The Orlando Eye
Teacher Resource Guide
Grades 9-12
Welcome to
The Orlando Eye!
Arrival and Entry
Please allow ample time for parking and obtaining
tickets. To book an onsite workshop, please
contact our call center at 866-228-6444.
www.officialorlandoeye.comwww.officialorlandoeye.comwww.officialorlandoeye.com
Workshops
must be booked in advance.
Safety
To have the best adventure possible, please abide
by all safety precautions posted and given by our
staff. If you have any questions during your
experience, please speak to any member of our
team.
Additional Information
For information on The Orlando Eye and our
education programs, visit
www.officialorlandoeye.com
Directions
Contents
Introduction ………………...….……1
Background Information.……......2-3
Student Activities………..….…....4-7
Answer Guide……………………..8
Science Standards..………………9
We are conveniently located at -Drive 360. Please use
our east entrance found on Universal Boulevard.
Educational Objectives
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Learn the major differences
between a Ferris wheel and
an observation wheel
Understand the sheer
magnitude of the Orlando Eye
by measuring the
circumference , diameter, and
capacity
Use concepts such as gravity,
acceleration, force, and
velocity to understand how
the Orlando Eye rotates
Discover landmarks and
places of interest visible from
the capsule
1
Background Information
The History of the Ferris Wheel
200 B.C. - The earliest designs of wheels used for amusement rides
may have been based on the large, circular wheels used to lift water
for irrigation.
1620– Peter Murphy visited a small town celebration in Turkey. One of
the rides included two vertical wheels (about 20 feet across) that were
held off the ground by a large post on each side. The ride was called a
"pleasure wheel."
1728- In England, small hand-turned wheels were called "ups-anddowns" and had four passenger seats.
Early pleasure wheel depicted in
17th century engraving
1848- Antonio Maguino established a pleasure wheel to draw crowds
to his rural park and picnic grounds in Walton Spring, Georgia. The
wheel was made of wood and powered by two men.
1860- French pleasure wheel existed that could carry 16 passengers.
Men would climb a ladder to the top and turn it by hand!
1893- The race for larger wheels culminated when American bridge
builder and engineer, George Washington Gale Ferris, began building
a 250 foot wheel for the 1893 Colombian Exposition in Chicago.
Designed like a bicycle wheel, with a stiff steel outer rim hung from the
center axle by steel spokes under tension, the wheel could carry as
many as 1,440 passengers at a time in 36 enclosed cars. The giant
wheel opened on June 21, 1893, and drew more than 1.4 million
paying customers during the 19 weeks it was in operation.
The orginal Chicago Ferris Wheel,
built in 1893
2014- Since the original 1893 Chicago Ferris Wheel, there have been
nine world’s tallest-ever Ferris wheels. The current record holder is the
500 foot High Roller in Las Vegas, Nevada, which opened to the public
in March 2014.
May 2015- The Orlando Eye opens to the public, providing
breathtaking views of Central Florida. At 400 feet, it is the tallest
observation wheel on the East Coast of the U.S.A.
The London Eye, built in 2000
2
Background Information
How does The Orlando Eye differ from a Ferris Wheel?
What is the difference between a Ferris Wheel and an Observation Wheel?
The Orlando Eye, as well as the London Eye, are considered Observation Wheels, and differ
from Ferris Wheels in the following ways:
Observation Wheels:
Ferris Wheels:
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Features free-swing passenger
gondolas or carriages
suspended from the rim
 Supported by two towers on
each side of the axles
 View can sometimes be
obstructed by the wheel itself
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Features enclosed passenger
capsules designed to remain
stable throughout the rotation
Supported by an A-frame
support
Offers a 360 degree
unobstructed view
See the difference in the pictures below!
Ferris Wheels:
The Orlando Eye:
2
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Background Information
1
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Physics Terminology 101
Velocity: the rate at which an object changes its position. Velocity (the change in distance divided by
time) is direction dependent whereas speed (distance divided by time) is not
8.
Acceleration:
The rate of change of velocity with respect to time. If an object is speeding up, slowing
down, or changing direction, it is accelerating or decelerating.
Force: An influence on an object which causes a change in velocity, direction, or shape. As stated in
Newton’s second law of motion, force equals mass times acceleration or
.
Gravity: The force that tends to draw objects towards the center of the Earth.
Mass: The amount of matter within an object is called mass. The greater the mass, the greater the force
to achieve motion.
Weight: Differs from mass in that it actually measures the pull of gravity of an object. It equals mass times
the acceleration of gravity (9.8m/s2 on Earth).
Inertia: The tendency to resist change in motion. Inertia is the embodiment of Newton’s First Law: an
object at rest stays at rest and an object in motion stays in motion with the same speed and the in the
same direction unless acted upon by an unbalanced force.
Diameter: the distance across a circle through the center
Circumference: the distance around a circle. Is calculated by multiplying  (approximately 3.1416) times
the diameter of a circle
1. Use the information below to create a Distance vs. Time line
graph that shows the motion of one capsule on the Orlando
Eye. Then, using this information, answer the following
questions (SC.912.P.12.2; MAFS.912.S-ID.3.7)
Distance (m)
Time (min)
0
0
9.5
0.5
19
1
28.5
1.5
38
2
47.5
2.5
57
3
**Values are approximate
a. Based on the graph, can you tell whether the velocity of
a capsule is constant or not constant? How do you
know?
b. What is the velocity of the capsule (in m/min)?
c. Is the capsule’s acceleration changing? How do you
know?
4
Wheel and Capsule Facts
Wheel and Capsule Specifications
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Capacity: 30 capsules accommodating 15 people each
Wheel diameter: 120m (d = 2r)
Cycle time: approximately 20 minutes
Capsules height :10 feet tall
Capsule weight: 6600 pounds
o Equivalent to 20 average sized green sea turtles. You can find these marine
creatures at SEA LIFE Orlando!
The Orlando Eye height:
Put the Facts to the Test! (Make sure you show your work!) Put your final answer
on the line. (SC.912.P.12.2; MAFS.912.A-CED.1.1; MAFS.912.A-CED.1.4)
1. _____________What is the greatest number of people that can ride the observation
wheel at once?
2. _____________How many people can ride the Orlando Eye in one hour (60 minutes)?
3. _____________What is the circumference of the wheel if
? ( ≈3.14)
4. _____________How far does an Orlando Eye capsule travel as it makes one
complete revolution?
5. _____________How far does a capsule travel over the course of a 12 hour day?
6. _____________If
, where d is distance and t is time, what is the velocity of an
Orlando Eye capsule (in m/hr)?
7. _____________How long would it take (in hours) for an Orlando Eye capsule to travel
approximately 2,260.8 meters?
(Hint: Use your answer from #6)
5
Observation Wheel Physics
How does the wheel rotate?
Newton’s Laws
Newton’s 1st Law of Motion: “Law of Inertia”
An object at rest tends to stay at rest, and an object in motion
tends to stay in motion UNLESS acted on by an outside force.
Newton’s 2nd Law of Motion:
A relationship exists between force, mass, and acceleration, and
that relationship is
Newton’s 3rd Law of Motion:
For every action there is an equal and opposite reaction, or for
every force, there is an equal and opposite force.
1. How does Newton’s 1st Law apply to The Orlando Eye? (SC.912.P.12.4)
2. Considering Newton’s 3rd Law, explain the equal and opposite forces at work at any given
time on an Orlando Eye Capsule. In the box below, draw a sketch of a capsule with arrows
labeling the forces in action. (SC.912.P.12.4; SC.912.P.12.1)
6
The Earth around the Eye
What natural features and processes can you
recognize?
Name 3 landforms that you can see from the top of the wheel and note which direction
(N,S,E,W) they are facing (SC.912.E.6.2; SC.912.E.6.4):
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
Draw or give a detailed description of one landform you saw below, then describe what forces
or processes formed it. (SC.912.E.6.2; SC.912.E.6.4)
7
Sample Responses:
PAGE 4:
1.
a. The graph depicts a line with a constant slope (no curves or bends), meaning that the capsule
has a constant velocity.
b. The velocity of the capsule is 19 m/min
c. Acceleration is defined as a change in velocity or direction, so even though the velocity of the
capsule is constant, it IS accelerating because it changes direction as it goes around the wheel.
PAGE 5:
1.
2.
3.
4.
5.
6.
15 x 30 = 450 people
450 x 3 = 1350 people per hour
2 *3.14*60m ≈ 376.8m
376.8 m (the circumference)
376.8 m * 36 ≈ 13,564.8 m
≈ 1130.4 m/hr
7.
≈ 2 hours
PAGE 6:
1. Answers will vary, but may include responses describing how an Orlando Eye capsule will not move
unless acted on by an outside force, such as gravity or a “push” from mechanisms in the Eye. Once the
capsule is in motion, it will only stop or slow down if acted on by an outside force, such as gravity or
friction.
2. Simple forces acting on the Orlando Eye include air resistance, static friction from the bolts fastening the
capsule to the Eye, the push/pull of the wheel on the capsule, or gravity. Students can form actionreaction pairs from combinations of these forces.
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Florida State Education
Standards
9th -12th GRADES
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Relevant standards include:
Interpret and apply Newton's three laws of motion (SC.912.P.12.3).
Describe how the gravitational force between two objects depends on their masses and the distance
between them (SC.912.P.12.4).
Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a
frame of reference) as functions of time (SC.912.P.12.2).
Connect surface features to surface processes that are responsible for their formation.
(SC.912.E.6.2)
Distinguish between scalar and vector quantities and assess which should be used to describe an
event. (SC.912.P.12.1)
Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
(SC.912.E.6.4)
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context
of the data (MAFS.912.S-ID.3.7)
Create equations and inequalities in one variable and use them to solve problems. Include equations
arising from linear and quadratic functions, and simple rational, absolute, and exponential functions.
( MAFS.912.A-CED.1.1)
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. (MAFS.912.ACED.1.4)
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