Sponsored by:
NTEA - NASSAU TECHNOLOGY EDUCATORS ASSOCIATION
Technology is human innovation in action and it influences our lives daily. Our goal today is to explore
the applications of technology while having fun at ADVENTURELAND.
School ______________________________________________ Bus Number ___________________
Teacher(s) __________________________________________________________________________
Chaperone: _________________________________________ Date ______________________________
Team Members
________________________________________
_______________________________________
________________________________________
_______________________________________
________________________________________
_______________________________________
________________________________________
_______________________________________
________________________________________
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This Packet Belongs to ___________________________________________________
OCTOBER 2014
RULES AND REGULATIONS
• FOOD AND BEVERAGES – No food or coolers may be brought into the
Park or in the parking lots.
• SMOKING – Smoking is prohibited in the Park and on Park Grounds
• DRESS CODE – Proper dress is required. Shirts and shoes must be worn
at all times. Clothing with profane or offensive words will not be allowed
• PICNICS – For safety reasons, no picnicking or barbecue fires are
permitted in the park.
• RIDER REQUIREMENTS – All height, size and health related factors
are identified at each of the ride entrances and in the workbook under each
ride. For your convenience we provide the service of a one time height
check which is located at all the ticket booths.
• STUDENTS AND CHAPERONES of Technology Day must remain in
the park grounds for the duration of their stay.
• CONDUCT - Participants are expected to act in a fashion that is conducive
to the safety and well being of all. Remember that you are a guest in the
park and a representative of your school. Individuals who behave
inappropriately may be responsible for the elimination of their school from
future Technology Days at ADVENTURELAND.
• STUDENTS! Remember to turn your packets in to your teachers
at the end of the day!
ADVENTURE FALLS
OR…
WHY DOESN’T THIS THING GET STUCK IN THE GROOVE?
(Height restriction: 54” to ride alone---48 to 54” may ride with an adult)
Overview: In riding Adventure Falls (Log Flume) we will observe its operation to try and determine why
the logs do not get stuck in the flume. We will next compare this ride with the Roller Coaster to
note their characteristics and similarities.
Goals:
Observe
Analyze
Draw Upon Previous Knowledge
Compare
Materials: Paper
Pencil
Workbook
Directions: Read all directions before riding Adventure Falls.
1. While waiting on line for the ride, observe how the “log” goes down the flume. Try to determine what
is keeping it from stopping or slowing down. Note your observations on the lines below.
2. Water is one important factor that helps the log go down the flume. List two examples that indicate the
role water plays in helping the log go down the flume.
1.
2.
3. On the lines below describe another factor that helps the log go down the flume.
4. What could happen if no water went down the flume?
In the diagram below in the roller coaster box list some of its unique characteristics and in the log flume box list
its unique characteristics. In the similarities box make a list of characteristics common to both.
SIMILARITIES
ROLLER COASTER
LOG FLUME
Extension:
Using a Poland Spring water bottle as the hull of a boat try to modify it so that it will remain stable,
meaning that it will not spin in the water.
THE CHALLENGE
ANTIQUE CARS
Overview: In lieu of the Bumper Cars being closed this year, the Antique Cars have been made available, but
there is no worksheet for this ride. The Challenge is for you or your students to create a basic activity for this
ride. There are a variety of things to focus on so just pick one. If the Technology Day Committee agrees on your
idea, it will be included in next year’s Tech Day Workbook. You can do some initial work today at the park
(maybe take some pictures as well) and submit a typed copy to Mrs. Guarnieri ([email protected]). Use the
space below for sketching or writing a draft.
HIGH IN THE SKY – PIRATE SHIP (1)
The instructor can choose either Activity (1), Activity (2) or both
(Height restriction: 54” to ride)
Overview: The Pirate Ship is a large pendulum that swings back and forth gradually increasing in height.
On this ride you will use a special device (altimeter) to determine the height of each swing as it
increases and decreases. The altimeter is also used to measure the height that model rockets fly
to.
Goals:
Observing, Measuring, Calculating, Sketching
Materials: Paper / Pencil / Calculator
Directions: Please read all questions before going on the ride. Have fun!
1.The mechanism used to make the ship swing causes it to act like a pendulum, increasing in angle as it swings
higher. With your chaperone, go out to the designated area in the back parking lot. Use the Altimeters
located there to determine each angle of the swing for one whole ride. Record your answers in the "Angle"
sections below.
Start of Ride to Highest Point
Highest Point to End of Ride
Swing
Angle
Height
Swing
Angle
Height
1st
2nd
3rd
4th
5th
6th
7th
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1st
2nd
3rd
4th
5th
6th
7th
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
2. Having just the angles still does not tell you how high the Pirate Ship went. Use the chart and formula below
to convert the angle from each swing to a height.
FORMULA TO DETERMINE THE HEIGHT
Height = Baseline (150’) x Tangent of Angular Distance
Example
Angular Distance = 25°
Tangent of Angular Distance = 0.47
Baseline = 150’
Height = 70.50 feet
Record your answers in the "Height" sections on the chart
above
3. Now go on the ride with a partner. Make the following observations and record your answer in the space
below. As the Pirate Ship goes higher and higher, what force(s) cause it to come back down each time? Does
this force cause you to feel lighter or heavier when you are in the air? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________
Extensions: Build a simple pendulum using the materials listed below. Use the diagram below as a guide.
Bring the pendulum to the 3:00 position. See how long it takes to stop swinging. Now add a small weight to
the center of the pendulum. Will it swing for a longer or shorter time? Swing the pendulum with the weight to
check your answer.
Materials:
2 – 3/4” x 1 1/2” x 6" blocks of wood
1 – dowel 2” long
3 – popsicle sticks
hot glue
CONSTRUCTING THE ALTIMETER
1. Copy the Altimeter pattern on white or colored paper. Cut out the pattern and glue the pattern onto a piece
of scrap file folder or foam core board. DO NOT glue the shaded area.
2. Cut off the excess file folder or foam core.
3. Role the shaded area at the top into a tube and tape the tube down to form a sighting tube.
4. Punch a small hole into the apex of the protractor.
5. Slip a thread or lightweight string through the hole. Tie a knot at the end so that it doesn’t slide out.
6. Tie a washer to the other end of the string.
7. Using the altimeter will require two people. One to operate the device and another to note the setting of the
string on the scale. Through the sighting tube the operator will follow the path of the Pirate Ship. The
operator will then call to the second person when the Pirate Ship has reached it’s maximum travel.
HIGH IN THE SKY – PIRATE SHIP (2)
The instructor can choose either Activity (1), Activity (2) or both
(Height restriction: 54” to ride)
Overview: The Pirate Ship is a large pendulum that swings back and forth. It works in a similar fashion to a
swing in a playground. On this ride you will determine what mechanism is making the swing
move.
Goals:
Observing, Sketching, Comparing
Materials: Paper / Pencil
Directions: Please read all questions before going on the ride. Have fun!
2. First go on the ride and have a great time. While the ship is increasing in height with each swing, can
you feel the point at which the mechanism powering the ride forces it higher? Is it at the beginning,
end or the middle of each swing? (Record your answer after your ride)
____________________________________________________
3. After your ride, stand in a location where you can get a look at both the platform and the ride. Can
you find the mechanism that makes the ship swing back and forth? In the space below, make a
simple drawing that shows the mechanism. Identify the parts.
4. The ride reaches a certain height then with each swing then, the height decreases. Does this mechanism help
the ride gradually decrease in height? Circle your choice and explain your answer.
YES NO _____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Although the pirate ship goes almost to the 3 and 9 o'clock positions, it never goes all the way around. If the
pirate ship continued going higher until it went around in a circle, what additional safety equipment would
be required. In the space below make a sketch of the equipment for one rider
6. If the ride could go fast enough and make a complete circle, would this additional safety
equipment still be needed? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
Extensions: Connect string to a paper cup as shown below, be sure to use hole reinforcements where the
string passes through the cup. Fill the cup or container 1/4 with water and rapidly spin the cup around in a
circle. The water stays in the cup. How slowly can you spin the cup before the water starts to spill out? Use this
demonstration to initiate a discussion of centrifugal force. Have the students list some examples such as going
around a curve in a car.
Materials:
1 paper cup
3-4' string
hole reinforcements
water
ROLLER COASTER
WHO GETS THE BEST RIDE?
(Height restriction: 48” to ride)
Overview: When you ride on a roller coaster each car gives the person a different type of ride depending on
where it is on the track. As the coaster climbs the hill, it is building Potential Energy. When it
reaches the apex, this energy is converted to Kinetic Energy by accelerating the cars with the
force of Gravity. YOU WILL NEED TO GO ON THIS RIDE TWICE.
Goals:
Observing/Hypothesizing
Materials: Paper/Pencil
Directions: Please read all questions Before going on the ride! Have Fun!
Front Car Riders:
They can see everything but when do they start to really accelerate?
______________________________________________________
Rear Car Riders:
They can’t see what’s ahead but when does their car accelerate?
______________________________________________________
In which position would you feel the greatest acceleration? __________________________
Why? _____________________________________________
Now you try it yourself.
Ride 1. Sit in one of the first cars and concentrate on when you feel the greatest acceleration.
Describe how it felt.
__________________________________________________________________________
__________________________________________________________________________
Ride 2. Now sit in one of the rear cars and concentrate on when you feel the greatest
acceleration.
Describe how it felt and what was different from sitting in the front.
___________________________________________________________________________
____________________________________________________________________________
Applications:
Do any of the following situations compare to the roller coaster?
Circle Yes or No and explain your answer for each.
Airplane------ Yes No _______________________________________________________________
Train --------- Yes No _______________________________________________________________
Water Skiing Yes No________________________________________________________________
Trailer --------Yes No _______________________________________________________________
Extensions- Use cardboard and popsicle sticks to construct a three sided chute. Connect two
wheeled containers with string and slide them down the chute. Then, place a jelly bean or some
other small object that is not round in each compartment. Push the carriers down the chute and
observe the movement of the objects. Did they start moving forward at the same time or at different
times?
Cardboard Chute
SPINNING TO THE MUSIC! (MUSIC EXPRESS)
(Height restriction: 48” to ride)
Overview: Music express is a high-speed circular ride that spins the rider around on a series of hills and
dips. We have all seen things spin around, possibly even spinning ourselves to see how fast we can go. In this
activity you will be working with circles and the speed at which they rotate. Vocabulary such as circumference,
radius, diameter and revolution are important terms to understand. Do you know what they mean?
Goals:
Observing
Timing
Calculating
Hypothesizing
Materials: Paper/Pencil/Stop Watch
Directions: Please read all questions Before going on the ride! Have Fun!
Before going on the ride, observe one complete ride in motion. Record the following observations in the
spaces below. You will make three different time recordings to measure the speed of the ride at different
intervals.
1. Time 1: _______ (seconds)
As soon as the ride starts, keep your focus on one person. Start your watch when he/she gets around to the
control booth the first time. As this person passes the control booth the second time, stop your watch.
He/she had now made one revolution around the ride. Record the time.
2. Time 2: _______ (seconds)
Wait a few seconds for the rider to get around to the control booth and start your watch again. When he/she
passes the control booth the second time, stop your watch. Another full revolution was made. Record the
time.
3. Time 3: _______ (seconds)
As the ride begins to slow, time one more complete revolution of the same rider.
Use the following formula to determine the speed of the ride:
Time 1:
60 ÷ ______ (sec) = _________RPM
Time 2:
60 ÷ ______ (sec) = _________RPM
Time 3:
60 ÷ ______ (sec) = _________RPM
4. Were the RPM's recorded all the same speed, or were they different? Explain why this might be.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________
5. Now go on the ride. Time yourself for three different revolutions. Record your times below. After the ride,
calculate how fast you were going at each revolution. (Use the formula from #3)
Time
Calculate Formula
RPM
Time 1: _______
________ RPM
Time 2: _______
________ RPM
Time 3: _______
________ RPM
6. Did your speeds match the same as the rider you recorded? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________
7. If we added an outer ring of cars to the Music Express, would they travel at the same speed as the inner
(original) cars? Why or why not? Draw a diagram of this modification in the box below to help support
your answer.
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________
Extensions:
1. There are many items that we see everyday spinning, but may have never thought about just how fast they
are going. List several devices / appliances in your home that have spinning parts. Compare these items with
those of your classmates and pick one that is common to the group. Determine and record the RPM of the item
in your home and find out if the items all spin at the same speed.
2. An audio CD has rings of information (music) on it. Which ring has more information on it, an inner or outer
ring? Will all the rings of information be read at the same speed? Why or why not?
TAKE A SPIN ON THE FRISBEE
(Height restriction: 48” to ride)
Overview: The Frisbee is a large pendulum that swings back and forth with a drum attached to the end that
spins around. In one way, it works in a similar fashion to a swing in a playground. In this
activity you will determine what mechanism is making the ride swing back and forth
Goals:
Observing, Sketching, Comparing
Materials: Paper / Pencil
Directions: Please read all questions before going on the ride. Have fun!
7. First go on the ride and have a great time. While the ride is increasing in height with each
swing, can you feel the point at which the mechanism powering the ride forces it higher? Is it
at the beginning, end or the middle of each swing ? (Record your answer after your ride)
____________________________________________________
8. After your ride, stand in two locations where you can get a look at both the platform and the
ride from both sides. Can you find the mechanisms that makes the ride swing back and
forth? In the space below, make a simple drawing that shows the mechanisms Identify the
major parts.
YES
9. The ride reaches a certain height then, with each swing, the height decreases. Does this
mechanism help the ride gradually decrease in height as well? Circle your choice and
explain your answer.
/ NO __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. Although the Frisbee goes almost to the 4 and 8 o'clock positions, it never goes all the way
around. If the Frisbee continued going higher until it went around in a circle, what additional
safety equipment would be required? In the space below make a sketch of the equipment
needed for one rider
11. If the ride could go fast enough and make a complete circle , explain how the additional
safety equipment would contain the rider.
____________________________________________________________________________
____________________________________________________________________________
Extensions: Build a simple pendulum using the materials listed below. Use the diagram below as a guide.
Bring the pendulum to the 3:00 position. See how long it takes to stop swinging. Now add a small weight to
the center of the pendulum. Will it swing for a longer or shorter time? Swing the pendulum with the weight to
check your answer.
Materials:
2 – 1/2” x 4” x 4” blocks of woo
1 – 1/4” dowel 1” long
3 – popsicle sticks
hot glue
ALLIGATOR RUN
(Height restriction: 48” to ride)
Overview: In riding Alligator Run we will observe its operation to determine how centrifugal force (the force
that moves a body away from center) makes this ride work.
Goals: Observe
Analyze
Materials: Paper
Pencil
Workbook
Centrifugal Force: The apparent force, equal and
opposite to the centripetal force, drawing a rotating
body away from the center of rotation, caused by the
inertia of the body.
Directions: Read all questions before riding Alligator Run. After taking a ride, complete the
questions.
1. How does centrifugal force play a part in this ride?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
2. What happens to the rider when he/she turns the steering wheel to the right? To the left?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
3. When you steer to the right, what makes the rider move to the right? Does the opposite action/reaction
happen when you steer the opposite way?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
4. What prevents the rider from hitting the rider to the front? To the back?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
5. What pulls the rider back to the center at the end of the ride?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Complete the picture below to show how the mechanism works:
Extension:
Using a fan, two index cards, piece of straw, tape, and pencil, construct the device in the diagram.
Place the fan 12” away from the device and turn the fan on, observe what happens. Then measure 1 ½” in on
the 2/3 side of the index card and bend in at the mark to the left. Turn on the fan and observe what happens.
Bend at the 1 ½” mark to the right and turn the fan on again and observe what happens.
DON’T BUG ME
(LADY BUG EXPRESS)
(No height restriction---presentation only)
Overview: All of the activities you get involved in on Technology Day emphasize different applications of
Technology. Many of those applications can be found in more than one ride. Lady Bug Express
will give you a chance to review some of those applications.
Goals:
Observing / Comparing / Questioning / Recording
Materials: Pen or Pencil
Directions:
1. Although this ride is not operating today, it is available for you to look at and learn about. An
Adventureland staff member will be giving presentations at scheduled times to explain how the ride
operates and to answer your questions.
PRESENTATION SCHEDULE
10:00 – 11:00 – 12:00
2. BEFORE TECH DAY AT ADVENTURELAND, you should have a class discussion concerning how the
rides relate to what you will be learning in class. During or after your class discussions you will write at least
three questions concerning the rides in the space below. In order to help refine your questions, choose from the
following topics and focus your question around that topic.
* SAFETY
* STRUCTURES
* MECHANISMS
* HANDICAP ACCESSIBILITY
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Select a scheduled time and with your group, sit in on the presentation. Ask the questions that you have
written and use the space below to record your answers.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
GEARING UP FOR FUN
BALLOON TOWER
Overview: The Balloon Tower uses a carriage that holds multiple buckets of riders.
The carriage rises up and spins. Then the riders can spin the bucket to add to
the excitement. In this activity, we will focus on what makes the carriage spin.
Goals:
Observing
Calculating
Sketching
Materials: Pen/Pencil
Workbook/Worksheet
Directions:
Of course, go for a ride and have some fun. While you are spinning around, look for the electric motor that
makes the carriage turn. After your ride, find a safe location to observe the motor. Watch the ride in action and
look more closely at the motor. You should see two gears, the gear on the motor and the gear for the carriage.
1. Look closely while the ride is in action. The two gears are turning in opposite directions. What would be
the minimum number of gears needed to make the motor and carriage turn in the same direction?
Using circles to represent gears, complete the drawing below to explain your answer. Use arrows to
show how each gear will turn.
Carriage Gear
2. The gears are two different sizes. The motor gear is much smaller than the carriage gear. What would
the result be if the motor gear was even smaller?
3. If the motor gear was changed to one that was twice as big, what would the speed of the carriage change
to? (Circle one)
2x faster / 4x faster / the same speed / ½ the speed / 22 x slower / ¼ the speed
4. If a chain was used to connect the two gears, how would it affect the speed or direction of the rotation of
the carriage?
Application
5. Name two items that you have used or can be found around your home that contain gears and/or gears
and a chain.
Extension
Using a block of wood and gears from a Lego Kit or an Educational Supplier, construct a model as shown
below. Mark each gear with a line. Use the model to demonstrate direction of rotation and ratios.
Discuss with the class their experience riding a multi speed bicycle. Explain why different gears were needed
for stages of riding the bicycle. Explain what types of ratios were needed. Which of these ratios (gear
settings) compare to the Balloon Tower?
CAROUSEL
GOING THROUGH THE MOTIONS
(Height restriction: 48” to ride)
Introduction: Many of us have been on a carousel in our life. But did you ever wonder how it
works? What makes the ride spin around? What makes the horses move up and
down? Electric motors produce rotary motion (such as a shaft turning), some rides
use reciprocating motion (back and forth or up and down) while others use linear
motion (traveling in a straight line). Does the carousel use any of these types of
motion to help it move? This is what you are going to discover during this activity.
Goals
Materials
Observe
Identify
Sketch
Classify
Paper/Pencil
Worksheet
Directions: 1. While you are enjoying a ride observe how the Carousel works. Try and
determine what causes the ride to move, and how the horses are moving.
2. On the work sheet provided, identify by listing as many types of motion
you think are helping to make the ride move.
3. Draw a sketch of at least two (2) types of motions that are helping the ride work.
Be sure to identify on your sketch the type of motion taking place on the ride.
In the spaces provided, place your work for this activity.
List as many types of motion needed to make the Carousel work.
Type of Motion
Where used in the ride
1. Sketch a part of the ride that uses one type of motion.
2. Sketch a part of the ride that uses another type of motion.
Explain below how you think the ride works; add specific details to help support your theory.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Extension Activity:
Using a shoebox and a dowel rod, construct a linkage system that will allow an object (horse) to move in a
reciprocating motion.
ON THE LEVEL – (WAVESWING)
(Height restriction: 48” to ride alone---44”may ride with an adult on double chair)
Overview:
Carpenters, masons, plumbers and many other tradespeople use a level when setting up
their work. Today you will learn how a level works and what it is used for.
Goals:
Observing / Measuring
Directions: When you grab a seat on the Waveswing you will notice a device mounted to the cross
bar. This is a level. Basically a level is used to check if surface is parallel to the earth.
Notice that the level has markings. Each marking represents 10° (Degrees).
1. Before the ride begins sit still and make yourself level. To do this
the bubble must be in the center of the level mounted to your cross
bar.
2. Let the ride begin. While on the ride observe your level to see how far off of the center it is.
3. Can you make it go farther off center? Note the number of degrees. If it is between the lines
round off the number to the nearest 5.
4. AFTER THE RIDE record how many degrees off level you were ________°
5. Compare your answer with your friends. Name one factor that could cause one person to be
more off level than another.
___________________________________________________________________
___________________________________________________________________
6. What does “the bubble” in the level consist of?
___________________________________________________________________
7. If a glass of water is half full and you tip the glass without spilling it, what happens to the top
surface of the water?
___________________________________________________________________________
_______________________________________________________________________
Applications: Name two situations around your home where using a level would be required.
__________________________________________________________________
Extensions:
Build a level (see below) to measure various surfaces in the classroom. How can you
adapt your level to check if a vertical surface, like a doorframe, is plumb (straight up and down)?
FERRIS WHEELER’S DAY OFF
(Height restriction: 48” to ride)
Overview: Many rides in amusement parks are not designed for handicapped people to enjoy.
During this activity you are going to design a way for wheelchair bound people to go on the
Ferris Wheel at Adventureland.
Approximate dimensions of a standard wheel chair: 48” long x 27” wide x 27” high
Goals
Materials
1. design
1. Tape measure/ rulers
4. Camera**
2. impacts
2. Pencils
5. Film**
3. modifications
3. Sketch Pads
6. Stop Watch
** for pictures to be taken back to school for development of extension activities.
Directions:
1. The purpose of this activity is to determine how long it takes a non-handicapped person to enter the ride.
( Using a stopwatch, time how long it takes for someone to move from the front of the line and enter the
ride. Include in your time how long it takes the attendant to safely “buckle in” the passenger and close
the door to the ride).
Movement of Passengers
Trial
Time it took for passenger to enter the ride
1.______________________________________
Average Time :______________
2.______________________________________
3.______________________________________
2. The purpose of this activity is to determine impacts a wheel chair passenger might have on the flow of
the ride. Brainstorm and then list your ideas in the boxes below.
a. Impacts wheel chair passengers will have on non-wheelchair passengers.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________
6.____________________________________________________________________________
b. Brainstorm and then list changes needed to make the ride wheel chair accessible.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
3. While taking a ride on the Ferris Wheel, discuss with your partners how to make the ride more
accessible for a wheelchair. Below are questions that could be considered:
1. Should the disabled person be riding alone? Explain your answer
2. Do all wheel chairs fit on the ride?
3. Will the ride be safe? How?
4. How will the wheelchair keep from rolling around in the Ferris Wheel car?
5. Should there be a restraint system for the disabled rider? Explain.
6. What happens if the ride gets stuck? How will a disabled person get off the ride ?
Answer the above questions in the space provided.
1.______________________________________________________________________________________
2.______________________________________________________________________________________
3.______________________________________________________________________________________
4._____________________________________________________________________________________
5._____________________________________________________________________________________
6.______________________________________________________________________________________
Are there any other questions that need to be explored to make this ride accessible for disabled people?
1.______________________________________________________________________________________
2.______________________________________________________________________________________
4. In the box below sketch several diagrams showing design changes that need to be made to the Ferris
Wheel to make it wheelchair accessible.( if you need more room, draw on the back of the booklet).
Extensions:
1. Create a poster explaining/diagramming how a disabled person will safely take a ride on the Ferris Wheel.
Illustrate safety systems and show diagrams of how the person will enter and exit the ride.
3. Using one of your design sketches, create a model of a wheelchair accessible Ferris Wheel.
WEIGHT A MINUTE!
(SURFS UP)
Overview:
A counterweight is used to balance or help lift a load (weight of the stuff that you are moving).
Counterweights were used by the Egyptians to lift and move heavy blocks. They were also
used in the Middle Ages to lift the bridges of moats that were used to protect the castles and are
still used on some bridges today. A counterweight can also be used to balance out something that
rotates, like a ceiling fan in your home.
Goals:
Observing / Sketching / Calculating
Materials:
Pen / Pencil
Directions:
1. Before Surfs Up takes off for a ride, look closely at how it is built and suspended. Look closely at the
pivoting arms. Notice how the opposite end of each arm has a large mushroom shaped piece attached to
it. These are the counterweights. Make a simple sketch of the ride. Be sure to identify where the
counterweights are in your drawing.
2. Do you think that the counterweights are used to balance the ride or help the motors to lift the arms
connected to the seating platform? Explain your answer.
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3. If the Surfs Up seating platform weighed 1,000 lbs and ten average sized seventh graders weighing 110
lbs each went on the ride, what size would each counter weight need to be. (Consider balancing a see-saw)
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4. If your counter weight from Question 3 was moved further away from the pivot point, would a larger or
smaller counter weight be needed?
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5.Why are two arms need to move the seating platform? How would the ride function if only one arm was
used and connected to the center of the seating platform?
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Applications: Counter weights are used in mechanical clocks, such as a cuckoo or grandfather clock. Can
you list any other places that counter weights are used?
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Extensions: Using popsicle sticks or LEGOS, build the simple support structure shown below. Attach a
weight to either end of the spinning part of your structure. You can use a bolt, sinker, stone, or
piece of metal. Now spin the weight. What happened? How smoothly did it spin? Why?
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If you added a counterweight half the distance from the center of the other end, determine what
size weight would be needed to balance the spinning structure.
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Now add the counterweight and operate the structure. Compare how it works now as to how it worked
before.
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Rivet, nail, or paper fastener
attach weight
TRY THIS: Using a Motorized LEGO kit, build a simple model of the Surfs Up. How can you use a motor to
replicate the motion of the ride?