The document discusses potential collaboration between amusement parks, schools, and universities to promote science, technology, engineering, and math (STEM) education. It proposes that amusement park rides can be used to illustrate physics principles in an enjoyable, hands-on way. Examples mentioned include using rollercoasters to demonstrate concepts like potential and kinetic energy. The collaboration could involve science days at parks for students, guidance for teachers on related lesson plans, and data collection on rides. The goal is to make STEM more accessible and inspire more interest in these subjects.
Python Notes for mca i year students osmania university.docx
Ann-Marie Pendrill-Coaster
1. C O llaboration: A musement Park S cience T echnology E ducation R esources fysik.org + physics.gu.se/LISEBERG
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. 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
9. Learning? "The one who learns most about a subject is the one who talks about it ... usually the teacher" (or IBSE?) + "Variation theory" (Marton): Experience a phenomenon in qualitatively different ways .... transferrable knowledge
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14. “ TEACHER OBSERVATORY” We knew that teachers play a role - but not THAT much (Student teacher)
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 !
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
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31. "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." "I learned that when going in the Pony Carousel, the cuddly toy kept going in the same direction while I was going around." (10-year olds, 3 months later)
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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
Editor's Notes
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.