# ALEX Lesson Plan

## Tower of Terror: Creating a Free Fall Ride

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This lesson provided by:
 Author: Katrina McGrady System: Talladega County School: Talladega County Board Of Education The event this resource created for: ASTA
General Lesson Information
 Lesson Plan ID: 34799 Title: Tower of Terror: Creating a Free Fall Ride Overview/Annotation: In this activity, the students will be engineers who compete to create their own "safe" and fast free fall ride.  Using graphing and calculations, the students will calculate the fastest ride and determine the minimum and maximum passenger sizes that their ride will hold.  The team that designs the fastest ride that doesn't "hurt" the passenger(s) wins! This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 9-12 Physical Science 7 ) Analyze and interpret data for one- and two-dimensional motion applying basic concepts of distance, displacement, speed, velocity, and acceleration (e.g., velocity versus time graphs, displacement versus time graphs, acceleration versus time graphs). Science SC2015 (2015) Grade: 9-12 Physical Science 8 ) Apply Newton's laws to predict the resulting motion of a system by constructing force diagrams that identify the external forces acting on the system, including friction (e.g., a book on a table, an object being pushed across a floor, an accelerating car).

Local/National Standards:

Primary Learning Objective(s):

I can use speed calculations, the engineering model, and force diagrams to create the fastest free fall ride that will not “hurt” the passenger.

Learning Targets:

Behavior:  I can create a fast AND safe free fall ride using engineering practices.

Content:  I can calculate and graph the speed of the free fall ride with different passenger sizes to determine the minimum and maximum passenger size.

Content:  I can identify and label the forces acting upon the free fall ride.

This lesson addresses the following scientific and engineering practices:

• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information
Preparation Information
 Total Duration: 91 to 120 Minutes Materials and Resources: Styrofoam cupsMasking tapeMeter stickLong Wooden dowel or piece of PVC (one per group)ScissorsCardboard Various Sizes of Balls for Passengers:  small, medium, large  (Make sure that you have enough per group so that various sizes of passengers can be used and tested.)Graph paper (or computer with software that can be used to create a graph)Calculators (if allowed for calculations)Rulers (for scaled diagram and drawing the graph on paper)*You may add or subtract materials from this list based on your students and your specialization of the lesson.* Technology Resources Needed: Computer with internet access linked to a projector or screen with sound capabilityDocument camera linked to a TV or projector OR iPad with app like Doceri connected to a TVYouTube video to demonstrate a free fall ride Know/Need to Know Graphic Organizer *Optional:  Devices with software that can be used for graphing* Background/Preparation: Students:  The students should have some BASIC knowledge of speed, displacement, velocity, and forces before completing this activity.  Teacher:  Before starting this lesson, the teacher should decide whether groups will be limited to the same amounts of each resource or whether they can pick as many resources as they can from the “construction” items.  The teacher will also need to decide how students will be grouped.  The teacher will also need to obtain and arrange the “construction” materials prior to the lesson.
Procedures/Activities: