how thrilling the ride is? Explain.
3. Talk about the reasons people might give for liking rides that have an angle. Poll 25 people
before they ride. Poll another 25 people who have already ridden. Graph the results of your poll.
What can you infer about the rides that have an angle?
4. What would happen if the angles were changed? Could you make them sharper or gentler?
Project what would happen in each situation and explain your reasoning.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
23
DATA TABLE
Ride
L1
L2
L3
Ascents
Descents
Left Banks
Right Banks
Thunder Run
T3
2
Lightning Run
Mile High Falls
Roller Skater
Use “+” to indicate ascent.
Use “-“ to indicate descent.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
24
DOT-TO-DOT
OVERVIEW
In math, it all boils down to dots. Dots are put together to make lines. Lines are put together to form
geometric shapes. Geometric shapes are found everywhere at Kentucky Kingdom. Look around you.
What do you see?
GOALS
Observation
Classification
Patterns
Data
Problem-Solving
Visualization
Movement
Space and Dimensionality
Creative Thinking
Expanding Existing Knowledge
MATERIALS
None
DIRECTIONS / ACTIVITY
1.
Choose a ride and stand in the adjacent midway or the ride’s queue line to observe it.
2.
Notice the different geometric shapes you see.
3.
Move to another spot.
4.
Look at the ride again.
5.
Notice the different geometric shapes you see.
6.
Move to a different ride and repeat the previous steps.
7.
Describe the shapes you saw. Which geometric shapes appeared most often?
8.
Describe the effect that changing your position has on your perception of the geometric
shapes.
9.
What effect did the ride’s movement have on your perception of the geometric shapes?
10.
Why might a ride manufacturer use particular shapes in the design and construction of a
ride?
EXTENSIONS / ENRICHMENT
1. Sometimes the path a ride has a lot to do with the thrills and fun it provides. Examples of such
rides are the Breakdance and Bumper Cars. Draw a diagram showing the path a rider takes while
on each of those two rides. Describe the unique characteristics of each ride.
a. Ride each ride and explain how its unique characteristics affect your
perception.
b. Write or record a play-by-play description of your bumper car ride.
2. Brainstorm the reasons why people might like rides with an irregular path. Poll 25 people before
they ride. Poll another 25 who have already ridden. Graph the results of your poll.
What can you infer about such rides?
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
25
ROUND IN CIRCLES
OVERVIEW
Sometimes you go and go, yet never seem to get anywhere. You’re just running in circles. So how far
did you really go to get nowhere? Let’s test this on some of the rides at Kentucky Kingdom that go in
circles.
GOALS
Observation
Mathematical Reasoning
Data
Computing
Number
Resourcefulness and Creativity
Creative Thinking
Problem-Solving
MATERIALS
Watch with Second Hand or Stopwatch (for extensions only)
DIRECTIONS / ACTIVITY
1. Begin observing the ride as soon as it starts and count the number of times you go around
before it stops.
2. Record this number on the data table.
3. Repeat your count several times to ensure accuracy. Take an average of your counts.
4. Which ride took you the greatest distance?
5. Why can’t you use this method to figure the distance that the Flying Dutchman and Breakdance
travel?
6. Explain what it means when a person says, “You get your money’s worth out of these rides.”
EXTENSIONS / ENRICHMENT
1. By timing a ride, you can also determine its speed. How long did the average ride last?
Which ride was the fastest? Do you prefer a long ride or a fast ride? Explain.
2. The horses on the carousel go up and down as the ride turns. How many jumps do they
make during one full revolution of the carousel? How far do they jump? If the ride continued
non-stop for an hour, how far would they run and how many times would they jump?
3. Discuss the reasons people might give for liking “go-nowhere” rides. Poll 25 people before
they ride. Poll another 25 people who have already ridden. Graph the results of your poll.
What can you infer about this type of ride?
DATA TABLE
Use 3.17 for pi.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
26
DATA TABLE
Note: Use 3.17 for pi.
Ride
Radius (Ft.)
(Given)
Giant Wheel
69.5 feet
Enterprise
24 feet
Bella Musica
26 feet
Circumference
[C = pi(d)]
No. of Times
Distance
Around
Traveled [D=T(C)]
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
27
WHAT’S YOUR OPINION?
OVERVIEW
A Venn diagram uses overlapping circles to represent logical relationships between sets.
GOALS
Observation
Classification
Inference
MATERIALS
Paper
Pencil
Worksheet with Venn Diagrams
DIRECTIONS / ACTIVITY
1. After riding one of the rides (or interviewing someone who has), decide in which circle of the
Venn diagram it belongs.
2. Keep a list of the rides you are going to classify. It will be easier to assign a number to the ride.
Then place the numbers corresponding to the various rides on the Venn diagram.
3. Follow these steps for five to ten of the rides at Kentucky Kingdom.
4. Study your results and summarize them in writing.
RIDES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
28
VENN DIAGRAMS
Fast
Scary
Slow
Spinning
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
29
UP, UP, UP - THEN DOWN!
OVERVIEW
As you slowly ascend on FearFall, prepare
yourself for a sudden drop!
GOALS
Observation
Measurement
Data Collection
Data Application
Identification of Variables
MATERIALS
Stopwatch
Paper
Pencil
DIRECTIONS / ACTIVITY
1. Select a spot near FearFall to observe a section of seats. Make sure you have a clear view.
2. Using a stopwatch, time the interval from the release of the car at the top to the braking (slowing
down) near the bottom.
3. Repeat the timing at least three times.
4. Create a data table to display your observations.
5. Did you get the same results for each car?
6. What variables contribute to the difference in times?
7. If you observed another car, would your results be the same?
8. How could you get the same results each time?
EXTENSIONS / ENRICHMENT
Ride FearFall (or interview someone who has). Compare the sensation of a free-fall ride to another
type of ride (like a roller coaster or a spinning ride). What creates the different sensations?
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
30
58 KENTUCKY KINGDOM
/ EDUCATION IN MOTION
5-D CINEMA #1
OVERVIEW
Several types of artists were involved in developing this film. They worked together to create a film
that makes viewers feel they are physically involved in the action.
GOALS
Critical thinking
Visualization
Production
MATERIALS
9” x 12” Manila Paper
Notebook Paper
Pencil
DIRECTIONS / ACTIVITY
1. Write a rough script for the action that took place in the movie.
2. Make a drawing that illustrates your overall idea of the movie.
EXTENSIONS / ENRICHMENT
1. Research the types of skills needed for the following careers:
 Layout artist;
 Background artist
 Special effects artist;
 Computer graphics artist;
 Make-up artist; and
2. Divide students into groups, assigning each student to one of these careers. Each group must then
choose a topic for a “Movie You Ride.” The members of each group work together to create a
storyboard of at least three drawings showing the story’s progress and a written script describing
the action in the film and how the viewer will feel involved in the film.
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
31
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 & potential energy).
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
32
EDUCATION IN MOTION
ENERGIZED! WORKSHEET
Maximum
Ride
Potential Energy
Maximum
Kinetic Energy
Use of
Mechanical Energy
Cyclos
Lightning Run
Skycatcher
T3
Thunder Run
Enterprise
MIDDLE SCHOOL
KENTUCKY KINGDOM / EDUCATION IN MOTION
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MIDDLE SCHOOL