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KUTZTOWN UNIVERSITY OF PENNSYLVANIA Thrill U. THE PHYSICS AND MATH OF AMUSEMENT PARK RIDES Algebra Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. © Copyrighted by Dr. Joseph S. Elias. This material is based upon work supported by the National Science Foundation under Grant No. 9986753.

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KUTZTOWN UNIVERSITY OF PENNSYLVANIA

Thrill U. THE PHYSICS AND MATH OF AMUSEMENT PARK RIDES

Algebra

Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

© Copyrighted by Dr. Joseph S. Elias. This material is based upon work supported by the National Science Foundation under Grant No. 9986753.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

Dorney Park/Kutztown University

Thrill U. - Algebra

Introduction

Welcome to Thrill U.!

This set of mathematics activities focuses on Algebra. We believe there is

something for everyone as the collection represents a breadth of adventures. There are

activities that address algebra topics for beginning students (Survival of the Fittest), for

mid-level students (Dominator), and for more advanced students (Thunderhawk). Some

activities require straightforward data collection and calculations (Waveswinger), while

others require collaboration (White Water Landing - The Bridge) or interdisciplinary

considerations (Create a Park). Several of the activities can be easily adapted for special

needs students, some can be adapted for use as follow-up activities, and still others are

appropriate for schools with intensive scheduling programs.

Each activity is preceded by an "Information Sheet" to help guide teachers in

selecting appropriate activities for their particular group(s) of students. In addition to

identifying objectives based on state and national mathematics standards, these pages

provide a list of equipment needs and suggestions that may lead to the activity's

successful completion. Teachers should feel welcome to adapt activities to the specific

needs of their students. Teachers may request a “solution manual.” Contact Dr. Joseph

S. Elias at [email protected]

Join us in May and challenge your students to experience algebra in action!

Dr. Kathleen Dolgos Dr. Deborah Frantz

Professor Emeritus Professor Emeritus Mathematics

Department of Secondary Education Department of Mathematics/CIS

College of Education College of Liberal Arts and Sciences

Kutztown University Kutztown University

Thrill U.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

Table of Contents

Acknowledgments Page i

Tips for Mathematics Teachers Page ii

Things to Bring/Dorney Park Information Page iii

Algebra Activities

Specific Rides:

The Antique Carrousel Page 1

The Dominator Page 7

The Enterprise Page 13

The Sea Dragon Page 17

Thunderhawk Page 23

The Waveswinger Page 26

White Water Landing – The Bridge Page 29

White Water Landing – The Ride Page 33

Whole Park:

Create a Park! Page 37

Entertainment Values Page 39

A Group of Friends at Dorney Page 55

Geometry Activities (Separate manual)

Thrill U.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA i

Dorney Park/Kutztown University

Acknowledgments

During the winter of 1997, area teachers of physics and mathematics, professionals from Dorney Park, and faculty from Kutztown University gave birth to Thrill U.: The Physics and Mathematics of Thrill Rides. In May 1999, the Thrill U. - Physics Planning Committee presented physics activities in the form of (Coaster Quest)

Thrill U.

The Thrill U. - Mathematics Planning Committee was established in the fall of 1999. The Committee began by creating algebra activities that would help teachers achieve goals set forth by the state and national “Mathematics Standards.” As a result, the mathematics component of Thrill U. consisted of algebra activities that were introduced in May 2001. Geometry activities have been developed and have been a part of the mathematics component since May 2002.

Thrill U. is the culmination of effort and time of many people. Its existence would not have been possible without the collaborative efforts of: the professional staff at Dorney Park and Wildwater Kingdom; the administrators and academic faculty at Kutztown University; teachers who had taken students to the Park and provided feedback; and (most importantly) members of the planning committees. Each planning committee consists primarily of area high school teachers of physics or mathematics. The leadership and creativity of these teachers resulted in impressive sets of activities. Members of all planning committees have worn out shoes in the Park, endured days of inclement weather, fretted over success (or failure) of their students to complete preliminary versions of activities while in the "piloting" stages, spent many hours in meetings, and countless hours designing and editing the activities. In short, we admire and appreciate the efforts of all who have contributed to the success of the Thrill U. project.

Algebra Planning Committee

Mr. Ray Cianni Upper Perkiomen High School Dr. Kathleen Dolgos Kutztown University Dr. Joseph Elias Kutztown University Mr. Gerry Farnsworth Parkland High School Dr. Deborah Frantz Kutztown University Mr. Keith Koepke Dorney Park and Wildwater Kingdom Ms. Laura Leiby Emmaus High School Mrs. Kim Reiter Emmaus High School Mrs. Brenda Snyder Kutztown University Mrs. Beth Stoudt Emmaus High School Mrs. Michelle Wiley Dieruff High School Ms. Maggie Woodward Upper Perkiomen High School

Thrill U.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA ii

Tips for Mathematics Teachers Think of this as an adventure! To help make a "stress-free" day at the Park, we have created this list of suggestions to guide you through your planning stage of Thrill U. • Above and beyond all else, bring your sense of humor. Experienced teachers know that there

will be mistakes. Allow students to have fun as well as complete your selection of activities. • While mathematics is an "exact" discipline, applications of mathematics are much "less exact."

ALL measurements and collected data will have inherent errors. Accept it. • Please do not forget copies of activity sheets, equipment and supplies. You might also consider

bringing a camcorder to record aspects of the rides for use in the classroom after Thrill U., or to use as introductory preparation for next year.

• If your comfort level is low with orchestrating lab-type activities, consider consulting a science

teacher for assistance with logistics. • Carefully peruse the complete list of activities and select those that will best fit the needs and

abilities of your students. (That is, do not expect your students to complete all of these activities!) The difficulty levels are quite varied among the activities. Consider doing parts (but not all) of some activities. You may modify them, or assign groups of students to them.

• Some activities take longer than others to complete. Keep in mind that it may be necessary to

observe, ride, or take measurements several times in order to obtain good data. • As much as is feasible, introduce the students to the concepts to be studied during the weeks

leading up to the event. Consider planning time in class for calculations and analysis during the days following the experience.

• In our opinion, students who may be fearful of some rides should not be forced to ride. • Kutztown University students will serve as general assistants for you. They will be stationed at

designated Thrill U. rides from approximately 10:00 A.M. to 2:00 P.M. Inform your students that they may ask the university students questions related to the activities. University students will help students discover the "answers," but will not give them answers. Instruct your students NOT to ask Dorney Park employees to give answers.

• Teachers are welcome to utilize a designated grove at Dorney Park to chat with other

teachers and members of the planning committees, or to use as a place for your students to work. Please do not leave equipment and other valuables unattended at the grove.

Thrill U.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA iii

Things to Bring We present this list for your convenience and hope that it helps make your day at the Park enjoyable as well as productive. You may wish to bring some or all of these items with you to Thrill U..

• tickets for you, your students and your chaperones

• copies of your selection of activities, enough for your group

• pencils and paper

• stopwatches

• calculators (depends on activities: basic, basic with tangent key, or graphing)

• camcorder

• clipboards

• inclinometers or protractors with a plumb bob

• appropriate clothing and perhaps a change of clothing

• sunscreen, hats, raincoats

• money for food, drinks, phone

• measuring tape or string

• masking tape

• backpacks or plastic bags to keep papers and equipment dry and together

• maps of the Park (can be picked up at the entrance to the Park)

• a good reserve of energy and enthusiasm for exploration

Dorney Park Information

General Information: (800) 551-5656 or (610) 395-3724 Group Sales Information: (610) 395-2000 For specific questions about ticket sales for Thrill U., call Matt Stoltzfus at (610) 391-7607 or e-mail him at [email protected] Visit our websites: Dorney Park Thrill U.

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

Thrill U. Algebra

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet topics: radius and circumference of a circle

average distance average velocity

use of formulas ( C = 2πr, v =d

t, etc.)

use conversion formulas ( meters to feet, meters per second to miles per hour ) objectives: to use formulas to calculate the average linear velocities of different rows of the carrousel equipment : activity sheets pencil basic calculator stopwatch notes for the teacher: Activities that are marked "optional" are not "harder" than those not so

designated. These are optional because of the amount of time that students would need to complete the entire set of activities for this ride.

The Antique Carrousel takes about 1 revolution to get to full speed, which is

relatively constant. It begins slowing by the end of the fourth revolution. Timing of 3 revolutions should take place between the first and fourth revolutions.

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Notice that there are two carousels at Dorney Park. The Chance Carousel has 3 rows of "seats" and the Antique Carrousel has 4 rows. Be sure that you are working with the Antique Carrousel. PART 1: The Antique Carrousel is a "circular" ride at Dorney Park. Because of its historical significance, it is a most treasured ride as well. Here are several algebra connections to the Antique Carrousel. There are four rows of "seats" that comprise the Antique Carrousel, each of which revolve around a fixed point (its center, C). While it revolves, the seats on three of the rows also make a vertical movement, while the seats on the row on the outside remain vertically stationary. In order to reach our goals of this activity, we will ignore the vertical movement of the seats.

R4, stationary row

R1

R2

R3Antique Carrousel

C

1. To find the distance that you travel (in meters) in one revolution on a given row, use the

formula for the circumference of a circle, C = 2πr. (Use π = 3.14.) The radius of Row 1 is R1 = 5.8 meters. The radius of Row 3 is R3 = 7.3 meters.

d1 = distance traveled on one revolution in Row 1 = m.

d3 = distance traveled on one revolution in Row 3 = m. 2. (Remember that this activity is ignoring vertical motion.) In your opinion, does Row 1 or Row 3 have the higher speed? Why? Ride the Antique Carrousel at least twice. One time, sit on the inside row of horses (Row

1) and the other time that you ride, sit on a seat in Row 3. As you ride, try to feel the difference in speeds between the two rows. Why can't you feel the difference in speeds as you ride?

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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The average linear velocity (the measure that tells you about how fast you are moving) can be computed by dividing the distance that you travel by the time it takes to travel that distance. In

formula form, this is: v =d

t, where v is the linear velocity, d is the distance traveled, and t is the

time that it takes to travel that distance. In practice, it is sometimes difficult to measure time accurately. Since

d

t= 1 ×

d

t=

3

d

t=

3d

3t

one "reasonable way" to estimate the linear velocity is to find v =3d

3t.

3. Find 3d: three times the distance traveled will be 3 times the circumference of the

specified row. Use the results from #1 (d=2πr) and compute the distances traveled for 3 revolutions. Record your work in the table below. 4. Find 3t: use a stopwatch and measure the time (in seconds, rounded to the nearest

hundredth of a second) it takes for 3 revolutions of one seat (in each of the specified rows). (Do this at least twice and obtain an average time for the three revolutions.) Record your average times for the three revolutions in the table below.

You should begin timing AFTER the carousel has made one revolution and continue to

time for three consecutive revolutions.

3d meters 3t sec. 3t

3dv = m/sec.

Row 1

Row 3

Complete the table by computing the velocities. 5. Compare your "feelings" from #2 with the results in the last column in the table above.

Do your results make sense? (That is, comment on the difference in speeds that you calculated with the difference in speeds you felt in #2.)

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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6. On the axes provided, plot the ordered pair (3t, 3d) for Row 1 and label it. Draw a line through it and the origin. Label the line, R1. Repeat these steps for Row 3 on the same set of axes and label this line R3. 7. (optional) Using your graphs, find the slopes of the lines. slope of the line R1 = slope of the line R3 = 8. (optional) Describe the relationship between the slope of the line for R1 and the average velocity for Row 1. What is the relationship between the slope of the line for R3 and the average velocity for Row 3? 9. (optional) a. Based on your results for the computed values of average velocity and on your

graphs, guess the average velocity of a person seated in Row 2.

b. Compute v =3d

3t for a person who rides in Row 2.

(The radius of Row 2 is 6.6 meters. Why do you NOT need to measure 3t again?) c. Is your answer in #9b reasonable? Support your claim.

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 2: 1. Suppose that x represents the number of meters and y represents the number of feet. Then x = .3048y. Solve this equation for y. 2. The radii of Rows 1 and 3 are given in the table below (in meters).

Radii of two rows on Antique Carrousel radius (in meters) radius (in feet)

Row 1 5.8 meters

Row 3 7.3 meters

Use your calculator and the conversion formula y = 3.281x to complete the table for the measure of each radii in feet . Record your answers on the table. 3. If you have not already done so, complete PART 1, #4 of this activity. (Compute the average velocities for riders in Row 1 and Row 3, where the unit measure is meters per second.) Use the conversion formula 1 m/sec. = 2.237 mph. to convert your answers so that the

unit measure for these velocities are in miles per hour. Record your answers in the table.

velocity (in m/sec.) velocity (in mph.) (see PART 1, #4)

Row 1

Row 3

4. Are the speeds on the carrousel similar to the speed of a person walking, a person

running, a person bike riding, or a person driving a car in town?

Antique Carrousel

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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5. (optional)

Recall that 1 mile = 5, 280 feet and that a rider travels a linear distance of 2πr on one revolution of the ride. a. How many revolutions must you ride in Row 1 to have ridden one mile? b. How many revolutions must you ride in Row 3 to have ridden one mile? c. What is the least number of revolutions that one must ride in Row 1 in order

to exceed the distance traveled by someone who rides in Row 3 for one revolution?

d. How long would the ride need to be in continuous operation for you to be able

to ride on Row 3 and travel one mile?

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet

topics: estimation speed functions conversions – Dimensional Analysis objectives: to estimate the height being “space shot” to estimate the height being “turbo dropped” to calculate average speed to calculate the initial thrust of being "space shot" equipment: activity sheets calculator pencil stopwatch notes for the teacher: Observe this ride a few times to get a sense of when the rider will be thrust

upward or dropped.

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 1: Going Down!

Stand at a location that allows you to completely see the GREEN side of Dominator. 1. Using the given measurements for the supports, estimate the height from which the

riders’ seat is dropped. Also, estimate the height at which the end of free-fall occurs. Estimated drop height = feet

Estimated end of free-fall height = feet Total distance traveled by rider = drop height minus end of free fall height = _____ feet.

2. Measure the amount of time that it takes the rider to travel from the start of the initial

drop until the end of the free-fall. You must be careful to start the stopwatch as soon as you see the riders dropping (watch for movement in the legs). Take three measurements and average the three measurements. Record your findings here.

Each of the three support towers are built with four prefabricated pieces, each of which is 39 feet. (Each one of these four pieces is subdivided into five smaller “boxes,” but they are not uniform in height.) These four pieces can best be viewed on the tower that does not support the riders. In addition, the height from the base of the tower to the top of the first horizontal support is 7 ft. 10 in. The total height of the structure is 200 feet. Use either measurement to estimate the heights.

7’ 10”

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Measured Time #1 = sec.

Measured Time #2 = sec. Measured Time #3 = sec.

Total of the three timed measurements = sec. Divide the total by 3 to get the average time that it takes to reach the end of free-fall. Average time = (total of 3 timed measurements) / 3 = sec. Use the formula (distance) = (average speed)(average time) and the information that you

found above to solve for the average speed. Average speed = feet/sec. 3. Use the fact that there are 5,280 feet in one mile and 3,600 seconds in one hour to convert

your average speed to miles per hour (mph).

ft. × mi. × sec. sec. ft. hr. Average speed = mph. 4. What do you think accounts for the different times of the initial drop? 5. Describe the process that you used to estimate the drop height. What would you do to

make the measuring process easier?

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 2: Going Up! Stand at a location that allows you to completely see the RED side of Dominator. 1. Using the given measurements for the supports (from PART 1), estimate the height above

the ground from which the riders’ seat is thrust upward. Also, estimate the height at which the maximum height occurs.

Estimated starting height = feet Estimated maximum height = feet

Total distance traveled by rider = maximum height minus starting height = _____ feet. 2. Measure the amount of time that it takes the rider to travel to the maximum height. You

must be careful to start the stopwatch as soon as you see the riders being launched upward. Take three measurements and average the three measurements. Record your findings here.

Measured Time #1 = sec. Measured Time #2 = sec. Measured Time #3 = sec. Total of the three timed measurements = sec. Divide the total by 3 to get the average time that it takes to reach the end of free-fall. Average time = (total of 3 timed measurements) / 3 = sec. 3. One mathematical model for the motion of the rider on Dominator is modeled by the

equation:

2

0 0

1( )

2s t at v t s= + +

where s(t) is the height of the rider at t seconds, a is the force of acceleration due to gravity, v0 is the initial velocity (the initial "thrust" upward), and s0 is the height before being thrust upward. Our goal is to find v0 (the initial “thrust”) by substituting values for s(t), a, t, and s0.

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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From PART 2, #1 the height of the rider, just before the rider is launched upward is s0 = _____ ft. The force of acceleration due to gravity is a = -32 ft/sec2 In PART 2, #2 you estimated the time that it takes to reach the maximum height. Use the time from #2 as your t and use the estimated maximum height from #1 as your s(t). t = sec. s(t) = feet

4. Substitute the values from #3 into the mathematical model 2

0 0

1( )

2s t at v t s= + +

5. Solve the equation in #4 for v0.

The initial “thrust” or speed is the absolute value of v0.

Initial speed = v0 = ___________ feet/sec. 6. Use the fact that there are 5,280 feet in one mile and 3,600 seconds in one hour to convert

your average speed to miles per hour (mph).

ft × mi × sec sec ft hr Initial speed = mph.

Dominator

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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7. How does your answer compare to the advertised upward blast of nearly 50 mph? 8. If your answer seems too high or too low, where could some sources of error lie? 9. (optional) Use information from PART 2, #3 and #5 to write a function formula for the

height of the rider at any time. (That is, substitute a, v0 and s0 into the mathematical model given in #3.)

Enterprise

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet topics: circumference speed objectives: to determine the distance that an Enterprise car travels in one revolution to determine the Enterprise's average speed equipment: activity sheets pencil and calculator stopwatch notes for the teacher: While at rest, the dot placed on the bottom of one car is not visible.

Enterprise

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 1: When objects are traveling in straight lines, their speeds can be measured by simply dividing the time it takes them to travel a certain distance. However, this ride does not travel a linear path; it travels in a circle. The linear speed of this ride can be measured by timing each revolution, but the distance around the circle, the circumference, must be determined. 1. Using a stopwatch, find the time for the Enterprise to make two complete

revolutions. One of the cars of the Enterprise has a Thrill U. “dot” on it. Watch for the dot to pass you two times to be sure that two revolutions have occurred. Take this measurement three times, and use the average of the three trials.

Trial 1: Time for two revolutions = _______ sec. Trial 2: Time for two revolutions = _______ sec. Trial 3: Time for two revolutions = _______ sec. Average time for two revolutions = _______ sec. 2. Divide the average time by two, resulting in the average time for one revolution:

two

ns revolutiome for twoAverage tin = revolutiome for oneAverage ti

Average time for one revolution = _______ sec. 3. The radius of this ride is 9 meters. What is the length of the circumference of the circle through which this ride

travels?

Circumference = _______ m.

Circumference = 2πr

Enterprise

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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4. In order to determine the average speed of this ride, the distance must be divided by the time for one revolution.

Average time for one revolution = _______ sec.

Average speed = _______ m/sec. 5. (Extension) What is the average speed if measured in miles per hour? Recall that 1 mile = 5,280 feet and 1 hour = 3,600 seconds.

Average speed =circumference

time

Enterprise

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 2 In the first part of this activity, the linear speed of this ride was determined. Here, the average angular speed will be computed. 1. In PART 1, #2, the average time for one revolution was determined. The average angular

speed can be determined by dividing sixty seconds by the average time for one revolution, resulting in the number of revolutions per minute.

Average time for 1 revolution = _______ sec.

Average angular speed = sixty seconds

Average time for one revolution

Average angular speed = _______ rev/min.

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet

topics: circumference speed objectives: to determine the fraction of a circle through which the Sea Dragon swings to determine the Sea Dragon's average speed to plot the Sea Dragon's motion using distance, speed, and time equipment: activity sheets pencil and calculator stopwatch notes for the teacher:

The number of riders impacts the “fullness” of the ride’s swing.

Please note that the “swing” that is timed in this activity for the answer key is when the Sea Dragon passenger compartment supports align with the stationary support bars (as shown below). However, the students are asked to explain how they timed the swing for their trials.

support support

support support

passenger compartment

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 1: The Sea Dragon's motion resembles that of a pendulum (like a Grandfather clock). It swings a certain distance each time, sweeping out a portion of a circle. If we time several swings, we can determine the average time for the Sea Dragon to complete one swing. Stand by the exit side of the ride so that the Sea Dragon’s motion resembles a portion of a circle. 1. Using a stopwatch, time two complete swings of the ride (when the ride has

reached its highest swing). The time for each swing should include the “to-and-fro” movement of the ride. Take this measurement three times, and use the average of the three trials.

Explain how you will time each “swing” of this ride. Trial 1: Time for two swings = _______ sec. Number of riders = _______ Trial 2: Time for two swings = _______ sec. Number of riders = _______ Trial 3: Time for two swings = _______ sec. Number of riders = _______ Average time = _______ sec. 2. Divide the average time by two, resulting in the measured average time for one swing:

Measured average time for one swing = Average time for two swings

two

Measured average time for one swing = _______ sec.

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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3. The formula for computing the theoretical time for one pendulum swing is shown below. In the equation, "l" is the pendulum length (10.7 meters) and g is the

acceleration due to gravity (9.8 m/s2). Find the theoretical time for one swing.

Theoretical time for one swing = _______ sec. 4. Compare the times found using your results from #2 (measured average time for

one swing) and #3 (theoretical average time for one swing). What is the percent difference?

% difference = #3 result - #2 result

#3 result

% difference =

% difference = _______ % Why is there a difference between the measured and theoretical values?

T = 2πl

g

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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5. Estimate the angle (in degrees) through which the Sea Dragon swings. We can

now determine the fraction of a circle through which the Sea Dragon moves.

Fraction of a circle = arc length (in degrees)

360o

Fraction of a circle = _______

6. If the Sea Dragon actually traveled a full circle, we would compute the distance

traveled using the circumference formula. Compute the distance as if it traveled the entire circle. The circle’s radius from the top of the pendulum to the bottom of the Sea Dragon passenger compartment is 10.7 meters.

Circumference = 2πr Circumference = _______ m. 7. Now we can determine the arc length (in meters) through which the Sea Dragon

travels. We must multiply the fraction of a circle through which the ride travels (that we computed in #5) with the circumference (that we found in #6).

Arc length = (Circumference)(Fraction of a circle) Arc length = _______ m.

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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8. In #7, we calculated the distance that the Sea Dragon travels during each swing

(arc length). We also computed the time for one swing in #1. Using these numbers, we can compute the average linear speed.

Average speed = arc length

time

Average speed = _______ m/sec. 9. (Extension) What is the average linear speed of the Sea Dragon if measured in

miles per hour? Recall that 1 mile = 5,280 feet and 1 hour = 3,600 seconds. 10. (Extension) What would happen to the period of the pendulum if the length from

the top of the ride to the bottom of the passenger compartment were increased?

The Sea Dragon

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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PART 2 This part of the activity focuses on analyzing the motion at different points during the ride. It uses the time that was computed in PART 1, #2. 1. When you observe the ride, it travels along a path that resembles part of a circle.

Sketch the shape of the Sea Dragon's motion in the space below: 2. On the sketch in #1, mark where the riders are moving fastest by writing "fastest"

at that point(s). Mark where the riders are moving slowest by writing "slowest" at that point(s).

3. Using your sketch and the information from #2, sketch a graph of speed (on the y-

axis) and time (on the x-axis) below. Do not try to match the exact speeds with the exact times; focus on the fastest and slowest motion. The shape of the graph is the important part of this exercise.

Only plot one swing from left to right. (Remember to stand by the exit side of the

ride so that the Sea Dragon’s motion resembles a portion of a circle.) Begin your graph at one of the two highest points. (Hint: Use the following questions to guide your graph: At the highest point of the swing, the Sea Dragon stops for an instant before changing direction to begin another swing. What happens as the Sea Dragon approaches the center? What happens as the Sea Dragon rises to the maximum height on the other side?)

Speed (m/sec.) What shape is the graph?

Time (sec.)

Thunderhawk

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet

topics: coordinate system plotting points and graphing in the coordinate plane linear equations line of best fit quadratic and cubic regression objectives: to develop a coordinate system for plotting points to compare linear, quadratic, and cubic equations to estimate the height of the peak of the first hill to estimate the cost for building the first hill ride: Thunderhawk equipment : activity sheets pencil graphing calculator (TI-83 or similar) notes for the teacher: Creating a scatter plot and line of best fit on the calculator could be done in

the classroom after visiting the Park. Comparisons with actual dimensions could also be done in the classroom. The teacher can find the current costs of lumber from local lumberyards or home improvement stores prior to the activity.

Thunderhawk

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Thunderhawk is the original wooden roller coaster for Dorney Park. Built in 1923 by the Philadelphia Toboggan Company, it has provided years of thrills to park goers. Suppose you are visiting Dorney Park as an interested investor for a new theme park to be developed. You want to have a "Thunderhawk" type coaster built in your new park. For design input, you need a sketch of the roller coaster. PART 1: 1. Create a coordinate system based on the structural supports of the coaster as shown on the photo

below. One unit can be determined from evenly spaced supports nearer the ground. Use estimations as the spacing of supports vary closer to the track. (Look for the large red dot on the support post to indicate the origin.)

2. Determine the coordinates of five site points between B and C on the track of the first hill. Write

your ordered pairs here. (Note: Coordinates may not be whole numbers.) 3. Enter your data into a graphing calculator and create a scatter plot. 4. Using the line of best fit, write a linear equation for the incline of the first hill.

B

C

Red

Dot

A

Thunderhawk

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PART 2: (Use the coordinate system that you created in PART 1, #1.) 1. Determine the coordinates of five site points between A and C on the track of the first hill.

Write your ordered pairs here. 2. Enter your data into a graphing calculator and create a scatter plot. 3. Find quadratic regression and cubic regression equations for the first hill. quadratic regression equation: cubic regression equation: 4. Which of the models is the "best?" Why? 5. Is there an x-value that will yield a y-value greater than 70 feet in your quadratic model? in your cubic model? PART 3: (Follow-up questions) 1. Based on your coordinate system that was created in PART 1, estimate the height (above the

ground) of the peak of the first hill. 2. Given the actual dimensions from your teacher, how close was your estimation of the height of

the peak? Justify why there might be a difference. 3. Given current lumber costs, what would the cost be to replace the first hill (and its support

structure) that is made of pressure-treated southern pine?

Waveswinger

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet

topics: circumference speed objectives: to determine the circumference of the circle through which the Waveswinger

revolves to determine the Waveswinger's average speed equipment: activity sheets pencil and calculator stopwatch notes for the teacher:

When choosing a person to sight in timing the revolutions, a person on the outer ring of swings can be more easily observed.

Waveswinger

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When objects are traveling in straight lines, their speeds can be measured by simply dividing distance by time. However, this ride does not travel a linear path; it travels in a circle. The linear speed of this ride can be measured by timing each revolution, but the distance around the circle, the circumference, must be determined. 1. Using a stopwatch, measure the time for the Waveswinger to make three complete

revolutions when the ride has reached its maximum speed. If you listen to the motor that turns this ride, you should notice that the sound becomes constant when the ride has reached this speed. Measure the time for three complete revolutions three separate times.

Trial 1: Time for three revolutions = _______ sec. Trial 2: Time for three revolutions = _______ sec. Trial 3: Time for three revolutions = _______ sec. Average time for three revolutions = _______ sec. 2. Divide the average time by three, resulting in the average time for one revolution:

three

utionshree revolTime for tn = revolutiome for oneAverage ti

Average time for one revolution = _______ sec. 3. The radius of this ride is 9 meters. What is the length of the circumference of the circle through which this ride travels?

Circumference = _______ m.

Circumference = 2πr

Waveswinger

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4. In order to determine the average linear speed of this ride, the distance must be divided by the time for one revolution.

Time for one revolution = _______ sec.

Average speed = _______ m/sec. 5. (Extension) What is the average speed if measured in miles per hour? Recall that 1 mile = 5,280 feet and 1 hour = 3,600 seconds.

Average speed =circumference

time

White Water Landing – The Bridge

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Information Sheet

topics: similar triangles right triangles ratios estimation using paces objectives: estimate the length of the center section of the bridge at White Water Landing appreciate the application of similar triangles equipment : activity sheets pencil basic calculator (optional) notes for the teacher: Students may need guidance on how to measure a pace. Please be reminded that all measurements will be approximations.

You may want to assign #6 and #7 as optional for the students, since access to the bridge is only permitted after riding this ride.

White Water Landing – The Bridge

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The goal of this activity is to estimate the length of the center section of the bridge at White Water Landing by using a special relationship between two triangles. The length of the center section of the bridge is the distance between Points A and C as depicted in the diagram below:

D

Center Section of Bridge

(lamppost along fence)

C

X

BA(sign)

E 1. In this diagram, the measures of angle B and angle E are 90˚. (Each is a right angle.) a. Angle BXC and angle EXD are equal in measure since they are

angles. (We write m∠ BXC = m∠ EXD.) b. Explain why ∠XDE and ∠XCB are equal in measure. c. Since their corresponding angles are equal, triangle BXC and triangle EXD are

called triangles. (We write ∆BXC ~ ∆EXD.)

For this activity, you will use the fact that the corresponding sides of these triangles are

proportional. That is, the proportion, BC

DE=

BX

XE holds true.

In particular, HALF of the length of the center section of the bridge DE.XE

BXBC and BC ×=≈

In the end, to estimate the length of the center section of the bridge, we will need to double BC.

White Water Landing – The Bridge

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Please read this and be sure you understand it before you start. You will need to work in teams of at least three people. None of the points A, B, C, D, E or X are marked for you! 2. Using a normal walking stride, one person in your group will need to measure, using paces, each of the lengths XE and DE. (This is #3 below.) Before you go any further, estimate (to the nearest half of a foot) the length of one pace.

1 pace ≈ feet. Be sure to "agree" as to how one pace is being measured: tip-of-toe to tip-of-toe? tip-of-toe to heal-of-foot? arch to arch?

Establishing the triangles: The points A and C are hypothetically located at the endpoints of the center section of the bridge. Agree among yourselves, in advance, just where these points are located. Point X is a point along the fence, nearest to the lamppost. (This point aligns with the center of the sign on the bridge and the slide of the ride.) From point X and facing away from the lamppost, locate the manhole covers that are on the ground. Walk on the perpendicular away from the bridge and towards the center of the third manhole cover. Position one member of the team at Point E, at least 10 paces from Point X.

From point E, walk perpendicularly from the line of walk, XE , so that the bridge is on your right. (You should be walking parallel to the line on which the center section of the bridge is located.) To find the location of point D, walk until you have a clear line of site that passes through point X and point C. Position one member of the team at point D. You should now have a person "marking" each of points E and D.

D

( Sign)

Center Section of Bridge

(lamppost along fence)

C

X

A B find BC

BX is given

XE is measured in paces

EDE is measured in paces

White Water Landing – The Bridge

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Another member of the team will need to do the "measuring." 3. Using a normal walking stride, find the number of paces (rounded to the nearest half of a pace) that it takes to travel the distances XE, and DE. Record the information below.

Length of BX = 104.87 feet.

Length of XE = paces.

Length of DE = paces.

4. HALF of the length of the center section of the bridge DEXE

BXBC and BC ×=≈ .

BC = feet

pace x paces ≈ feet.

5. The total length of the center section of the bridge is twice as long (assuming symmetry):

Length of the center section of the bridge ≈ 2 x BC ≈ feet. Just how reasonable is your estimate? Here's another way to estimate the length of the center section of the bridge: Get wet !!! You must ride White Water Landing in order to access the bridge. 6. Walk (run?) across the bridge and count the number of paces used to estimate the

total length of the center section of the bridge. (Measure the distance between points A and C.)

Length of bridge ≈ paces x feet

pace = feet.

7. Compare your result from #5 with the result obtained in #6. Describe possible reasons for any differences in the answers.

White Water Landing – The Ride

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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Information Sheet topics: distance

revolutions speed using literal formulas quadratic function

objectives: to estimate the speed of a boat as it ascends the incline to write an equation for a parabola that models the top of the drop to graph the parabola that models the top of the drop equipment : activity sheets pencil stopwatch basic calculator graphing calculator (optional) notes for the teacher: Taking the time measure as the boat descends may be difficult due to the rapid

descent.

White Water Landing – The Ride

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PART 1: The goal of this activity is to estimate the speed of a boat as it ascends the lift. A boat is pulled to the top of the ride by a chain, and the chain is designed as a pulley. You can see the actual "generating gear" (the circular gear) that moves the pulley -- it is located behind the sign for White Water Landing. The circumference of the "generating gear" will help you estimate the length of the incline. 1. Find a location to stand so that you can see the "generating gear". The radius, r, of

the gear is 11 inches or 0.917 feet. Find the circumference of the gear. C = feet. 2. Find the number of revolutions, N, that the "generating gear" has revolved for the boat to be lifted to the top of the hill. (Use the marker on the gear for guidance.) 3. d = N x C. That is, (the distance traveled by the boat during one revolution of the

gear) can be computed by taking the product of (the number of revolutions made by the gear) and (the circumference of the gear). Compute d using results of #1 and #2.

4. Use a stopwatch and measure the time that it takes for the boat to travel up the entire incline. You should do this at least twice, and use an average time for t. Record your timed data and then compute the average time here. 5. One can think of speed, s, as the ratio of the distance traveled, d, to the amount of time

used to travel that distance, t. In formula form, this says that s =d

t.

Use your results from #3 and #4 to estimate the speed of the boat up the incline.

White Water Landing – The Ride

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PART 2: 1. One mathematical model for the height of a boat (on the top part of the drop) on White

Water Landing the equation:

s(t) = 12

a t 2 + vo

t + so

,

where s is the height of the boat above ground level at time t seconds, a is the force of

acceleration due to gravity, vo is the initial velocity (the initial "push" at the top of the

drop), and so is the height at the top of the drop.

The height of the slide, just before the boat begins to fall, is so = 80 feet.

The force of acceleration due to gravity is a = -32 ft/sec2.

The initial velocity, vo, is approximately your result from #5 in PART 1. Why?

2. Use the information given to you in #1 to write a function formula that models the

height of the boat (relative to time) on the top part of the drop. (The function's name is s(t).)

3. Measure the time that it takes for a boat to descend about midway. (To a point that looks

as though its path was a parabola.) Name your measured time t1.

4. Using the measured time (from #3) and your formula (from #2), estimate the height of the

boat above the ground at this time by calculating s(t1).

5. Use your results from #2, #3, and #4 to sketch the graph of y = s(t), the path of motion on the top part of the slide.

80

(0,0) t-axis (seconds)

s-axis

(feet)

t1

White Water Landing – The Ride

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PART 3: (Optional) 1. Use a graphing calculator to graph the equation y = s(t) in order to verify that your sketch in PART 2, #5 is reasonable. Draw your graph below and describe any discrepancies. 2. When you view the top of the slide on White Water Landing, you can see a parabolic shape. Explain why this is NOT the same parabola that you graphed in this activity.

Create a Park!

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37

Information Sheet

topics: estimation analysis of park factors objectives: to create a park based on analysis of Dorney Park rides and services to evaluate the needs of customers and park employees to write a report to draw a map equipment : paper and pencil notes for the teacher:

This activity is to encourage the students to think about the total operation of an amusement park. Have students study the map of Dorney Park and consider the placement of rides, why certain rides are strategically placed near the entrance, on a hill, on a curved path, etc. Have the students think about the amount of land necessary for rides like Steel Force that wind around or past other rides versus rides like the Ferris Wheel which take up little land space. Consider legal or zoning requirements regarding land use, noise or lighting restrictions. What does an amusement park need to do to become a good neighbor? What factors such as weather, time of day and date would contribute to the operation of the park for the staff as well as the number of customers? In the classroom, students could make a map of their park given a standardized plot of land. Students should indicate placement of rides, parking, picnic areas, etc. and any natural elements (ponds, trees, fountains, etc.).

Create a Park!

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As you walk around Dorney Park, observe the many facets to the park, not only the rides, but also the food stands, gift shops, restrooms, picnic areas, etc. There is more to an amusement park than just rides! Dorney Park and Wildwater Kingdom is built on 200 acres with a hundred rides. Look at the map for Dorney Park. What do you notice about the layout of the park? Estimate or "pace" the dimensions of certain elements. How much land is required for the Ferris Wheel, White Water Landing, or Meteor? PART 1: Suppose you have inherited 25 acres in north central Pennsylvania. Having studied Dorney Park, you decide to develop this land into an amusement park. Design your park with the following questions in mind. 1. How many rides will fit on the land? Consider the space requirements of individual

rides, their "footprints." 2. What criteria are used in selecting a ride? Will you have rides for both adults and

children, children only, or adults only? Which ride will be your big attraction? Think about the thrill factor of different rides and the number of people per hour that a ride can accommodate.

3. Consider other demands for space in your park to meet the needs of your guests, employees and staff. (For example, parking.) 4. What is the capacity of your park? What factors affect attendance? 5. Do you think you will have a profitable operation? PART 2: Write a report for the county commissioners that describes your park and the decisions that went into developing this land so that you will receive the necessary permits to build our dream amusement park. Draw a map to indicate land usage.

Entertainment Values

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Information Sheet

topics: number sense

probability expected value

objectives: to quantify, meaningfully, one's degree of enjoyment on various rides to demonstrate critical thinking skills to analyze and refine hypotheses in order to gain more meaningful results rides: any two to five rides in the Park (you may want to limit these to official TU rides) equipment: activity sheets pencil and calculator stopwatch notes for the teacher: PARTS 1 and 2 are designed to be discussed in class, BEFORE the trip to Thrill U.. PARTS 2 and 3 are designed to be completed AT Thrill U. PART 4 is designed for follow-up in class, AFTER the trip to Thrill U. This activity may be useful for teachers and students at schools with block

scheduling. This activity may also be beneficial in situations where students are grouped

and have different ability levels represented in each group.

Entertainment Values

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PART 1: Background and Set up: The goal of this activity is to obtain quantifiable results that reflect one's so-called "satisfaction" or "entertainment" value of the rides at Dorney Park. There are many variations within the process that is described here. You are urged to read and discuss PART 1 prior to attending Thrill U., since it will walk you through the process of quantifying your experiences; this activity only addresses the roller coasters in the park. You are encouraged to try this with ANY group of rides. The table here gives the "official" lengths of time that it takes each coaster to complete one ride cycle. The "official" timing begins when the train is released from its start position (you might be able to hear the "official" start), and ends when the train is completely stopped and ready to exit. Coaster: "official" time to complete one cycle (minutes)

Hydra

2 min 35 sec.= 2.58 min

Steel Force

3 min.

Thunderhawk

1 min. 18 sec.= 1.3 min.

Wild Mouse

1 min. 40 sec.= 1.67 min.

If the length of time ON the ride is the only factor in measuring one's satisfaction, then the ride that lasts the longest should be the "best" ride that you experience. That is, 100% of the satisfaction value depends only on the length of the ride. The chart above would indicate that, among all of Dorney Park's roller coasters, Steel Force is the "best" one. This is misleading for some of you!! There are many factors that may enhance or detract from your satisfaction of any given ride. Here is a brief list of factors that may effect your satisfaction:

o the length of time you spend in a waiting line or queue o the "thrill factor" of the ride ...how you REALLY feel during the ride o the weather o your companions on the ride o comfort of the seats and the restraining devices o personal wellness o screaming children

1. Can you think of other factors that may effect your positive or negative enjoyment of a ride?

Entertainment Values

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For purposes of this example, this activity will consider three factors: ride duration = the "official" length of the ride, measured in minutes wait time = the length of time you spend in a waiting line or queue, measured in minutes thrill factor = how you REALLY feel during the ride, on an integer scale of 0 through 10 (10 is best) RULES: The rules (for determining measurements and assigning relative weights to the factors) were designed so that data collection is relatively easy. Your group may wish to modify them, but the rules need to be put forth BEFORE you do this on your own. A. Determining measurements: (Rounded to the nearest tenth of a minute)

Ride duration - Use "official" ride times (in minutes) given by Dorney Park. - Assign a positive ( + ) value to each ride duration time (Why?).

Note: If you use rides that are not listed here, you can find a good estimate of the ride's time to complete one cycle by taking three measurements with a stopwatch and averaging them.

Wait time - Use a stopwatch to measure wait times (in minutes). Begin timing when you are physically waiting for something to happen.

(This may happen in a waiting queue; if no queue, it begins as soon as you are waiting in your seat before the ride "officially" starts its cycle.) Stop timing the wait time as soon as the ride "officially" starts its cycle.

- Assign a negative ( - ) value to each ride wait time (Why?). Thrill factor - Assign an integer value to the ride after you have ridden it. Use a score of 10 for the best thrill possible, 0 for absolutely no thrill, and

any integer in between. You may assign the same number to different rides. - Assign a positive ( + ) value to each ride duration time (Why?). B. Assign relative weights to each factor: In order to quantify 100 % of any experience, the sum of the percentages of its parts must total 100 %. Since we are using three factors, we must decide IN ADVANCE, what percentage of the whole experience is contributed by each of the factors. For this example, let's use these: Ride duration = 20 % of the whole experience Wait time = 10 % of the whole experience Thrill factor = 70 % of the whole experience

Entertainment Values

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Of course, when we use these percentages, they will need to be converted to their decimal equivalents (.2, .1, and .7 respectively).

Entertainment Values

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The tables below reflect everything that we need to this point. They were hypothetically completed by taking the necessary measurements and by performing the necessary calculations. For the first three tables, products were computed using a calculator. Ride Duration (+) preassigned relative Coaster: Ride duration (min.) weight product 1

Hydra

2 min 35 sec.= 2.58 min

.2

.234

Steel Force

3 min.

.2

.6

Thunderhawk

1 min. 18 sec.= 1.3 min.

.2

.26

Wild Mouse

1 min. 40 sec.= 1.67 min.

.2

.334

Wait Time (-) preassigned relative Coaster: Wait time (min.) * weight product 2

Hydra

- 20 min.

.1

- 2.

Steel Force

- 20 min.

.1

- 2.

Thunderhawk

1 min. 30 sec.= - 1.5 min.

.1

- 0.15

Wild Mouse

- 15 min.

.1

- 1.5

* Hypothetical for this example; to be measured at Thrill U.. Thrill Factor (+) preassigned relative Coaster: Thrill factor weight product 3

Hydra

9

.7

6.3

Steel Force

9

.7

6.3

Thunderhawk

8

.7

5.6

Wild Mouse

9

.7

6.3

* Hypothetical for this example; to be measured at Thrill U..

Entertainment Values

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The table below includes the products obtained from the last three tables, and shows the sums of the products.......the numbers in the last column reflect a quantifying number that reflects your satisfaction with each ride. Coaster: product 1 product 2 product 3 Sum of products

Hydra

.234

- 2.

6.3

4.534

Steel Force

.6

- 2.

6.3

4.9

Thunderhawk

.26

- 0.15

5.6

5.71

Wild Mouse

.334

- 1.5

6.3

5.134

From the last column, you can see that Thunderhawk gave you the most satisfaction or enjoyment! PART 2: Here's your chance to mimic PART 1. The outline of the process is provided below, and remember to do your preparation for this activity BEFORE you go to Thrill U.. (PART 3 provides workspace for your choice of up to ANY five of rides, with at most four factors for each.) The table here gives the "official" lengths of time that it takes each coaster to complete one ride cycle. The "official" timing begins when the train is released from its start position (you might be able to hear the "official" start), and ends when the train is completely stopped and ready to exit. Coaster: "official" time to complete one cycle (minutes)

Hydra

2 min 35 sec.= 2.58 min

Steel Force

3 min.

Thunderhawk

1 min. 18 sec.= 1.3 min.

Wild Mouse

1 min. 40 sec.= 1.67 min.

If the length of time ON the ride is the only factor in measuring one's satisfaction, then the ride that lasts the longest should be the "best" ride that you experience. That is, 100% of the satisfaction value depends only on the length of the ride. The chart above would indicate that, among all of Dorney Park's roller coasters, then Steel Force is the "best" one.

Entertainment Values

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This is a LIE, of course, for some of you!! There are many factors that may enhance or detract from your satisfaction of any given ride. Here is a brief list of factors that may effect your satisfaction: the length of time you spend in a waiting line or queue the "thrill factor" of the ride ...how you REALLY feel during the ride the weather your companions on the ride comfort of the seats and the restraining devices personal wellness screaming children 1. Can you think of other factors that may effect your positive or negative enjoyment of a ride? For purposes of this exercise, consider only the three factors: ride duration = the official length of the ride, measured in minutes wait time = the length of time you spend in a waiting line or queue, measured in minutes thrill factor = how you REALLY feel during the ride, on an integer scale of 0 through 10 (10 is best)

RULES: The rules (for determining measurements and assigning relative weights to the factors) were designed so that data collection is relatively easy. Your group may wish to modify them, but the rules need to be put forth BEFORE you do this on your own. A. Determining measurements: (Rounded to the nearest tenth of a minute) Ride duration - Use "official" ride times (in minutes) given by Dorney Park. - Assign a positive ( + ) value to each ride duration time (Why?).

Note: If you use rides that are not listed here, you can find a good estimate of the ride's time to complete one cycle by taking three measurements with a stopwatch and averaging them.

Wait time Use a stopwatch to measure wait times (in minutes). Begin timing when you are physically waiting for something to happen.

(This may happen in a waiting queue; if no queue, it begins as soon as you are waiting in your seat before the ride "officially" starts its cycle.)

Stop timing the wait time as soon as the ride "officially" starts its cycle.

- Assign a negative ( - ) value to each ride wait time (Why?). Thrill factor - Assign an integer value to the ride after you have ridden it. Use a score of 10 for the best thrill possible, 0 for absolutely no thrill, and

any integer in between. You may assign the same number to different rides. - Assign a positive ( + ) value to each ride duration time (Why?).

Entertainment Values

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B. Assign relative weights to each factor: In order to quantify 100 % of any experience, the sum of the percentages of its parts must total 100 %. Since we are using up to four factors, we must decide IN ADVANCE, what percentage of the whole experience is contributed by each of the factors. For this example, use these: 2. Ride duration = % of the whole experience Wait time = % of the whole experience Thrill factor = % of the whole experience *****Of course, when you use these percentages, you will need to convert them to their

decimal equivalents. Use the tables here to organize your data. 3. Fill in the first three tables below and compute the products with a calculator. Also

record the results in the fourth table. Ride Duration (+) preassigned relative Coaster: Ride duration (min.) weight product 1

Hydra

2 min 35 sec.= 2.58 min

Steel Force

3 min.

Thunderhawk

1 min. 18 sec.= 1.3 min.

Wild Mouse

1 min. 40 sec.= 1.67 min.

Wait Time (-) preassigned relative Coaster: Wait time (min.) * weight product 2

Hydra

Steel Force

Thunderhawk

Wild Mouse

* You should determine this from riding the coasters at Thrill U.

Entertainment Values

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Thrill Factor (+) preassigned relative Coaster: Thrill factor weight product 3

Hydra

Steel Force

Thunderhawk

Wild Mouse

* You should determine this from riding the coasters at Thrill U.. 4. In the table below, record the products obtained from the last three tables, and compute

the sums of the products. Remember that the numbers in the last column reflect a quantifying number that should reflect your satisfaction with each ride.

Coaster: product 1 product 2 product 3 Sum of products

Hydra

Steel Force

Thunderhawk

Wild Mouse

5. From the last column, which coaster gave YOU the most satisfaction or entertainment?

Entertainment Values

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PART 3:

Here's your chance to develop your own satisfaction index! The outline of the process is provided below, and remember to do your preparation for this activity BEFORE you go to Thrill U.. 1. Choose at least two and at most five different rides at Dorney Park. 2. Use the table here to record the times that it takes for one complete ride cycle. Note: You can find a good estimate of the ride's time to complete one cycle by taking three measurements with a stopwatch and averaging them. The "official" timing begins when the train is released from its start position (you might be able to hear the "official" start), and ends when the train is completely stopped and ready to exit.

Ride: time to complete one cycle (minutes)

There are many factors that may enhance or detract from your satisfaction of any given ride. Here is a brief list of factors that may effect your satisfaction: the length of time you spend in a waiting line or queue the "thrill factor" of the ride ...how you REALLY feel during the ride the weather your companions on the ride comfort of the seats and the restraining devices personal wellness screaming children 3. Decide which factors are important for your satisfaction of a ride. You may select up to four factors, and they need not be from among the suggested list above. Factor #1 Factor #2 Factor #3

Entertainment Values

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Factor #4

Entertainment Values

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4. Determine the rules to be followed. (See PARTS 1 and 2 for examples) The rules (for determining measurements and assigning relative weights to the factors) should be designed so that data collection is relatively easy. Your group may wish to modify them, but the rules need to be put forth BEFORE you do this on your own. Determining measurements: (Rounded to what ?): Factor #1 - - Factor #2 - - Factor #3 - - Factor #4 - - Assign relative weights to each factor: In order to quantify 100 % of any experience, the sum of the percentages of its parts must total 100 %. You must decide IN ADVANCE, what percentage of the whole experience is contributed by each of the factors. Factor #1 = % of the whole experience Factor #2 = % of the whole experience Factor #3 = % of the whole experience Factor #4 = % of the whole experience *****Of course, when you use these percentages, you will need to convert them to their decimal equivalents.

Entertainment Values

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5. Fill in these tables (one for each factor) and compute the products with a calculator. Also record the resulting products in the table in #6. ( ) - sign? preassigned relative Ride: Factor #1: weight product 1

( ) - sign? preassigned relative Ride: Factor #2: weight product 2

( ) - sign? preassigned relative Ride: Factor #3: weight product 3

Entertainment Values

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( ) - sign? preassigned relative Ride: Factor #4: weight product 4

6. In the table below, record the products obtained from the tables in #5, and compute the sums of the products. Remember that the numbers in the last column are quantifying numbers that should reflect your satisfaction with each ride. Ride: product 1 product 2 product 3 product 4 Sum of products

7. Based on the data in the last column, which ride gave you the most satisfaction or entertainment?

Entertainment Values

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PART 4: Follow up questions (PARTS 1, 2, and 3) The numbers in the last column of the final tables (sums of the products) can be referred to as "entertainment values." 1. Based on your computations, which ride gave you the most "entertainment value?" 2. Do you FEEL that the "entertainment value" numbers are accurate? Describe why or why not. 3. Use the factors and relative weights given in PART 1. Assuming that no wait time is

longer than 3 minutes and that ride times vary from 1.5 to 3 minutes, find:

a. the largest possible “entertainment value.”

b. the smallest possible “entertainment value.”

4. Which conditions (number of factors, choice of factors, measurement techniques,

weights) may increase the resulting numbers in the “entertainment value?” Why?

5. Which conditions (number of factors, choice of factors, measurement techniques,

weights) may decrease the resulting numbers in the "entertainment value?" Why? 6. Which conditions may yield negative numbers for an “entertainment value?” Briefly

explain how this might occur.

Entertainment Values

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7. Try to write a mathematical formula that can be used to compute "entertainment values."

A Group of Friends at Dorney

KUTZTOWN UNIVERSITY OF PENNSYLVANIA Special thanks to Sara Bechtel, Ken Eicheldinger and Angela Xander 55

Information Sheet

Topics: probability investigate the number of possible arrangements in situations using permutations and combinations Objectives: to find the seating capacities of “cars” on certain rides to find the possible number of groupings on certain rides Equipment: activity sheets pencil calculator (scientific or better)

Note to teachers:

Because math books differ in their use of notations for permutations [P(n, r) or nPr] and combinations [C(n, r) or nCr], both notations are given on the first page of the activity sheet.

Also, because math books differ in the formulas they present in their books, both formulas are given. (In Pennsylvania, the formulas using factorials are used

on the PSSA formula sheets.)

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KUTZTOWN UNIVERSITY OF PENNSYLVANIA Special thanks to Sara Bechtel, Ken Eicheldinger and Angela Xander 56

A group of fifteen friends go to Dorney Park for a day on the rides. However because of the different seating arrangements on the rides, not all of you will be able to ride together in a group in the same “car” at the same time. The mathematical concepts of permutations [written as either P(n, r) or nPr] and combinations [written as either C(n, r) or nCr] will help to determine how many different ways the fifteen friends can ride together. For these math concepts, use either the permutations and combinations keys in your calculator (scientific or better calculator) or one of the following formulas: P(n, r) = nPr = n (n – 1) (n – 2) … r factors or nPr = n!___

(n – r)! C(n, r) = nCr = n (n – 1) (n – 2) … r factors or nCr = n!___ r (r – 1) (r – 2) … r! (n – r)!

Part 1:

• As you go around the Park to each of the following rides, find the maximum number of people that each “car” on the ride can hold (check the entrance signs at

each ride for the correct answer). Record your answers in the second column of the table below.

• Then calculate and record your answers in the third column as to how many different ways fifteen friends can enjoy a ride in one car at the same time.

• The math concept that you will use to find the number of different ways is called a ________________________ (fill-in the blank) because the order of the groups does matter / does not matter (cross out the incorrect answer).

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KUTZTOWN UNIVERSITY OF PENNSYLVANIA Special thanks to Sara Bechtel, Ken Eicheldinger and Angela Xander 57

NAME OF RIDE maximum # of people a

car holds

the number of ways 15

friends can sit together

Wild Mouse

Ferris Wheel

Enterprise

Monster per arm

Dominator per tower

Tilt-a-Whirl

Musik Express

Apollo

Part 2:

• As your day at the Park goes by, some of your friends decide that they HAVE TO sit aside of specific friends on each ride. This now means that it makes a difference in the order in which you get on the rides.

• In the second column below, copy your data in column two from the table in

Part I.

• Now calculate and record your answers in the third column as to how many different ways fifteen friends with specific seating arrangements can enjoy a ride in one car at the same time.

• The math concept that you will use to find the number of different ways is called a ________________________ (fill-in the blank) because the order of the groups does matter / does not matter (cross out the incorrect answer).

A Group of Friends at Dorney

KUTZTOWN UNIVERSITY OF PENNSYLVANIA Special thanks to Sara Bechtel, Ken Eicheldinger and Angela Xander 58

NAME OF RIDE maximum # of people a

car holds (from Part I)

the number of ways 15

friends can sit with

certain friends

Wild Mouse

Ferris Wheel

Enterprise

Monster per arm

Dominator per tower

Tilt-a-Whirl

Musik Express

Apollo