Arc Ill a Math Applied Water Slide 3

7/31/2019 Arc Ill a Math Applied Water Slide 3

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Living

RespectfullyDeveloping

Self-EsteemMath 10 Applied and Pure/CTS Design Module 1020

Designing, Creating and Testing Waterslides:A Bums-on Approach

ContributorPhoebe Arcilla, teacher, Stony Plain Memorial Composite High School, Stony Plain, AlbertaParkland School Division No 70.

Unit ObjectiveThis series of lessons offers students an opportunity to research, design and create a water parkdesign model using line segment theories coordinate. The highlight of this unit includes a fieldtrip to a water park where students learn collect data, test hypotheses and apply knowledge.

Students will need to be proficient in geometry, able to solve mathematical problems and havegood communication skills to do this group project. To create their watersides models. Studentswill work in groups to produce individual design portfolios that include their ideas and opinions,design solutions, sketches and research notes.This applied math unit can be integrated with theone credit CTS Design Module 1020. Customize this lesson for pure math courses.Make fieldtrip arrangements to a nearby water park at the beginning of the unit. See Lesson 3 for details.

Unit Outline Lesson 1 Generating a Design Solution

Lesson 2 Waterslide Geometry

Lesson 3 Investigating (Field Testing) Water Rides: Geometry in Motion Lesson 4 Make a Water Ride/Slide Model

Time 4 80-minute classes plus one field study day

Lesson 1 Generating a Design Solution

Materials graph paper, poster paper (1 per group), felt pens, rulers Student Handout 1Generating Your Own Design Solution - Getting Started

Student Handout 2 Generating Your Own Design Solution - Analyzing, Synthesizing andHypothesizing Student Handout 3 Generating Your Own Design Solution Journaling


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The Society for Safe and Caring Schools and Communitieswww.sacsc.ca 2

Getting StartedKnowledge Now (5-10 minutes)Begin by talking about the art of design in general. Discuss the job skills required to createdesigns. How it is that designers pull their ideas together. How they need to think about all kindsof factors such as materials, availability and all kinds of other production demands.

Brainstorming Question: What would be involved in building a waterslide? What would youneed to know and to have? Who would need to work on such a project?Direct students to think about supplies, costs, job titles of people involved and so on.List suggestions on the board so that students can think about what might be involved in buildinga waterslide.

Engaging Interest (10 minutes)Ask each student individually to: Think about a waterslide/roller coaster ride that you enjoyed, Use graph paper to sketch the design of that ride (try to be as detailed as possible in this

preliminary draft); and Answer the questions on Student Handout 1 Section 1 Generating Your Own Design

Solution - Getting Started

Learning Activity(30 minutes)Cooperative Carousel Activity

Provide each group with a poster paper. Ask students discuss their experiences with their homegroup. Designate one person in each group to divide the poster paper into four sections and thenwrite each persons ride experience onto a different quadrant. When everyones experiences havebeen recorded, paste the posters to walls around the classroom. Make sure that they are farenough apart to allow for movement and easy reading. Ask students to stay in their groups, while

they visit each poster by rotating around the classroom. While they are at each station ask eachgroup to designate which ride sounds most thrilling by placing a star by the groups choice.Quickly calculate the stars ask the student(s) with the most thrilling/sensational ride(s) toelaborate on their experience to the class.

Making sense of the Carousel Activity (20 minutes)Use Student Handout 2 Section 1 Generating Your Own Design Solution - Analyzing,Synthesizing and Hypothesizing to help students begin to think about a design plan for buildinga working waterslide. They need to answer the questionwhat would make a ride fun orthrilling to a person who rides the slides? Ask them to answer the questions on this handout.

Form groups of about four. Ask each group to formulate a hypothesis about the relationshipbetween the frequency, speed, angle and number of drops as well as the duration of the ride.Their hypotheses may vary. The teacher should act as a facilitator to help the class come to aconsensus about these factors in relation to designing the ultimate ride. The task will be to basethe design plan on the design hypothesis. Write the groups and the classs design plans onStudent Handout 2.


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Students will begin to think about factors that are necessary in designing the ultimate water ride.Students will formulate a hypothesis about the relationship between the frequency, speed, angleand number of drops as well as the duration of the ride. The task will be to think about how adesign plan can be based on a design hypothesis.

Assessment/Analysis (10 minutes and/or homework)At the end of the class, pass out Student Handout 3 Journal Entry 1 Generating Your OwnDesign Solution. Ask students to complete the journal assignment individually. Remind them touse complete sentences and write about 3/4 of a page typed.

Complete Student Handout 3 Journal Entry 1.

Lesson 2 Waterslide Coordinate GeometryStudents learn geometry concepts related to line segments.

Materials Pencils, graph paper, rulers, felt pens Transparency grid paper two per group [photocopy a grid onto clear transparencies] Student Handout 4, 6 Investigating Water Rides Student Handout 5 Journal Entry 2 Student Handout 6 Elevation Profile 31: Intermediate Slide Designing a Water Slide Project Exam

Getting StartedKnowledge Now (20 minutes)

Review the factors that provide the greatest sensations for a ride? What do we know about thebeginning stages in designing a ride?

Engaging Interest (5-10 minutes and /or homework)Help students gain background knowledge necessary to build waterslides similar to a blueprint(elevation profile).

Give students time to research the following: various slope formulas slopes of different lines (horizontal and vertical) slopes that rise to the right on a coordinate plane graph are positive and slopes that rise to the

left are negative examples of slopes such as mountain, roads, skate parks and so on

If you are usingApplied Mathematics 10 text, ask student groups to complete the exercises frompages 224-228 numbers 1 through 5.


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Journal Entry 2: What is slope?

To complete this journal entry, students can research in their notes (or on the Internet forpictures) the different slope formulas, slopes of different types of lines, negative and positiveslopes.

Learning Activities(10-15 minutes)Ask students to complete Student Handout 4 Investigating Water Rides. This handoutprovides information about creating elevation profiles and assists in organizing tasks within thegroup.

Students will apply new skills having completed their elevation profiles.

Assessment/Analysis (15 minutes)Base answers to the following questions on the elevation profiles that students just completed:a) What are the endpoints of each section (sections are defined by a directional change)?b) What is the slope of each section?

c) What is the distance of each section?d) What is the total length of the ride profile?Write answers on the sketches. There will be a completed example on the handout.

Designing a Water Slide Project Exam

At the end of class tell students that there will be a comprehension test. Passing this test will be apre-requisite for going on the field trip.

Lesson 3 Field Testing Water Rides: Geometry in MotionGoing on a field trip to a nearby waterpark is a great way to motivate students to learn more

about application of geometry to real life designs. This lesson asks students to test the thrillfactor by trying actual rides. One week prior to the water park field trip give studentspermission forms to be signed by parents or guardians and give them Student Handout 6 Insertname of Water Park! A Field Study. This is important information and it helps motivatestudents in completing pre-field trip assignments and examspre-requisites for participation.

Some students may be reluctant to participate in an activity that requires them to wear bathingsuits. These students can still participate by being recorders, timers etc.

Materials Permission forms (see customize this form) zip-lock bags for charts, pencils, and digital camera(s) Student Handout 7 Insert name of Water Park! A Field Study Student Handout 8 This Is It!!! or Slip Slidin Away Student Handout 9 Journal Entry 3

Each group will need to have a waterproof watch/timer (must supply their own).* The teacher will need to pre-measure the slides.


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Getting StartedKnowledge NowUse Student Handout 7 This Is It!!! or Slip Slidin Away to help students understand therequirements of data collection. Remind them to use the zip lock bags to keep charts dry.

Learning ActivityThe Water Park Assignment

Students will stay in the home group they were assigned to in Lesson 1. Tell them that datacollection is the priority and that this must be done before relaxing and enjoying the park. Theircharts will be assessed based on full completion, professional/responsible behavior andcooperative group work.

Each group must take up to three digital pictures that will be used for the final lesson. Teachershould keep a record of which group took which pictures. Use a numerical order system. It isimportant that the pictures be ready for the next class.

Assessment/AnalysisOn the trip home give students Student Handout 8 Journal Entry 3 to find out what studentsgained from the field trip experience. Ask them to hand in their charts complete the third journalentry for homework. Be prepared to hand in the journal entry next class.

ApplicationThe students will gain an appreciation and respect for careers in the engineering, architectural,and mathematical/physical science fields.

Lesson 4 Make a Water Ride/Slide ModelThis lesson simulates the task that engineers and architects use to create blueprints and meet withclients to redesign and modify plans. It asks student groups to create diagrams of their 3-dimensional models on paper and present their designs to the class/clients.

Materials computers easyCAD or Paint in Accessories or Draw in Microsoft Word rulers, coloring pencils and felts Student Handout 10, 11, 12Modeling a Water Ride Overhead World Water Park Slide Distances [Note: You must create your own if your

waterslides are not in the West Edmonton Mall Water park]

Getting StartedKnowledge Now (15 minutes)Hand back charts after having evaluated them. The charts the students fill out at the water park.Teach a mini-tutorial on how to calculate speed at given distances and times. Ask student groupsto complete Student Handout 9 Part A Calculating Average Speeds from Collected Data.


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Engaging Interest (15 minutes)It is important to practice designing slides prior to creating group designs. Ask students tocontinue to do Part B Practice Using the easyCAD Design Program.Easy CAD is similar to using the paint program or the draw options in Microsoft word (whichcan be used if EasyCAD is not available or difficult for students). Please make sure students are

using some type of computer software since the students are earning credit in a CTS outcome.Directions are given on Student Handout 9.

Learning Activity (50 minutes)The students in each group should create diagrams of their 3-dimensional sketches on paper.They will need to use the specifics of the elevation profile each that were created in Lesson 1.Follow the directions on Student Handout Part C Making a Blueprint.

Prepare for reporting on the design sketches by following the steps in Part D Reporting YourDesign.

Assessment/Analysisand (additional 80 minute presentation class)Student groups will share their models on days set aside for presentations.Encourage everyone in the group to have a spoken role in the presentation. Allow time forgroups to plan their presentations. Ask them to consider that each member tells about the specificslide he or she created. One member who explains the overall theme and basics of each slideshould introduce the report.

Ask the class to provide constructive feedback, ask questions and reinforce good ideas.

Each group member must hand in their individual portfolio and group presentation work at thistime. Use or customize the evaluation instruments at the end of this unit to assess your students.

ApplicationThis unit helps students think about how math can be applied to the structures in our daily livesthat are often taken for granted. They should acquire new insights that will give them anappreciation for coordinate geometry. End by showing Overhead World Waterpark SlideDistances. Some students may want to use the Internet to find out more interesting facts aboutwatermarks.

Math 10 Applied Learner OutcomesTopic 4: Line Segments

4.1 Solve problems involving distances between points in the coordinate plane.4.3 Solve problems involving rise, run, slope of line segments can be used.

4.4 Solve problems using slope of parallel and perpendicular lines.

Math 10 Pure Learner OutcomesTopic 3: Line Segments and Graphs

3.2 Solve problems involving distances between points in the coordinate plane.3.4 Solve problems involving rise, run and slope of line segments.3.6 Solve problems using slope of parallel and perpendicular lines.


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Design MODULE 1020 Learner OutcomesCommunicating, Inquiring, Decision Making and Problem Solving

C1 Students will access, use and communicate information from a variety oftechnologies.

C5 Students will use technology to aid collaboration during inquiry.

C6 Students will use technology to investigate and/or solve problems.SACS Topics and ConceptsLiving Respectfully

Establishing Ground Rules for School and Classroom Behavior Listing conditions that make people feel comfortable and respected when sharing

thoughts and ideas.Working Cooperatively in Groups Helping other learn or attain a goal Developing positive interdependence and relying on each other to complete tasks Giving and receiving help Listening carefully

Respecting and appreciating others ideas, insights, solutions and contributionsDeveloping Self-Esteem

Striving for Competency Builds Self-Esteem Using Affirmative Language

Teaching Strategies

Cooperative Learning Inquiry Learning Direct Instruction

Go towww.sacsc.ca forStrategies/Resourcesfor strategy descriptions

Think-Pair-Share Cooperative

Carousel Problem Solving

Generalization andTransfer

Peer Teaching Empathy/AffectiveEducation

General TeachingActivities/Ideas

Field Trips Journaling Brainstorming

Supplementary ResourcesApplied Mathematics 10, Addison-Wesley Edition, Western Canada.Student Handout 1

Welcome!

You have been commissioned by WAY-COOL Water Park to design a park that has threedifferent slides. Each slide will have a different thrill level.

Safety and fun are of prime importance in designing a waterslides for the park. You will need touse mathematics, physics and engineering concepts in designing your three waterslides.


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Design Brief: AnImportant Term!Design briefs are commonly used to provide the basic information needed by the designer tocarry out a task or project. They are often based already existing structures. In other words,designs are seldom done from scratch!

Your task is to: Produce a design solution simple design brief in two dimensional and combined two-

dimensional/three-dimensional designs. Present your design projects to the class and instructor of detail the process of designing

waterslides. Create a design journal and portfolio that includes ideas, design solutions, sketches, opinions,

research notes and any other supplementary material considered important to the designprocess.

Generating Your Design Solution

1. Sketch or diagram the waterslide or roller coaster that you enjoyed most. Use the graph paperto make it as detailed and accurate as possible.

2. Answer these questions on the back of the graph paper:a) What was the ride called and where was it located?b) Specify the type of ride (i.e. raft water ride or roller coaster).c) How many drops did the ride have?d) At each drop (no matter how steep or easy), give a rough estimate of the angle of the drop in

relation to the ground.e) What type of physical sensations did you experience after every drop? (Remember: the gorier

details the higher the mark!)


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Student Handout 2

Carousel Instructions

Use the following questions to evaluate various water rides/slides:a) Which rides were the most fun? Why?

b) Was there a correlation between the time it took to take the ride and the thrill factor?Approximately, how many drops did each ride have?

c) What type of slopes (i.e. steep versus easy) did the rides you liked have?

In your home group make a hypothesis about the relationship between drops and slopes andthrills and sensations. In other words, what is the connection between drops and slopes and yourenjoyment of a ride?

Your task is to create a design plan that reflects your groupshypothesis. Our design plan hypothesis is:_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Make a Design PlanBegin to make a design plan that includes three types of rides (beginner, intermediate andexpert). The rides can be for a roller coaster or a waterpark.

Work in consultation with the

teacher.

Our design plan is:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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Student Handout 3

Journal Entry 1

Complete a detailed journal entry based on your design plan. The journal entry should be 3/4page typed 14 point sized font. These questions are fromApplied Mathematics 10 page 198.

1. How long should the water ride be?

2. At what height above the ground should the riders start?

3. Is there a minimum length or maximum steepness for each uphill or downhill section?

4. How do the length and steepness of the sections relate tot he time and speed of each ride?

5. Where should the support be under each section of the ride?


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Student Handout 4Water Rides Coordinate Geometry

People who design roller coasters and various water rides and slides do a lot of preliminary workprior to construction. They begin by meeting with clients to discuss their needs then they make

recommendations and estimate costs. They also present examples and models on paper of theirdesigns.

Your task will be to create three levels of rides for the Water Park (beginner, intermediate andexpert). Plan to present your waterslide ride designs and build a modelof each one. Create threelevels of exciting & fun experiences.

Important TermAn Elevation Profile is a 2-dimensional pictorial of heights and slopes of eh water ride. Sketchthat details lengths and slopes of uphill and downhill sections of a water ride. It includesinformation regarding tools for construction and mathematical formulas that are needed to

construct it.

A. Complete the exercises from pages 224-228: # 1 through 5.These are the questions from the text resource. 1) A section of a roller coaster track falls 25 m in a horizontal distance of 15 m. What is the

slope of this section of track?

2) A graphic designer decides to start the creation of a certain design on grid paper. She setsup a coordinate system and marks the following points: A(-4,-4), B(-2,-1), C(-2,1), D(-4,4),E(4,4), F(2,1), G(2,-1), H(4,-4). Draw a coordinate grid and mark the above points. Join thepoints in order from A to H. Calculate the slope of each line segment in the design.

3) The diagram shown represents a roof. Determine its slope.

3 m

18 m

4) Working backwards is a skill that designers often use. A designer needs to draw a line ofslope 6 that passes through the points A (2, 5), and B (1, k). Use the slope formula todetermine the value ofk.


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5) Below is a scale drawing showing the side view of part of a small roller coaster. Eachsquare represents one square metre. The roller coaster will travel from left to right as shownon the page.

B C

F G

E H

A D

a) Create a simplified version of the roller coaster on a coordinate grid. List theportions of the track where the roller coaster will be climbing and where it will be

dropping.

b) Calculate the height of the two hills. Which hill is the highest?

c) Which of the two hills has the steepest climb? Explain.

d) Which of the two hills has the steepest drop? Explain.

e) Explain how two hills can have the same height and yet may not have the same steepness.

f) How will the steepness of the track affect the speed of the roller coaster?


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Student Handout 5

Journal Entry 2

You have learned a number of different aspects, types and functions of slope. In your journal,explain each aspect of these aspects of slope in your own words. Include the characteristics of

line segments with positive, negative, and zero slopes. Also include line segments that do nothave slopes (one page double spaced18 point font).

Information about all aspects of slopes is necessary in creating an elevation profile for eachwater slide. Begin by creating an elevation profile for each level of ride (beginner, intermediateand expert). Use graph paper to assist in this task. Make decisions about:a) how high each ride should be at the start,

b) how many drops each ride should have, and

c) how many turns each ride should have.

Determine which group member will be responsible for designing each of the three rides. Sincethe expert ride will involve more calculations, designate two members to work on it. Use thetransparency grid paper for this purpose if there is no grid paper available.a) Superimpose the grid paper on the elevation profile.

b) Start with labeling the bottom of the stairs of the ride with the coordinates (0, 0).

c) Then label coordinates of the other endpoints of each section.

d) Using the slope and distance formulas from class notes of the textbook calculate the slopes of

each section and the distance of the whole slide. Use units as the measuring unit.

Ensure that each of your elevation profiles include:a) endpoints of each section (sections are defined by a directional change),

b) slope of each section,

c) distance of each section, and

d) distance of total ride.

There is an example of a completed elevation profile on the following page.


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Student Handout 6

ELEVATION PROFILE # 1: INTERMEDIATE SLIDE

(4, 11)

A

(11, 8)

B

(22, 1.5)(0,0)

Slope of A y = y2 y1 = 8 11 = - 3x2 x1 11 4 7

Slope of B y = y2 y1 = 1.5 8 = -6.5x2 x1 22 11 11

Distance of A = =

Distance of B = =

Distance of the whole slide =

( ) ( )y y x x2 12

2 1

2 +

( ) ( )y y x x2 12

2 1

2 +


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MATH 10 APLLIEDEXAM

(10,12) m = -23 m = -2

5m = 6 m = -4

m = -8 5 17 m = -1

6

17 22 25 30 31 37

A. Above is a partially completed side view of a water ride. Assume that the sections arestraight (even though they arent in reality). Determine the length of the water ride.


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A. The following is an elevation profile of a railway line.

(6000, 2800)(16000, 2600)

(22000, 2300)

2400 (30000, 2100)Elevation(m) 1600

800

4000 12000 18000 24000 32000

Distance (m)

a) What is the slope of each section of the railway line?

b) When railways are constructed, the maximum slope is 2.2% (a rise of 2.2m in 100m). If theslope is greater than this, extra locomotives are required to pull trains. In what sections of theabove railway line would locomotives be required?


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Customize this permission slip or use your own schools forms.

Math 10 Applied / Math 10 Pure or Design 1020

FIELD STUDY PERMISSION FORM

WHO All insert subject students who have successfully completed the first half of theDesigning Water Slides project

WHAT Students have studying Line Segments as part of insert course name. They are invited tofield test factors that contribute to the thrill factor on various water slides by field testing theseat insert name of water park. They will determine how speed, slope, angles, distance, types ofconstruction materials and other factors create thrill sensations. This information will help themdesign their own waterslides.

WHERE Insert name of water park and rendezvous location .

WHEN The bus leaves at insert time and will be returning at insert time .

WHY This is an excellent opportunity for students to understand how math applies to life. Thistrip will provide an opportunity for students to rethink designs that have already proposed.Students will acquire more skills to analyze why some designs work better than others.

BONUS!!! Students who complete a design portfolio, journal, assessment exam andparticipate in a project presentation will earn 1 credit for the Career and Technology StudiesModule DES1020: The Design Process.

Please sign the following permission form if you agree that your son or daughter can take part inthis learning experience. Return the form by insert deadline.

Yes, I give my son/daughter print students name permission to participate in thisfield study.

No, I do not want my son/daughter, print students name to participate in this fieldstudy.

Parent/Guardian Signature Date

_______________________________ __________________

Regular lessons will be prepared for students who are unable to go on the field trip.

The trip will cost $ _____________


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Student Handout 7

Insert name of Water Park! A Field Study

To participate in this field trip, you must complete all assignments and exams in this unit (so far).

A list of possible participants will be available/posted.

What to Bring to the Water Park A bag lunch or money for purchasing lunch (you are not allowed to leave the water park for

lunch)

A lock or change for loonie lockers ($4).

An extra set of warm clothing

Towel

Toiletries

A digital and/or timer watch

Swimwear.

Date of Trip _______________________

Return permission forms by __________________

We will meet at the following times. Please be prompt.

Leave the school at _____________________

Leave the water park at _____________________

Back at the school at _____________________

REMINDER: Please behave respectfully and responsibly. You are representatives of insertname of school. Adhere to all posted rules and listen to the lifeguards. Remember that this trip ispart of your waterslide investigation and it is important that you examine the architectural andengineering principles first. At the same time have fun!


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Student Handout 8

THIS IS IT!!!!! Or Slip Slidin Away

It is important that your group comes back to class with important information to

analyze water slide thrill factors. Your assignment is to make accurate measurements,take pictures and gather information. You must be with your home group whencompleting this part of your project.

To meet the above goal, follow these procedures:

1) Take at minimum of three pictures of water slides using the digital camera. Make sure thatthe picture includes the whole slide and that someone from the group documents each slide.

2) Use the chart on the back of this page and put it in a zip-lock bag.

Record each persons name, weight and type of swimwear material.

Accurately record the information for various rides (use a timer with a second hand). Whenthe above information has been completed relax and enjoy yourself.

Remember to be back at the bus at _________________.

Get changed at ________________.

[Photocopy the chart to the back of this page.]


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TIME (seconds)Name:Weight:Swimwear:

#SLOPES(DROPS)

# OFTUNNELS

# OFTURNS

DISTANCE(m)

Trial #1 Trial #2

Slide Name

Slide Name

Slide Name

Slide Name

Slide Name

Slide Name

Slide Name


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Student Handout 9

Journal Entry 3

Please elaborate your answers by saying more than just yes, no or maybe. Be honest in yourevaluation of the project.

Base this journal entry on these ideas:

How would you rate this experience on a scale of 1 to 5 (5 being great and 1 being so-so)?

What did you like about the field study? Explain.

What didnt you like about the field study? Explain.

Did members of your group help each other?

Was it easy or complicated to use or follow the chart? Explain.

What changes would you recommend for next years class? What would you keep? Whatwould you eliminate?

In what ways was this field experience worthwhile? Why?

Other comments, suggestions, or questions.


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Student Handout 10

Make a Water Ride/Slide Model

You are ready to design your own waterslide!

Use the data you collected at the waterpark to complete this handout.

Apply the following formula to calculate the average speed of various slides.

rate of speed = distance/time

r = d / t

PART A Calculating Average Speeds of Water Rides

Slide Name: ____________________ Slide Name:____________________Distance: _______metres Distance: _______metres

Time:______ seconds Time:______ secondsRate of speed:____________ m/s Rate of speed:____________ m/s

Slide Name:____________________ Slide Name:____________________Distance:_______metres Distance:_______metresTime:______ seconds Time:______ secondsRate of speed:____________ m/s Rate of speed:____________ m/s

Slide Name:____________________ Slide Name:____________________

Distance:_______metres Distance:_______metresTime:______ seconds Time:______ secondsRate of speed:____________ m/s Rate of speed:____________ m/s




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Student Handout 11PART B Practice Using the easyCAD Design Program

A designer needs to know the coordinates of all key turns on a water ride. Use easyCAD (thecomputer-aided design program) to draw a diagram/sketch of your water slide.

A waterslide could look like the following picture when using easyCAD:

Diagram A

Diagram B

[Add stairs or ladders &structural poles to supportslide sections.]

Diagram CSection of a set of stairs


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Student Handout 12

Part C Making a Blueprint

Each group will create a 3-dimensional sketch on paper similar to the elevation profiles you

have already created in Lesson 1. Students should have created three elevation profilesalready. The three should be a beginner, intermediate and expert slide.

Use these elevation profiles as a basis to create your 3-dimensional sketches.

For example, the following elevation profile is for the first 3d sketch of diagram A on theprevious page.

This elevation profile is superimposed on the3-d sketch. The student must present both

on separate sheets. [Note: elevation profilesshould be done on graph sheets.

PART D Reporting Your Design

Designers always consult with their clients prior to construction. They use poster paper for theblueprints and supporting handouts (optional) to help explain the waterslide design and answerquestions. You will present your design (5 minute presentation) for your Way-Cool Water Parkin a forum that includes the teacher and class. The report needs to include:

1.A theme for the water park and names for each ride. Complete three-dimensionaldepiction of each water ride on large-scale poster paper.

2.An elevation profile of each water ride is depicted on the coordinate plane. This elevationprofile must show the coordinates of the endpoints and the slopes of each section as well asthe distance of the whole slide.

3.A brief written summary that includes answers to these following questions: What speeds would be reasonable for the rides?

What type of materials would be best for the construction of a slide?

What are the construction standards regarding width of slides?

Would the weight (of the person) or bathing suit material affect the speed? How?

Why was the field study and slide analysis important?


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OverheadWORLD WATER PARK SLIDE DISTANCES

These are the distances for waterslides at West Edmonton Mall. This information can be used ifyour students dont live near a water park.

Slide Name Approximate Distance

TWISTER 150 metres

BLUE BULLET 130 metres

HOWLER 120 metres

NESSIES REVENGE 90 metres

CANNONBALL 50 metres


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Evaluation

DES1020: DESIGN PROCESSMATH 10 APPLIED - WATER SLIDE PROJECT

MarkSECTION I: Generating Your Design Solution

Part A Past waterslide/roller coaster experience /05

Part B Group chart sharing experiences /10

Design Hypothesis/Plan /05

Journal Entry 1 /05

SECTION II: Investigating Water Slides

Part A Exercises page 224 to 228: 1thru 7? /10

Journal Entry 2 /05

Elevation Profiles (slopes and distances) /10

Assessment Exam /20

Part B: Water Park Group Chart /20

(completed with positive group attitude)

Part C: Journal Entry 3 /05

SECTION III: Modeling a Water Ride

Part A: Calculating Average Speeds from Collected Data /05

Part B Practice using the easyCAD Design Program?

Part C Making a Blueprint /30

Part D Reporting Your Design /20

Total /150

Comments


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Group Presentation

Group Members:__________________________________________________________________

__________________________________________________________________

Criteria Mark

3 Complete Posters /30- beginner, intermediate, advanced- summary for each ride- a profile of each water ride with calculations

Presentation Participation /30- all group members active & positive

- members are prepared to answer questions from the forum

Total /60

Comments

Documents

Arc Ill a Math Applied Water Slide 3