C   O llaboration:   A  musement Park   S cience   T echnology   E ducation   R esources fysik.org + physics.gu.se/LISEBERG
COASTER COllaboration on Amusement park Science and Technology Education Resources Ann-Marie.Pendrill@fysik.lu.se (Prof. p...
The Amusement Park as a Science Center Gender-neutral high-tech! Physics for many senses, in a variation of contexts, and ...
Amusement parks in textbooks? <ul><li>Potential and kinetic energy in roller coasters </li></ul><ul><li>Centripetal forces...
Data collection and analysis
Amusement rides offer illustrations of physics principles that are known to be difficult! <ul><li>Newtons's laws apply als...
Schools: Students and  Teachers University /  Teacher Ed. Amusement  Parks
In amusement parks,  physics is fun  - And the fun is physics!
Learning?  &quot;The one who learns most about a subject is the one who talks about it ... usually the teacher&quot; (or I...
How can teachers make use of amusement rides for MST education? <ul><li>Common shared experience + use authentic data, pho...
ACTIVITIES and INTERACTIONS <ul><li>MINIMIZE TEACHER - STUDENT INTERACTION? </li></ul><ul><li>Worksheet - to guide observa...
TEACHER OWNERSHIP <ul><li>ÏT ... more like clothes than like fire; to get a benefit, you must make them a part of your per...
How can teacher  educations  make use of amusement parks? <ul><li>E.g. </li></ul><ul><li>Practice in identifying relevant ...
“ TEACHER  OBSERVATORY” We knew that teachers play a role -  but not THAT much (Student teacher)
Amusement parks +  science & technology? <ul><li>Different approaches </li></ul><ul><li>S&T: Not visible in material for s...
Why collaboration, parks + education ? <ul><li>Many very common misconceptions  </li></ul><ul><li>about force and motion <...
Weightlessness  = FREE FALL (Here: Built-in parabolic flight)
What's in it for the parks? <ul><li>Popular school visits ... but more likely to be popular for schools with explicit lear...
Why collaboration between park education programmes?
Different themes - same physics
Projects for learning in Amusement Parks <ul><li>Student Teachers: </li></ul><ul><li>Physics and Technology – </li></ul><u...
physics.gu.se/LISEBERG/ Physicsday.org (US) [email_address]
PHYSICS- FILLED  FUN
Expensive equipment? <ul><li>Slinky </li></ul><ul><li>Rabbit +  </li></ul><ul><li>Protractor </li></ul><ul><li>(Show my ki...
Collaborations needed! <ul><li>Park has data - but usually not easily available </li></ul><ul><li>Teachers face many chall...
Collaboration – win-win!
Loup-Garou Les seules montagnes russes en bois de Belgique Vibrations assurées tout au long des 1 028 mètres de parcours à...
Amusement parks: Math + ICT
Cette couleuvre t’emmène dans un trajet captivant. Tu fais un parcours dans lequel tu va 3 fois à l'envers, après tu refai...
Planning science days ...  <ul><li>Advertising, costs </li></ul><ul><li>Data needed </li></ul><ul><li>Capacity + flow </li...
&quot;In the Pony Carousel, the cuddly toys on the strings started to move like this. I think it was to prove that the Ear...
3 months later: <ul><li>When you used the slinky in the  </li></ul><ul><li>Frog Hopper, you got to see how  </li></ul><ul>...
Idealizations vs reality.  Authenticity <ul><li>Rotating system </li></ul><ul><li>Free fall </li></ul><ul><li>YOU are the ...
School visits to amusement parks offer rich and inspiring learning opportunities in mathematics, science and technology, a...
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Ann-Marie Pendrill-Coaster

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Anne-Marie Pendrill: COASTER - collaboration on amusement science and technology education resources

Scientix European Conference, 6-8 May 2011, Brussels

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  • Take the rabbit on a swing. Swings are wonderful – so many experiments you can do, bring a bottle with some liquid – what will happen – I leave that one for you to think about and try out for yourself. What is the acceleration at the bottom – speed is maximum – so does that means zero acceleration? Or not – what does it feel like? What happens to the rabbit? With acceleration discussed in this way – it can be introduced also to children. Derivatives may not be very useful, but simple toys are. Pilot experiment
  • We came back and interviewed them three months later and these are a few of the replies. With a slinky, there is no need to stay in 1-D … (DONT DISCUSS HERE!)‏ Not always precise. Need for discussion to clarify.
  • Ann-Marie Pendrill-Coaster

    1. 1. C O llaboration: A musement Park S cience T echnology E ducation R esources fysik.org + physics.gu.se/LISEBERG
    2. 2. COASTER COllaboration on Amusement park Science and Technology Education Resources Ann-Marie.Pendrill@fysik.lu.se (Prof. physics) Conny Modig, Andreas Theve, Ulrik Lundby Hansen
    3. 3. The Amusement Park as a Science Center Gender-neutral high-tech! Physics for many senses, in a variation of contexts, and authentic, enjoyable settings Combining the math and physics with the experience of eyes and your own body, ...with measurements using toys, mobile phones and electronics Calculations and estimations
    4. 4. Amusement parks in textbooks? <ul><li>Potential and kinetic energy in roller coasters </li></ul><ul><li>Centripetal forces in carousels </li></ul><ul><li>Free fall in drop towers </li></ul>
    5. 5. Data collection and analysis
    6. 6. Amusement rides offer illustrations of physics principles that are known to be difficult! <ul><li>Newtons's laws apply also to HUMAN bodies </li></ul><ul><li>Equivalence principle: Inertial (ma) and Gravitational (mg) mass </li></ul><ul><li>Acceleration and rotations are absolute - can be measured within the system. </li></ul>a = F /m Acceleration is felt throughout the body!
    7. 7. Schools: Students and Teachers University / Teacher Ed. Amusement Parks
    8. 8. In amusement parks, physics is fun - And the fun is physics!
    9. 9. Learning? &quot;The one who learns most about a subject is the one who talks about it ... usually the teacher&quot; (or IBSE?) + &quot;Variation theory&quot; (Marton): Experience a phenomenon in qualitatively different ways .... transferrable knowledge
    10. 10. How can teachers make use of amusement rides for MST education? <ul><li>Common shared experience + use authentic data, photos, movies in examples </li></ul><ul><li>Visits: Different levels of difficulty </li></ul><ul><ul><li>Quiz + identify accelerometer graphs </li></ul></ul><ul><ul><li>Joint focus on 2-3 familiar rides </li></ul></ul><ul><ul><li>Group assignments, 2-3 rides/4-6 students </li></ul></ul><ul><ul><li>... with electronic data collection </li></ul></ul><ul><ul><li>Take part in science day - or visit on your own </li></ul></ul><ul><li>Preparation - follow-up (+ pre-post diagnoses) </li></ul><ul><li>Playgrounds provide useful practice!!! </li></ul>
    11. 11. ACTIVITIES and INTERACTIONS <ul><li>MINIMIZE TEACHER - STUDENT INTERACTION? </li></ul><ul><li>Worksheet - to guide observations. </li></ul><ul><li>Let students discover new things with worksheet as a guide. </li></ul><ul><li>STUDENT-STUDENT INTERACTIONS ! </li></ul><ul><li>MAXIMIZE INTERACTION: </li></ul><ul><li>Just-in-time teaching. Challenge observations, perceptions, contrast responses with experiences of the body </li></ul><ul><li>Cognitive conflict </li></ul>TEACHER OWNERSHIP!!!
    12. 12. TEACHER OWNERSHIP <ul><li>ÏT ... more like clothes than like fire; to get a benefit, you must make them a part of your personal space, tailored to your needs. </li></ul><ul><li>(Chris Dede 1995) </li></ul>
    13. 13. How can teacher educations make use of amusement parks? <ul><li>E.g. </li></ul><ul><li>Practice in identifying relevant STEM </li></ul><ul><li>Deeper understanding of the physics (science, technology) involved </li></ul><ul><li>Increased awareness of common conceptual difficulties </li></ul><ul><li>Experiences of learning in informal settings. </li></ul><ul><li>Teacher observatory on science days! </li></ul>
    14. 14. “ TEACHER OBSERVATORY” We knew that teachers play a role - but not THAT much (Student teacher)
    15. 15. Amusement parks + science & technology? <ul><li>Different approaches </li></ul><ul><li>S&T: Not visible in material for schools or the public </li></ul><ul><li>School material produced in-house </li></ul><ul><li>School material produced in collaboration with e.g. teacher organisations, teacher educations, science centers or universities </li></ul><ul><li>+ S&T information displayed in parks </li></ul><ul><li>Arranging science days </li></ul>VIEWS of S&T? Public Understanding ...
    16. 16. Why collaboration, parks + education ? <ul><li>Many very common misconceptions </li></ul><ul><li>about force and motion </li></ul><ul><li>..... especially accelerated motion, e.g. </li></ul><ul><li>&quot;An astronaut is weightless in space because there is no gravity&quot; </li></ul><ul><li>???? </li></ul><ul><li>Amusement parks are full of examples to illustrate textbook Gedanken experiments - </li></ul><ul><li>And many opportunities to challenge misconceptions! </li></ul><ul><li>(Rather than disseminating them) </li></ul>Een astronaut in de ruimte weegt helemaalniets, omdat er geen zwaartekracht is.
    17. 17. Weightlessness = FREE FALL (Here: Built-in parabolic flight)
    18. 18. What's in it for the parks? <ul><li>Popular school visits ... but more likely to be popular for schools with explicit learning opportunities </li></ul><ul><li>Way to attract local schools to park </li></ul><ul><li>Make use of resources that are (at times) underused to generate income and/or goodwill </li></ul>
    19. 19. Why collaboration between park education programmes?
    20. 20. Different themes - same physics
    21. 21. Projects for learning in Amusement Parks <ul><li>Student Teachers: </li></ul><ul><li>Physics and Technology – </li></ul><ul><li>TEACHER OBSERVATORY + helping out </li></ul><ul><li>Mathematics Education: Student-created problems and grading instructions </li></ul><ul><li>Engineering Physics (and Physics students)‏ </li></ul><ul><li>Forces and acceleration in roller coasters and other rides + reading drawings and patents </li></ul><ul><li>Teacher Days and school Physics/Science Days: </li></ul><ul><li>Liseberg – Tivoli -- Gröna Lund (+ Tusenfryd) </li></ul><ul><li>+ ...? </li></ul>
    22. 22. physics.gu.se/LISEBERG/ Physicsday.org (US) [email_address]
    23. 23. PHYSICS- FILLED FUN
    24. 24. Expensive equipment? <ul><li>Slinky </li></ul><ul><li>Rabbit + </li></ul><ul><li>Protractor </li></ul><ul><li>(Show my kit) </li></ul><ul><li>Water mug + bottle </li></ul><ul><li>Film med karusell i bakgrund </li></ul><ul><li>Vest </li></ul><ul><li>Iphone4 </li></ul><ul><li>Knowledge! </li></ul><ul><li>Force ON your OWN body! </li></ul><ul><li>Important - irrelevant </li></ul><ul><li>Ser inte bara med ögonen. </li></ul>
    25. 25. Collaborations needed! <ul><li>Park has data - but usually not easily available </li></ul><ul><li>Teachers face many challenges for visits Textbooks not very helpful </li></ul><ul><li>&quot;Teacher observatory! </li></ul><ul><li>University </li></ul><ul><li>Engineering </li></ul><ul><li>Networking same/similar rides in many parks, recycle problems. </li></ul><ul><li>Science Center - school contact, preparations ... </li></ul>
    26. 26. Collaboration – win-win!
    27. 27. Loup-Garou Les seules montagnes russes en bois de Belgique Vibrations assurées tout au long des 1 028 mètres de parcours à vitesse folle (80 km/h), avec un point culminant à 32 mètres, une dizaine de descentes vertigineuses et 7 virages diaboliques !
    28. 28. Amusement parks: Math + ICT
    29. 29. Cette couleuvre t’emmène dans un trajet captivant. Tu fais un parcours dans lequel tu va 3 fois à l'envers, après tu refais ceci en arrière. Captivant et ssssensationnel ! Speed 80km/h Capacity 750 Length 285m
    30. 30. Planning science days ... <ul><li>Advertising, costs </li></ul><ul><li>Data needed </li></ul><ul><li>Capacity + flow </li></ul><ul><li>Ensure that not all high-school students wait of free fall rides </li></ul><ul><li>Student tasks + teacher support </li></ul><ul><li>Safety </li></ul><ul><li>Back-up </li></ul><ul><li>Food </li></ul>
    31. 31. &quot;In the Pony Carousel, the cuddly toys on the strings started to move like this. I think it was to prove that the Earth is rotating.&quot; &quot;I learned that when going in the Pony Carousel, the cuddly toy kept going in the same direction while I was going around.&quot; (10-year olds, 3 months later)
    32. 32. 3 months later: <ul><li>When you used the slinky in the </li></ul><ul><li>Frog Hopper, you got to see how </li></ul><ul><li>much you weighed. </li></ul><ul><li>When you went up, it was stretched </li></ul><ul><li>out because there was so much speed. </li></ul><ul><li>The slinky went up and down. When you were at </li></ul><ul><li>the highest point, the slinky was the shortest, which </li></ul><ul><li>means that you were the lightest. </li></ul>Multiple senses
    33. 33. Idealizations vs reality. Authenticity <ul><li>Rotating system </li></ul><ul><li>Free fall </li></ul><ul><li>YOU are the object </li></ul><ul><li>Energy losses in roller coasters. </li></ul><ul><li>Qualitative - Quantitative </li></ul>
    34. 34. School visits to amusement parks offer rich and inspiring learning opportunities in mathematics, science and technology, and the rides illustrate many important principles: The carousel is a roting coordinate system, drop towers let us experience the weightlessness of free fall, pendulum rides give a periodic variation between feeling light and heavy, rollercoasters use an interplay between potential and kinetic energy to take the riders through a wide variety of three-dimensional motions. What technology is used to keep the riders safe? How does the body respond to the unusual motions -and how do our different senses contribute to the experience? What forces act on the body -and how can they be calculated and measured using different tools, from simple toys to advanced ICT applications? For student teachers, a school event in an amusement park provides an opportunity to study pupil's learning and observe many teachers and classes in action. A collaboration between the amusement industry, universities and schools, enable teachers and students access to a deeper and more detailed understanding of the science involved. This talk describes such a collaboration between schools and universities in Sweden and Denmark and the Liseberg, Gröna Lund and Tivoli Gardens amusement parks

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