The Rock Line Educational Field Trip - Stone Mountain Park

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The Rock Line Educational Field Trip

Pre-Trip Information

Stone Mountain Railroad – The Rock Line Educational Field Trip

Join us at our train depot and learn up close and personal how Stone Mountain Park’s Rock

Line Railroad operates. Witness live, interactive demonstrations and signaling techniques led

by our engineer. You will discover what a Diesel Electric locomotive is, when it was built

and how it generates enough power to pull over 350 tons! Then climb aboard and take a train

ride into history where you’ll learn about the Georgia Railroad, the transport of Stone

Mountain granite, and how to engineer a train through Stone Mountain terrain.

Also included in your field trip is a self-guided tour of Discovering Stone Mountain Museum

in Memorial Hall. This museum features 12,000 years of Stone Mountain History spanning

from early civilization to present day and includes our Civil War exhibits. Also in Memorial

Hall are two historic videos: The Men Who Carved the Mountain – A historic video on the

carving and The War in Georgia. Both videos play continuously throughout the day. You and

your students may spend as much time as you like in the museum.

The train program runs approximately 60 minutes.

The Men Who Carved the Mountain video runs 11 minutes.

The War in Georgia video runs 24 minutes.

How to prepare your students for the program and trip:

Discuss transportation in the U.S. and how trains are one of the 4 main transportation

systems. Discuss Westward expansion and how this was made possible because of the

invention of the steam locomotive and locomotive transportation. Talk about the Civil War

and how Sherman’s troops blockaded goods and supplies to the south by destroying the

railroads in the Atlanta Campaign and the March to the Sea. Also discuss how the steam

locomotive was eventually replaced by the much more efficient technology of the diesel

electric locomotive.

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Day of your field Trip:

Schools will arrive by bus to Crosssroads parking lot at least 20 minutes prior to the program

start time. A Field Trip Ambassador will be there to greet you. If you arrive before the Field

Trip Ambassador please call the Field Trip Help Line (770-498-5636) for instructions. This

program takes place at the train depot in Crossroads which is a 5 minute walk. The

demonstration portion of the train program takes place in front of the locomotive and runs

approximately 30 minutes. The students will then board the train where the education

continues with a 25-30 minute train ride around the mountain.

**Restrooms are located at the Train Depot in Crossroads.

Georgia Performance Standards aligned with this program:

S4P3, SS4E1, MCC4.OA, MCC4.NBT, MCC4.NF, MCC4.MD

SS5H1, SS5G2, MCC5.NBT, MCC5.NF

MCC6.NS

MCC7.RP, MCC7.EE

S8P2, S8P3, S8P4, S8P5, SS8H5, SS8H6, SS8G2, MCC8.F, MCC8.EE

Grade 4

S4P3: Students will demonstrate the relationship between the application of a force and the resulting

change in position and motion on an object.

1. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied

2. Demonstrate the effect of gravitational force on the motion of an object.

SS4E1: Students will use the basic economic concepts of trade, opportunity cost, specialization, voluntary

exchange, productivity, and price incentives to illustrate historical events.

Give examples of technological advancements and their impact on business productivity during the

development of the United States (such as the steamboat, the steam locomotive, and the telegraph).

MCC4.OA: Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems

1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 X 7 as a statement that 35 is 5 times

as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as

multiplication equations.

2. Solve multistep word problems posed with whole numbers and having whole-number answers using the four

operations, including problems in which remainders must be interpreted. Represent these problems using

equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental

computation and estimation strategies including rounding.

MCC4.NBT: Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers

Use place value understanding to round multi-digit whole numbers to any place

MCC4.NF: Number and Operations-Fractions

Understand decimal notation for fractions, and compare decimal fractions.

Use decimal notation for fractions with denominators 10 or 100.

MCC4.MD: Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller

unit.

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes,

masses of objects and money, including problems involving simple fractions or decimals, and problems that

require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement

quantities using diagrams such as a number line diagrams that feature a measurement scale.

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Grade 5

SS5H1: The student will explain the causes, major events, and consequences of the Civil War.

1. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to

the Sea, and Appomattox Court House.

2. Describe the effects of war on the North and South

SS5G2: The student will explain the reasons for the spatial patterns of economic activities.

MCC5.NBT: Number and Operations in Base Ten

Understand the place value system

Use place value understanding to round decimals to any place.

MCC5.NF: Number and Operations - Fractions

Use equivalent fractions as a strategy to add and subtract fractions

Solve word problems involving addition and subtraction of fractions referring to the same whole, including

cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use

benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of

answers.

Grade 6

MCC6.NS: The Number System

Compute fluently with multi-digit numbers and find common factors and multiples

Fluently divide multi-digit numbers using the standard algorithm.

Grade 7

MCC7.RP: Ratios and Proportional Relationships

1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities

measured in like or different units.

2. Recognize and represent proportional relationships between quantities.

MCC7.EE: Expressions and Equations

Solve real life and mathematical problems using numerical and algebraic expressions and equations

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any

form (whole numbers, fractions and decimals), using tools strategically. Apply properties of operations as

strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the

reasonableness of answers using mental computation and estimation strategies.

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Grade 8

S8P2: Students will be familiar with the forms and transformations of energy.

1. Explain energy transformation in terms of the Law of Conservation of Energy.

2. Explain the relationship between potential and kinetic energy.

S8P3: Students will investigate relationship between force, mass, and the motion of objects.

1. Determine the relationship between velocity and acceleration.

2. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and

friction.

3. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle)

on work.

S8P4: Students will explore the wave nature of sound and electromagnetic radiation.

Relate the properties of sound to everyday experiences.

S8P5: Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of

forces acting in nature.

1. Recognize that every object exerts gravitational force on every other object and that the force exerted depends

on how much mass the objects have and how far apart they are.

2. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.

3. Investigate and explain that electric currents and magnets can exert force on each other

SS8H5: The student will explain significant factors that affected the development of Georgia as part of

the growth of the United States between 1789 and 1840.

Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia’s

growth.

SS8H6: The student will analyze the impact of the Civil War and Reconstruction on Georgia.

State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation,

Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s

March to the Sea, and Andersonville.

SS8G2: The student will explain how the Interstate Highway System, Hartsfield-Jackson International

Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy.

1. Explain how the four transportation systems interact to provide domestic and international goods to the

people of Georgia.

2. Explain how the four transportation systems interact to provide producers and service providers in Georgia

with national and international markets.

3. Explain how the four transportation systems provide jobs for Georgians.

MCC8.F: Functions – Define, Evaluate, Compare functions

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically

in tables or verbal descriptions)

MCC8.EE: Expressions and Equations

Perform operations with numbers expressed in scientific notation, including problems where both decimal and

scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of

very large or very small quantities.

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Introduction, Activity and Discussion Guide


Brief History:

In the late 1700’s steam engines were being improved and the use of steam power for vessels became

firmly established with steamboats built by Robert Fulton and John Stevens. Steam propulsion and railroads

developed separately, and it was not until one system adopted the technology of the other that railroads

began to flourish. Steamboat builder, John Stevens, is considered to be the “father of American railways

and railroads.” In 1815, he was given the first railroad charter in North America, and in 1826 Stevens

showed it was possible for steam locomotives to move on a circular track after creating an experimental

track at his home. Grants to others then followed, and work soon began on the first operational railroads.

The planning and construction of railroads in the United States progressed rapidly. The earliest printed map

based on government surveys conducted for a state-owned railroad is “Map of the Country Embracing

the Various Routes Surveyed for the Western & Atlantic Rail Road of Georgia, 1837.” In 1841, work

on this 138-mile Georgia route from Atlanta to Chattanooga started, and by 1850 the line was open to

traffic.

Its strategic course made the line an essential supply route for the Confederacy. It was on this line that the

famous “Andrews Raid” of April 1862 occurred when Union soldiers disguised as railroad employees

captured the steam locomotive known as the General.

In 1845, the Georgia Railroad installed 171 miles of railroad from Augusta through the town of Stone

Mountain to Atlanta. This heavy transport facility opened up distant markets for Stone Mountain granite.

Many wagonloads of granite, or “white gold” as it was called, were always at the freight depot in the town

of Stone Mountain, waiting for shipment. Consequently, in 1847 a spur railroad was built near the quarry

sites around Stone Mountain, which facilitated the granite to be marketed, thus supporting the economy of

Stone Mountain, Georgia.

By the 1850’s, Georgia’s economy was skyrocketing due to the increased production of cotton and old

methods of transportation to Savannah could not keep up. It was quickly determined that Georgia’s future

lay with the railroads, which ultimately solved the economic and transportation issues.

During the Civil War, Union forces destroyed many Georgia railroads. In 1864, General Sherman applied the

principles of “scorched earth” as the Union army traveled from Atlanta to Savannah in The March to the

Sea. Sherman divided his approximately 60,000 troops into two roughly equal wings. The two wings advanced

by separate routes, generally staying twenty miles to forty miles apart. The right wing headed for Macon,

the left wing in the direction of Augusta, before the two commands turned and bypassed both cities.

They headed for the state capital at Milledgeville and eventually Savannah.

As they traveled, the Union forces heated up the rails of Georgia’s railroads and bent them around trees.

The destruction of the rails disabled the south and blockaded any goods and supplies from supporting the

Confederate army. These bent rails resembled giant neckties and so were called “Sherman’s Neckties.”

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Westward expansion, the discovery of gold, and the success of the eastern railroads raised interest in

building a transcontinental railroad that connected the Atlantic and Pacific coasts. The Railroad Act of 1862

put government support behind the transcontinental railroad and helped create the Union Pacific Railroad,

which later on joined with the Central Pacific at Promontory, Utah, on May 10, 1869, signaling the linking

of the continent.

Railroads, and in particular the steam locomotive, were an integral part of the economic growth in the

United States through the twentieth century until the diesel-electric locomotive was invented.

During the 1800s, what many called the Era of the Iron Horse, several women inventors also made

important contributions to improving safety and reducing noise pollution from trains. Early inventions

included Mary I. Riggin's railway crossing gate; Eliza Murfey's lubricating systems for railroad car axles to

reduce derailments; and Mary Walton's noise reduction system for elevated railroads in New York City.

The Diesel-Electric:

What does diesel-electric mean? It refers to the kind of transmission used in a machine, like the Stone

Mountain Rock Line. A diesel-electric transmission includes a diesel engine (an engine that runs off of

diesel fuel) that is connected to an electrical generator. This generator then creates or generates electricity

that powers electric traction motors. The diesel engine all by itself has no connection to the actual motion of

the wheels on the train, so essentially the locomotive is electric and carries its own power source on board.

Diesel locomotives, technically known as diesel-electrics, were first developed during the mid 1920’s by

the Electro-Motive Corporation EMC, later to become the General Motors' Electro-Motive Division, or

EMD. In 2005, GM sold EMD to Greenbriar Equity Group LLC and Berkshire Partners LLC, which

formed Electro-Motive Diesel, Inc., to facilitate the purchase. On August 2, 2010, Progress Rail Services

Corporation completed the purchase of Electro-Motive Diesel, Inc. from Greenbriar, Berkshire, et al.

making Electro-Motive Diesel, Inc. a wholly owned subsidiary of "Progress Rail Services Corporation"

(itself a subsidiary of Caterpillar Inc).

Harold L. Hamilton was considered the “father of the diesel locomotive”, as it was Hamilton who

designed and created the successful version of diesel-electric propulsion in 1923. Diesel-electrics were

used throughout the United States and became a major milestone in technology developed for North

American railroads. This technological milestone symbolized the end of the steam locomotive which had

been the only motive power type to be used in the industry.

It took the diesel-electric locomotive nearly 50 years to have as much horsepower as the steam locomotive.

Once the power of the diesel-electrics could equal the power of the steam locomotive, efficiency was the

deciding factor for them becoming the first choice of motive power. Diesel-electrics were more efficient

as they required far less maintenance and refueling which allowed more time for moving freight. In 1935,

the first railroad in the United States to purchase a diesel-electric passenger locomotive from EMD was the

Baltimore & Ohio Railroad. That diesel-electric locomotive was the B&O #50.

To this day, the movement of Georgia’s and even America’s agricultural products has changed very little

since the rise of American railroads. Today in Georgia, there are 4 main transportation systems that interact

with each other to provide domestic and international goods to the people of Georgia. These 4 systems are

the Interstate highway, Hartsfield-Jackson International Airport, Georgia’s deepwater ports, and last but not

least, the railroads.

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Introduction, Activity and Discussion Guide


Stone Mountain’s Rock Line Railroad:

Stone Mountain Park’s Rock Line Railroad has three diesel-electric locomotives that were built in the

1950’s. Two of the engines, #6143 and #6147, are freight and passenger engines or FP7’s, and engine #5896

is a general purpose engine or GP7. The engine body of 6143 and 6147 are more streamlined than today’s

locomotives. This streamlined body style allowed for a more visually pleasing shape, and the ability to pull

passenger trains at speeds up to 90mph.

The diesel-electric is a 16-cylinder diesel engine that runs off of diesel fuel and is connected to an electrical

generator. This generator then generates electricity that powers the electric traction motors. Each axle, or

wheel set, has an attached electric motor that totals of 4 traction motors. Each one of the traction motors is

rated at 850 HP. With 4 traction motors, that totals 3400 HP of electric motors.

The faster the diesel engine turns, the more electricity is produced, and with more electricity the faster the

train can go. This is an electric train with its own diesel engine power supply, making the electricity. This

technology is much more efficient, and thus replaced the steam locomotive.

With a diesel-electric locomotive, there is a throttle. The throttle is similar to a gas pedal on a car, but is

operated by the engineer’s hand. There is an idle position, plus 8 other notches on the throttle. The idle

position is where you place the throttle while the train is waiting in the station. The diesel engine is

operating at 275 RPM’s (Revolutions Per Minute) in idle. Each throttle position increases the RPM’s of

the engine by approximately 75 RPM’s, so at full throttle the engine is working at around 800 RPM’s.

Stone Mountain’s track has a 3.5% grade or incline leaving the depot, which is equivalent to a 3 ½ foot

climb per 100 feet of distance traveled. It takes a great deal of effort to pull a 350-ton train from a stand still

up this grade.

A train does not have a steering wheel but instead each wheel has a “flange” that is positioned on the inside

portion of the track. This keeps the train on the track.

There are two brake systems on the Stone Mountain train, the engine brake and the train car brakes. The

brakes are operated by an air compressor located in the engine compartment. While the train is moving the

engineer will keep the engine brake off moving and will use the train car brakes while in motion. The brakes

are applied from the rear of the train forward, which keeps the train stretched. If the engine brake came on

first, cars would slam into each other considering each car has 6 inches of slack between them. Applying the

brakes from the rear keeps the train stretched and allows for a smoother ride.

There are many horn, hand and lantern signals for a train; giving it a language of its own. For example one

horn signal means stop.

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Caboose:

Up until 1990, the main purpose of the caboose was to serve as an office for the conductor of the freight

train. Historically, cabooses were not used on passenger trains. On a freight train the caboose made it

possible for a crew member to be located on the rear of the train so he could check for problems, signal the

engineer or be in position for the train to back up.

The caboose was traditionally painted red for increased visibility and safety and to serve as a warning sign

that it was the rear of the train. The round wheel on the back of the caboose is the hand brake. This brake is

manually engaged by hand and is used when the train is shut down for the day.

The small windowed projection on the roof of the caboose is called the cupola and is where the conductor

sat on an elevated chair so that he could inspect and observe the train for any problems such as smoke,

sparks, and cars off the track or hobos.

In 1990, the caboose was replaced with a device that sits on the back coupler and sends information to the

engineer about the condition of the rear of the train. This device is called an “End of Train Device” or

“ETD.” Sometimes referred to as an EOT, flashing rear-end device (FRED) or sense and braking

unit (SBU). This is an electronic device mounted on the end of freight trains in lieu of a caboose. They are

divided into three categories: "dumb" units, which only provide a visible indication of the rear of the train

with a flashing red taillight; "average intelligence", units with a brake pipe pressure gauge; and "smart"

units, which send back data to the crew in the Locomotive via radio-based telemetry. This is valuable

information especially when a train is over 1 ½ miles long. The Stone Mountain Rock Line uses a flashing

red light and a Brake Pipe Gauge, which shows that the air is correctly going to the brakes.

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PRE-TRIP ACTIVITY: As an assignment, have your students read and write down the vocabulary words

for the Rock Line Railroad field trip. This will help prepare them to understand what they will see and/or

learn about on the day of the field trip.

PRE-TRIP DISCUSSION: Talk to your students about trains. Ask them if they have ever ridden a diesel-

electric, a steam locomotive or the MARTA train. Do they know the difference in propulsion between the

three? Have them explain. Which of the three trains do they think will have a smoother ride? Why or why

not? Discuss whether the MARTA train has a caboose. Why or why not?

RECOMMENDED ACTIVITY: Either before or after your field trip, take your students to see a few of

“Sherman’s Neckties” located just a short distance outside of Stone Mountain Park’s west gate. These

railroad irons are in the village of Stone Mountain. They are on Main Street and West Mountain Street

located at one end of a small parking lot next to the railroad tracks. There is a granite marker next to them

with a description. You can easily park in the parking lot to touch and to see, read, and touch the marker.

ACTIVITY: Get a present day map of Atlanta and the surrounding areas that includes Stone Mountain.

Now measure and mark on the map in scale miles a 20-40 mile wide path from Atlanta passing through

Stone Mountain headed toward the Savannah direction. Draw to scale a 20-40 mile wide path from Atlanta

to Stone Mountain, in the direction of Savannah. If Sherman’s March to the Sea occurred in present day, see

how many cities and towns would be affected. Is it more, less or the same than what you thought?

FOR DISCUSSION: Discuss with your class how important the inventions of the steamboat and the steam

locomotive were and how these inventions impacted the growth of the United States. Talk about how the

invention and development of both the cotton gin and railroads impacted Georgia’s economic growth and

why. Ask your students would Georgia have developed railroads as early as it did if the cotton gin wasn’t

invented.

Talk with your students about the 4 major transportation systems in Georgia and discuss how necessary it is

for them to interact with each other to provide domestic and international goods to the people of Georgia.

Ask your students to look at items they have and make note of where they are made i.e. Made in the USA,

Made in China, etc. Discuss the way(s) that things made overseas get to the people of Georgia. How long

does it take to receive items by boat and by air today? Would it have taken more, less or the same time 100

years ago? Explain why or why not.

POST TRIP ACTIVITY: Instruct your students to review both of the Introduction, Activity and

Discussion Guides: “Brief History” and the “Stone Mountain Rock Line Railroad” and then have them

answer the Post Field Trip Worksheet. Then ask your students to write down one thing that they learned

about the Rock Line Railroad and write a short paragraph about why it was the most interesting to them.

Have several students read their answers aloud and discuss in class.

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Vocabulary


AMP – Short version of the word “ampere” which is a unit of electric current equal to a flow of one coulomb per second.

Andrews Raid – AKA The Great Locomotive Chase took place in April 1862 when Union soldiers disguised as railroad employees

captured the locomotive known as the General during the Civil War.

Axle – A rod or spindle (either fixed or rotating) passing through the center of a wheel or group of wheels.

Caboose – A railroad car with accommodations for the train crew, typically attached to the end of the train.

Coulomb – The SI unit of electric charge, equal to the quantity of electricity conveyed in one second by a current of one ampere. In

Physics SI is the abbreviation for the international system of units of measurement.

Cupola – A small windowed projection on the roof of the caboose where the conductor sat in an elevated seat to inspect/observe the

train.

Cylinder – A piston chamber in an internal combustion or steam engine.

Diesel – An internal combustion engine in which heat produced by the compression of air in the cylinder is used to ignite the fuel

Diesel Electric – A locomotive that is driven by the electric current produced by a diesel-engined generator.

Eliza Murfey – Woman who in 1870 invented lubricating systems for railroad car axles that helped reduce derailments.

EMC – Stands for Electro-Motive Corporation

EMD – Stands for Electro-Motive Division

ETD – Stands for End of Train Device. This device transmits a radio signal to the cab of the locomotive telling the engineer when the

caboose starts and stops moving. This device replaced the function of the caboose in 1990.

Engineer – The operator or supervisor of an engine, esp. a railroad locomotive

Flange – A projecting flat rim, collar, or rib on an object, serving to strengthen or attach or on a wheel to maintain position on a rail

Freight – Goods transported by train, truck, ship or aircraft

Gauge – The distance between the rails of a line of railroad track

Grade – A gradient or slope

Harold L. Hamilton – Considered the “father of the diesel locomotive”

Horsepower – A unit of power equal to 550 foot-pounds per second (745.7 watts) The power of an engine is often measured in terms

of this.

Idle – In pertaining to an engine, to run slowly while disconnected from a load or out of gear.

John Stevens – Considered to be the “father of American railways and railroads”

March to the Sea – The march led by Sherman with his men on a path of destruction 20-40 miles wide from Atlanta to Savannah.

This march began on November 15th through to December 22, 1864.

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Mary I Riggin – Woman who in 1890 invented the train crossing gate.

Mary Walton – Woman who in 1881 invented a noise reduction system for elevated railroads in NYC.

Quarry – Typically a large deep pit, from which granite, stone or other materials are or have been extracted.

RPM – Revolutions Per Minute

Scorched Earth - A name sometimes referring to a policy used to quickly break the economy of an area. This was done by cutting off

transportation routes, cutting off supplies and keeping forces busy in one area so that help could not be sent. All railroads, businesses,

farms, crops and anything else in the path of the army was destroyed. General Sherman used this policy on the Confederate army.

Sherman’s Neckties - Railroad irons removed from the track by Union forces during the Civil War that were bent around trees so that

they could not be used to rebuild. These pieces of iron looked like giant neckties.

Standard Gauge – A railroad gauge of 56.5 inches. This is standard in the US, Britain and many other parts of the world.

Throttle – A device controlling the flow of fuel or power to an engine.

White Gold – Another name used for granite in the mid 1800’s

Wye – A triangle of railroad track used for turning locomotives or trains

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Post Review Worksheet


Directions: Underline the correct answers below.

1. How many tons does the Stone Mountain train weigh?

(a) 35,000 (b) 35 (c) 350 (d) 135

2. How many gallons of paint was needed to paint the engine?

(a) 5 (b) 15 (c) 55 (d) 150

3. How many throttle positions are used on the Stone Mountain locomotive?

(a) 16 (b) 8 (c) 5 (d) 25

4. What kind of locomotives pulls the Stone Mountain train?

(a) Steam (b) electric (c) diesel-electric

5. How many gallons of fuel does the fuel tank of Stone Mountain’s diesel electric hold?

(a) 250 (b) 1200 (c) 56 (d) 800

6. When were the first diesel-electric locomotives developed and in the experimental stages?

(a) During the mid 1920’s (b) During the late 1800’s (c) During the 1930’s (d) In the 1950’s

7. Each one of the 4 traction motors is rated at (a) 350 HP (b) 3400 HP (c) 900 HP (d) 850 HP

8. What is the total HP (horse power) of the 4 electric motors combined?

(a) 1400 (b) 13,600 (c) 3400 (d) 3600

9. How many RPM’s (revolutions per minute) is the engine operating at in idle position?

(a) 275 RPM’s (b) 800 RPM’s (c) 350 RPM’s (d) none

10. What is the highest speed that the train travels around the mountain at?

(a) 7mph (b) 15 mph (c) 25mph (d) 35mph

11. Each of the throttle positions increases the RPM’s of the engine by approximately 75. (a) True (b) False

12. How many throttle positions are on the Diesel Electric engine at Stone Mountain Park?

(a) 4 (b) 16 (c) 8 (d) 16

13. How many gallons of fuel are burned per hour in idle position?

(a) 1 gallon (b) 15 gallons (c) 14 gallons (d) 0 gallons

14. The Rock Line train climbs 3 ½ feet per 100 feet of distance traveled at its steepest point. What percent grade is that?

(a) 35% grade (b) 3.5% grade (c) .35% grade (d) 350% grade

15. How many gallons of fuel are used each trip around the 4 mile track around the mountain?

(a) 15 gallons (b) 22 gallons (c) 7 gallons (d) 17 gallons

16. If a 3 foot section of rail weighs 85 pounds then it is 85 lb rail. (a) True (b) False

17. Approximately how many pounds did the rail weigh back during the Civil War?

(a) 100 lbs (b) 15 lbs (c) 55 lbs (d) 150 lbs

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18. The heavier the rail was the smoother the ride. (a) True (b) False

19. What part of the wheel keeps the train on the track?

(a) Spokes (b) Ball berrings (c) Flange (d) Tire

20. A train does not have a steering wheel. (a) True (b) False

21. What was the name given to the rails that General Sherman’s troops heated and bent around trees to disable the

South’s railroads?

(a) Sherman’s Bowties (b) Sherman’s Pretzels (c) Sherman’s Neckties (d) Sherman’s Revenge

22. What is poured on the track in front of the wheels to give the train better traction?

(a) Salt (b) Sand (c) Tacky glue (d) Corn meal

23. How many horn signals are used to back up or reverse?

(a) Three (b) One (c) Two (d) Five

24. What is the horn signal used when a train is approaching a crossing?

(a) Long, Long, Short, Long (b) Long, Short, Long (c) Long, Short, Short (c) Short, Long, Short

25. A caboose was used on all trains. (a) True (b) False

26. What was another name for the granite that was quarried at Stone Mountain during the mid-1800’s?

(a) White gold (b) silver quartz (c) Fool’s Gold (d) Marble

27. What was another name for the “Great Locomotive Chase” when Union soldiers captured the locomotive known as

the General during the Civil War in 1862?

(a) The Loco Heist (b) Andrews Raid (c) Operation General (d) Rogers Raid

28. Mary Riggin was a woman inventor who invented the crossing gate in 1890.

(a) True (b) False

29. In 1857 the railroad shop was built and used for the granite quarrying operation. (a) True (b) False

30. During the 1940’s the railroad shop was used for hardened prisoners and was known as “The Jail”. (a) True (b) False

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Post Review Worksheet- KEY


Directions: Underline the correct answers below.

1. How many tons does the Stone Mountain train weigh?

(a) 35,000 (b) 35 (c) 350 (d) 135

2. How many gallons of paint was needed to paint the engine?

(a) 5 (b) 15 (c) 55 (d) 150

3. How many throttle positions are used on the Stone Mountain locomotive?

(a) 16 (b) 8 (c) 5 (d) 25

4. What kind of locomotives pull the Stone Mountain train?

(a) Steam (b) electric (c) diesel-electric

5. How many gallons of fuel does the fuel tank of Stone Mountain’s diesel electric hold?

(a) 250 (b) 1200 (c) 56 (d) 800

6. When were the first diesel-electric locomotives developed and in the experimental stages?

(a) During the mid 1920’s (b) During the late 1800’s

(c) During the 1930’s (d) In the 1950’s

7. Each one of the 4 traction motors is rated at (a) 350 HP (b) 3400 HP (c) 900 HP (d) 850 HP

8. What is the total HP (horse power) of the 4 electric motors combined?

(a) 1400 (b) 13,600 (c) 3400 (d) 3600

9. How many RPM’s (revolutions per minute) is the engine operating at in Idle position?

(a) 275 RPM’s (b) 800 RPM’s (c) 350 RPM’s (d) none

10. What is the highest speed that the train travels around the mountain at?

(a) 7mph (b) 15 mph (c) 25mph (d) 35mph

11. Each of the throttle positions increases the RPM’s of the engine by approximately 75. (a) True (b) False

12. How many throttle positions are on the Diesel Electric engine at Stone Mountain Park?

(a) 4 (b) 16 (c) 8 (d) 16

13. How many gallons of fuel are burned per hour in idle position?

(a) 1 gallon (b) 15 gallons (c) 14 gallons (d) 0 gallons

14. The Rock Line train climbs 3 ½ feet per 100 feet of distance traveled at its steepest point. What percent grade is that?

(a) 35% grade (b) 3.5% grade (c) .35% grade (d) 350% grade

15. How many gallons of fuel are used each trip around the 4 mile track around the mountain? (a) 15 gallons (b) 22

gallons (c) 7 gallons (d) 17 gallons

16. If a 3 foot section of rail weighs 85 pounds then it is 85 lb rail. (a) True (b) False

17. Approximately how many pounds did the rail weigh back during the Civil War?

(a) 100 lbs (b) 15 lbs (c) 55 lbs (d) 150 lbs

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18. The heavier the rail was the smoother the ride. (a) True (b) False

19. What part of the wheel keeps the train on the track?

(a) spokes (b) ball berrings (c) flange (d) tire

20. A train does not have a steering wheel. (a) True (b) False

21. What was the name given to the rails that General Sherman’s troops heated and bent around trees to disable the

South’s railroads?

(a) Sherman’s Bowties (b) Sherman’s Pretzels (c) Sherman’s Neckties (d) Sherman’s Revenge

22. What is poured on the track in front of the wheels to give the train better traction?

(a) Salt (b)Sand (c) tacky glue (d) corn meal

23. How many horn signals are used to back up or reverse?

(a) Three (b) One (c) Two (d) Five

24. What is the horn signal used when a train is approaching a crossing?

(a) Long, Long, Short, Long (b) Long, Short, Long (c) Long, Short, Short (c) Short, Long, Short

25. A caboose was used on all trains. (a) True (b) False

26. What was another name for the granite that was quarried at Stone Mountain during the mid 1800’s?

(a) White gold (b) silver quartz (c) Fool’s Gold (d) Marble

27. What was another name for the “Great Locomotive Chase” where Union soldiers captured the locomotive known as

the General during the Civil War in 1862?

(a) The Loco Heist (b) Andrews Raid (c) Operation General (d) Rogers Raid

28. Mary Riggin was a woman inventor who invented the crossing gate in 1890.

(a) True (b) False

29. In 1857 the railroad shop was built and used for the granite quarrying operation. (a) True (b) False

30. During the 1940’s the railroad shop was used for hardened prisoners and was known as “The Jail”. (a) True (b) False

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Documents

The Rock Line Educational Field Trip - Stone Mountain Park