Text Box: Subject(s): Science, Math   Grade/Level: 6-12   Time Required: 1 class period prior to visit for preparation 1 hour at Valley Worlds of Fun for this activity 1 hour in the resource room or your classroom for completion of worksheet and discussion   WV State Standards: Content Area: Advanced Physics AP.2.6 use appropriate technology solutions (e.g., computer, CBL, probe interfaces, software) to measure and collect data; interpret data; analyze and/or report data; interact with simulations; conduct research; and to present and communicate conclusions. AP.2.7 demonstrate science processes within a problem solving setting (e.g., observing, measuring, calculating, communicating, comparing, ordering, categorizing, classifying, relating, hypothesizing, predicting, inferring, considering alternatives, and applying). AP.3.1 analyze systems to understand the natural and designed world; use systems analysis to make predictions about behaviors in systems; recognize order in units of matter, objects or events. AP.4.2 using both given information and laboratory collected data, calculate velocity and acceleration along linear and circular paths. AP.4.3 solve multi-step problems involving velocity, acceleration and net force.AP.4.4  apply both graphical, algebraic, and trigonometric solutions to vector, problems involving two or more vectors; calculate both vector components and resultants including projectile motion in both one and two dimensions. AP.4.5 apply the concepts of potential and kinetic energy to final velocity of an object-independent of path; evaluate the conservation of energy and momentum in simple harmonic motion   Content Area: Science SC.10.4.25  apply Newton’s Laws of Motion to depict the relationship among rate, force, momentum, work, and time using kinematics graph and mathematical models. SC.10.4.27 determine the effect of different forces on vibrating systems (e.g., pendulums, springs). SC.9.4.23  review foundational concepts of kinematics (e.g., speed-distance-time relationships, graphs) and dynamics (e.g., Newton’s Laws, simple machines). SC.9.3.4 understand that different characteristics, properties or relationships within a system might change as its dimensions are increased or decreased (e.g., scale up, scale down SC.8.4.22 graph and interpret the relationships (e.g., distance versus time, speed versus time, acceleration versus time). SC.8.4.23 describe Newton’s Laws of Motion; identify examples; illustrate qualitatively and quantitatively drawing vector quantities. SC.7.4.24 explain the effect of gravity on falling objects (e.g., g= 9.8m/s2, object dropped on earth and on moon). SC.7.4.25 analyze motion graphically and use vectors to represent direction of motion.   Objective(s): · Students will understand what speed is and how to calculate speed. · Students will be able to use a stop watch to aid in determining speed.   Procedure:   Pre-Trip - Have the students complete the Pre-Attendance Questions Worksheet Valley Worlds of Fun Activity -  Speed Trap Worksheet   1. Hand out clipboards, data sheets, calculators, and stop watches to students and introduce them to the various rides. 2. Spend a few minutes watching the rides that you will be investigating.  (Himalayan, Whirly Bird, Rock ‘n Roll and Twister.) 3. Consider the speed of the ride and the forces to which a rider is subjected. 4. Your hypothesis will be to rank the rides as to their speeds.  Complete the first column of the Speed Summary Table (Table #1) with your hypothesis. 5. Assign the following tasks for your team, and record there names in the Student Task Table · Timer (uses the stop watch) · Revolution counter (counts revolutions of the ride) · Recorder (records data) · Rider (rides the ride) 6. Complete the Period Table (Table 2) by following these directions.  Repeat this procedure for each of the four rides found in the data tables.   Vary the team assignments for the different rides, allowing each member to perform each task.   · Practice using the stopwatch by starting, stopping and resetting it several times. · Have the rider get on the ride, following all normal safety precautions. · Allow the ride to reach its greatest speed. · Watch your rider pass a convenient point for counting and timing revolutions. · Start your stopwatch as the rider passes this point and count ten revolutions.  As the rider reaches this point the tenth time, stop the watch.  This time will be recorded as the total time.    Record this in column 2 of Period Table (#2) · The number of revolutions should also be recorded now.   Record this in column 1 of Period Table (#2) · Determine the period of revolution (time for one revolution) on the data table by dividing the total time by the number of revolutions. Record this value in column 3 of Period Table (#2)  (You may use fewer revolutions as long as you record the time for that many revolutions) · Determine the radius and circumference for each ride by using the diameter data provided in Table 3 and record these values in Table 3. · Copy the period value from the Period table (#2) in column 2 of the  Speed  table(#3) · Calculate the speed of the ride by dividing the circumference of the ride by the time to make one revolution and record this value in column 3 of Speed Table (#3)   7. Ask your teacher for the actual speed and see how your ranking, calculated and compare to provided data and record this value in column 3 of the Speed Summary Table (#1.) Instructional Materials: Speed Trap Worksheet, Equations Worksheet, Pre-Attendance Questions Worksheet, Calculators, Stop Watch, Accelerometers, Pens and pencils, Rulers   Differentiated Instruction: Some students may need more time to observe the rides to determine the fastest.   Collaboration: Partnering with a math teacher for the trip would help for students who may struggle with the calculations for speed.   Author's Comments: Give the students a set time to report back with their findings.  Students will become side-tracked by the other activities.   Assessment/Evaluation: Completion of the Speed Trap Worksheet