WELCOME TO FRONTIER CITY’S
OUTDOOR CLASSROOM!
Many new and exciting activities await each student. We are so proud to have you as a
guest in our park.
The following pages include educational activities for many of our most popular attractions
such as the Pirate ship, Silver Bullet and Bumper Cars. There are also questions that bring
the whole outdoor classroom experience together.
Although you are given many activities for all three grade levels, these are but guides for
students learning. You may find that you can mix and match from all grades. Please feel
free to build upon these activities and be secure in the knowledge that Frontier City is your
unique classroom experience.
We welcome any questions, comments, and/or suggestions for improving these instructions
and ensuring a successful learning experience for all students.
Jennifer Savage: jsavage@frontiercity.com
Acknowledgements:
Mr. Tim Allen, Science Teacher at Stillwater High School
Dr. Mark Winslow, Physics Department at SNU
REPRODUCIBLE BOOK
TABLE OF CONTENTS
BUS RIDE ACTIVITIES ................................................................................................................................ 3
BUS PHYSICS ......................................................................................................... 4
OTHER BUS GAMES .............................................................................................. 6
BUS RIDE PUZZLES ................................................................................................ 7
ELEMENTARY ........................................................................................................................................... 8
FIRST UP ............................................................................................................... 9
INVENTING THE IDEAL RIDE ............................................................................... 10
IN ONE TURN ...................................................................................................... 11
PULSE RATE ........................................................................................................ 12
HEALTH AND SAFETY .......................................................................................... 14
HEAR YE! HEAR YE! ............................................................................................ 16
SIGNS, SIGNS, EVERYWHERE ARE SIGNS! ........................................................... 18
PICTURE THIS ...................................................................................................... 20
WHERE DID THE TIME GO? ................................................................................ 21
GIVE ME DIRECTIONS ......................................................................................... 23
COLORS, COLORS, EVERYWHERE! ...................................................................... 24
FIND THAT SHAPE! ............................................................................................. 25
ARBORETUM AT FRONTIER CITY ........................................................................ 26
QUESTIONS ......................................................................................................... 28
MIDDLE SCHOOL .................................................................................................................................... 29
WHAT’S IN A NAME? .......................................................................................... 30
WHAT’S YOUR FAV? ........................................................................................... 31
ENERGIZED! ........................................................................................................ 33
LOOP THE LOOP ................................................................................................. 35
SPINNING WHEELS ............................................................................................. 36
PACING THE PATH .............................................................................................. 38
INANIMATE ANIMATION .................................................................................... 39
MAY I HELP YOU? ............................................................................................... 40
AT THE POLLS ..................................................................................................... 41
YOU SEE WHAT YOU EAT.................................................................................... 42
YOUR POINT OF REFERENCE .............................................................................. 43
CLOUDS IN THE SKY ............................................................................................ 44
HIGH SCHOOL ......................................................................................................................................... 45
BUS RIDE ............................................................................................................ 46
WANNA BE POPULAR? ....................................................................................... 47
PARALLEL, PERPENDICULAR, OR INTERSECTING? .............................................. 50
WHAT ARE THE COSTS? ...................................................................................... 52
RIDES ..................................................................................................................................................... 54
PRAIRIE SCHOONER ............................................................................................ 55
THE SILVER BULLET............................................................................................. 56
DODGE-UM BUMPER CARS ................................................................................ 57
GRAND CENTENIAL FERRIS WHEEL .................................................................... 58
MYSTERY RIVER LOG FLUME .............................................................................. 59
THE DIAMONDBACK ........................................................................................... 61
USEFUL DEFINITIONS .........................................................................................................................................62
USEFUL FORMULAS ............................................................................................................................................63
RIDE DATA ..........................................................................................................................................................64
Page 2 of 65
BUS RIDE
ACTIVITIES
Page 3 of 65
BUS PHYSICS
STARTING UP
Things to measure:
As the bus speeds up from a start, find the time it takes to go from 0 to 25 miles per hour.
You will need to get someone up front to help.
THINGS TO CALCULATE:
Always show equations used and substitutions
1. Convert 25 miles per hour to meters per second. (1.0 mi/hr = 44 m/s)
2. Find the acceleration of the bus.
3. Using your mass in kg, find the average force on you as the bus starts up.
CONSCIOUS COMMUTING:
1. Close your eyes. What can you tell about the motion of the bus by listening?
2. Will the bus be easier to stop when it is full or when it is empty?
3. Why do you think the steering wheel in a bus is bigger than the steering wheel in a car?
4. Roller coasters exhibit many forms of energy, like potential, kinetic or mechanical. All
of these forms can be found on the bus too. Try to identify these forms when they occur.
5. Banked curves support the coaster so that riders are not flung outward. Look for banked
curves on the highways and for signs that give you a speed limit for the curve. What would
happen if you drove too fast through a banked curve?
6. Why is speeding through a curve dangerous on a rainy day?
GOING AT A CONSTANT SPEED
1. Describe the sensation of going at a constant speed. Do you feel as if you are moving?
2.
Are there any forces acting on you in the direction you are moving? Explain what is
happening in terms of the principle of inertia.
Page 4 of 65
ROUNDING CURVES
1.
If your eyes are closed, how can you tell when the bus is going around a curve? Try it
and report what you notice. (Do not fall asleep!)
2. As the bus rounds a curve, concentrate on a tree or a building that would have been
straight ahead. See if you can sense that you are trying to go straight but are being pulled
into the curve by centripetal force.
What is supplying the force, the friction of the seat, your seat mate, the wall, the arm of
the seat, or a combination?
How does this change when the curve is tighter or the bus is going faster?
Write a few sentences about this experience. How does it connect to what happens on
the rides at Frontier City?
Page 5 of 65
OTHER BUS GAMES
GRANDMOTHERS ATTIC
One person starts, "In Grandmother's attic, there is an (word beginning with A)." So he might say
"acorn." The next person in the car, in clockwise order, says, "In Grandmother's attic there is an
acorn and a bumblebee." In other words, he adds another object, this one beginning with B. The
next person adds an object beginning with C, after repeating the first two.
Not only is it funny to hear what people find in Grandmother's attic, it can also get a bit tricky
remembering the list as the alphabet progresses. Some people play that if you forget, you are out
of the game, but we find it is more fun to give a person hints if he forgets a word.
Then you can play it backwards, using the list you just created! "From Grandmother's attic I
removed the zebra." "From Grandmother's attic I removed the zebra and the yak."
MAP IT OUT
Give your kids an opportunity to have their own copy of a map of where you are going. Show
them how far you have come, how much further there is to go and let them mark it with a pen.
Every time they ask "How much further?” have them take out their map and see for themselves.
You might also like to get a compass and show them how it works along with the map.
If your group is older, have them make their own map. Add roads, major cities, landmarks, and
don’t forget to mark Frontier City!
COUNTING COWS
Count the cows you see on your side of the bus. If you pass a field full of lots of cows, you'd
better count fast!
If you pass a cemetery on your side of the bus, you lose all your cows, but only if the opposing
team calls "your cows are buried!"
This game gets interesting when distraction tactics are used to either cause your opponent to miss
cows on their side of the road or to miss a cemetery on your side of the road. A white horse can
count as a bonus. The team with the most cows wins.
ROAD TRIP MATH
Help your children figure out the gas mileage you've been getting. Have them read a map and
figure the distance to your destination. Have them calculate how long it will take to get to your
destination given your average speed. Have them predict how much it will cost to fill up the
tank at the next gas station based on the price per gallon.
Page 6 of 65
BUS RIDE PUZZLES
ANIMALS
BONES
BUS RIDE
COASTERS
COLORS
FIELD TRIP
FIRE FIGHTER
FRONTIER CITY
GRAPHS
MATH
PHYSICS
PLANTS
RIVER RAPIDS
ROBOTS
SCIENCE
SHAPES
ZOO
Try to fill in the missing numbers.
*Missing numbers are between 1 and 9.
*Numbers can be used more than once.
*Numbers in each row add up to totals to
the right.
*Numbers in each column add up to
totals along the bottom.
*Diagonal lines also add up to the right.
Puzzles made via www.puzzlemaker.com
Page 7 of 65
ELEMENTARY
Page 8 of 65
FIRST UP
OVERVIEW
What does everyone want to do first when they get to Frontier City?
DIRECTIONS/ACTIVITY
1. Before going to Frontier City, choose what you would do first when arriving at the park.
2. Poll the class.
ATTRACTION
# OF STUDENTS
Eat
Play a game
Ride a roller coaster
Ride a water ride
Buy a souvenir
See an exhibit
EXTENSIONS/ENRICHMENT
1. When the park first opens, what is the most popular attraction?
2. What would you do first if you did not want to wait in line?
Page 9 of 65
INVENTING THE IDEAL RIDE
OVERVIEW
What do you think would be the ideal ride at Frontier City? Do you want it to be the biggest, the wettest, the
maddest, the baddest, the most frightening, or just a lot of fun?
MATERIALS
Pencil
Drawing Paper
Various Art Supplies
DIRECTIONS/ACTIVITY
1. Observe rides at Frontier City.
2. Make a list of the features of each ride that appeal to you.
3. Design what you think would be the ideal (ultimate) ride. Include safety factors that would ensure a
safe ride.
4. Using the art materials, illustrate your ride.
5. Write a description of the ride and its special features.
6. Describe how you would feel riding this ride.
EXTENSIONS/ENRICHMENT
1. What type of music would you play with your ride?
2. Can you select a song that would enhance the enjoyment of the ride?
3. Create a 3-D model of your ride.
4. Use personification to let the ride tell its “life” story.
Page 10 of 65
IN ONE TURN
OVERVIEW
The capacity of a ride is the number of guests that can ride a ride at one time. Using repeated addition or
multiplication, determine the ride capacity
DIRECTIONS/ACTIVITY
Use the data table to collect information about these rides
Ride Name
# of Cars
Max guests per car
Casino
Bumper Cars
Old 89er Train
Tin Lizzys
Sidewinder
Diamondback
Quick Draw
Steel Lasso
Ferris Wheel
EXTENSIONS/ENRICHMENT
1. What ride/rides can hold the most guests in one turn?
2. Why do you think Frontier City limits the number of guests?
3. Graph your information
Page 11 of 65
Total guests per ride
PULSE RATE AND
PURE RIDING ENJOYMENT
OVERVIEW
Your pulse is the regular throbbing in your arteries caused by contractions of the heart. To calculate your
pulse rate, place your fingertips on your neck just under your chin and count the number of pulses in 60
seconds (or the number of pulses in 6 seconds and add a 0 to the end.)
MATERIALS
Worksheet
Pencil
Stopwatch
DIRECTIONS/ACTIVITY
Choose as many rides as you are tall enough and brave enough to ride; record on worksheet. For each ride
you choose, take your pulse before you board the ride; record on the worksheet. Time the length of the ride
in minutes and seconds; record on the worksheet. Take your pulse after you disembark from the ride;
record on the worksheet. Rate how much fun you thought the ride was on a scale of 1 (no fun) to 10 (great
fun).
EXTENSIONS/ENRICHMENT
1. Describe the correlation between the length of the ride and your enjoyment of the ride.
2. Describe the correlation between your pulse rate and your enjoyment of the ride.
3. Why do you think people often close their eyes on a thrill ride? Why do you think people often scream
on a thrill ride?
Page 12 of 65
PULSE RATE WORKSHEET
RIDE
NAME
RIDE LENGTH
MINS:SEC
PULSE RATE
BEFORE
AFTER
Page 13 of 65
FUN SCALE
1 TO 10
HEALTH AND SAFETY
OVERVIEW
Health is being sound in mind, body or spirit. Safety is protection from undergoing or causing hurt,
injury or loss.
MATERIALS
Large Drawing Paper
Pencil
DIRECTIONS/ACTIVITY
1. Fold the paper into three sections, or use worksheet on next page.
2. Label the sections: Home, School, and Frontier City
3. List the health and safety rules devised for each place. Explain the reasons for developing the rules
specific to each place.
4. Do some rules overlap all three areas? Which ones?
5. Do some rules overlap two areas only? Which ones?
6. Are some rules specific to only one area? Explain
Can be completed as a group activity using a bulletin board or butcher paper so
everyone can have better access to the paper.
Page 14 of 65
HEALTH AND SAFETY WORKSHEET
HOME
SCHOOL
Page 15 of 65
FRONTIER CITY
HEAR YE! HEAR YE!
OVERVIEW
There are noises all around us. They can be silly, quiet or even scary, but they are everywhere if you pay
attention and listen for them.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1. Fold the paper into three sections, or use worksheet on next page.
2. Label the sections: Home, School, and Frontier City.
3. Keep a list of all the sounds you hear during: one school day, the field trip to Frontier City, and an
evening at home. Indicate their sources. Analyze your lists. What similarities and differences do
you see among the three sections? Explain.
4. Categorize these sounds by their characteristics, (i.e. loud, soft, quick, slow, harsh, gentle, etc.)
5. Imitate some of the sounds by using your voice and/or body.
Can be completed as a group activity using a bulletin board or butcher paper so
everyone can have better access to the paper.
Page 16 of 65
HEAR YE! HEAR YE! WORKSHEET
HOME
SCHOOL
Page 17 of 65
FRONTIER CITY
SIGNS, SIGNS, EVERYWHERE ARE SIGNS!
OVERVIEW
A sign is something visual that serves to indicate the presence or existence of something.
MATERIALS
Drawing Paper
Pencil
Crayons, Colored Pencils, or Markers
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
5.
6.
Fold the drawing paper into three sections, or use worksheet on next page.
Label the sections: Home, School, and Frontier City.
Draw the different signs you see in each place.
Under each sign, write one sentence describing the purpose of each.
Are there any similarities in your three sections? Explain.
Are there any differences in your three sections? Explain.
Can be completed as a group activity using a bulletin board or butcher paper so
everyone can have better access to the paper.
Page 18 of 65
SIGNS WORKSHEET
HOME
SCHOOL
Page 19 of 65
FRONTIER CITY
PICTURE THIS
OVERVIEW
A picture is worth a thousand words. A picture can also be used as a creative approach to problemsolving.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1. Divide into groups of five to seven people.
2. Pretend one of your friends has a camera and wants the teacher to take a picture of the group as a
memento of the trip to Frontier City.
3. How many ways can those people be posed in a line for a picture?
4. Use the creative problem-solving steps listed below.
5. Show your work.
EXTENSIONS/ENRICHMENT
1. Tell where in Frontier City you would choose to pose and why.
2. Take a camera and take snapshots of your options. How does this compare with the problemsolving you did? Was it easier? Explain.
3. Change the number of students in the group.
Page 20 of 65
WHERE DID THE TIME GO?
OVERVIEW
A schedule is a written timetable.
MATERIALS
Schedule
Pencil
DIRECTIONS/ACTIVITY
1. On the included worksheet, complete the schedule of your day at Frontier City. Write the names of
the activities in which you participate.
2. For each activity, write down the time you begin it, the time it ends, and the total time you spent at
that activity.
3. Analyze the data.
4. In what type of activities did you spend the most time? Why?
Can be completed as a small group activity.
Page 21 of 65
WHERE DID THE TIME GO? WORKSHEET
ACTIVITY
TIME BEGAN
Page 22 of 65
TIME ENDED
TOTAL TIME
GIVE ME DIRECTIONS
OVERVIEW
A route is a prearranged way or course of travel.
MATERIALS
Drawing Paper
Pencil
Crayons
DIRECTIONS/ACTIVITY
Choose one of the following activities to complete:
1. Draw (map) the shortest route from the entrance of Frontier City to your favorite ride. Include
symbols and a key. Were there other routes to your favorite ride? Why do you consider the route
you mapped the best?
2. Draw (map) the shortest route from the entrance of Frontier City to the Grand Centennial Ferris
Wheel. Include symbols and a key. Were there other routes from the entrance to the Grand
Centennial Ferris Wheel? Why did you consider the route you mapped the best?
EXTENSIONS/ENRICHMENT
With a recording device such as a cell phone, verbally record directions from the entrance to your
favorite ride. Be detailed enough in your description that a sight impaired person could find the ride.
What variables were you concerned with when completing this verbal activity?
Page 23 of 65
COLORS, COLORS, EVERYWHERE!
OVERVIEW
Colors are all around us, on the rides, the plants, buildings, everywhere. During your visit to the park, write
down what colors you see and where.
MATERIALS
Paper
Crayons or pencil
DIRECTIONS/ACTIVITY
1. Write down the location of where you found each color listed below.
2. If all the rides were the same color, do you think they would still look fun? Why or Why not?
Red
Orange
Yellow
Green
Blue
Purple
Page 24 of 65
FIND THAT SHAPE!
OVERVIEW
To find basic shapes throughout the park.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1. Draw a picture of the shapes below.
2. Find the shapes in the park.
3. Write down the location of where you found each shape.
Circle
Square
Triangle
Rectangle
Pentagon
Oval
Page 25 of 65
ARBORETUM AT FRONTIER CITY
OVERVIEW
As you enjoy your visit at the park, you will notice all the plants, flowers and trees.
MATERIALS
Pencil
DIRECTIONS/ACTIVITY
Next to each picture, write where each of the following plants can be found.
Golden Bamboo (Phyllostachys aurea)
Purple Heart (Setcreasea pallida)
Geranium (Pelargonium hortorum)
Angel Wings (Caladium hortulanum)
Monkey grass (Ophiopogon japonicas)
Mother-in-law’s tongue (Sanseveria trifasciata)
Page 26 of 65
Redbud (Cercis canadensis)
Bradford Pear (Pyrus calleryana)
Sycamore (Plantanus occidentalis)
Eastern Cottonwood (Populus deltoids)
Page 27 of 65
QUESTIONS
OVERVIEW
A schedule is a written timetable.
MATERIALS
Schedule
Pencil
DIRECTIONS/ACTIVITY
As you walk through the park, take this list of questions and jot down notes for each of the questions below.
1. Do the operators of the rides load people in a special way? Note specifics.
2. Does the weather affect the operation of the rides? Why? How?
3. Count the number of different rides you have seen and determine what fraction of the rides are
adult rides and what fraction of the rides are for small children. Use tally marks to keep track of
your count.
Adult Rides
Adult Rides Fraction __________
Kids Rides
Total Rides
Kids Rides Fraction __________
4. How is color used in Frontier City?
5. A pendulum is an object suspended from one point which can swing freely to and from (affected by
gravity). The Prairie Schooner ride in Frontier City works on this principle. What examples of a
pendulum have you seen around your home or school? Explain your answers.
6. What sponsors have you seen represented in Frontier City? Where were the advertisements for
these sponsors located?
7. A regular priced season pass to Frontier City costs $65.99 for the 2012 season. A single day’s
admission costs $34.99. How many times would you have to go to the park in one season to get
your money’s worth for a season pass?
Page 28 of 65
MIDDLE
SCHOOL
Page 29 of 65
WHAT’S IN A NAME?
OVERVIEW
Find out the average length of the names of rides at Frontier City.
MATERIALS
Pencil
Calculator
DIRECTIONS/ACTIVITY
1. Pick 10 rides at Frontier City.
2. List the rides in order from fewest letters to most letters.
3. Find the mode.
4. Find the median.
5. Find the mean.
6. Find the range.
7. Are there any rides that have more than one name? Which ones?
8. Do you think the park considers the length when they name rides? Why or why not?
1._____________________________________
1._____________________________________
2._____________________________________
2._____________________________________
3._____________________________________
3._____________________________________
4._____________________________________
4._____________________________________
5._____________________________________
5._____________________________________
6._____________________________________
6._____________________________________
7._____________________________________
7._____________________________________
8._____________________________________
8._____________________________________
9._____________________________________
9._____________________________________
10.____________________________________
10.____________________________________
Page 30 of 65
WHAT’S YOUR FAV?
OVERVIEW
By asking yourself and other students, find out what is the favorite type of ride.
MATERIALS
Pencil
Graph
DIRECTIONS/ACTIVITY
1. In the questionnaire below, circle the responses that best describe you.
2. Collect data from the entire class and put it into the bar graph on the next page.
A
I like all roller coasters
B
I like some roller
coasters
C
I don’t like roller coasters
2
I like to get drenched on
water rides
I like to get a little wet
on water rides
I don’t like water rides
3
I like rides that spin
around in circles
I like to spin a little on
rides
I don’t like to go in circles
on rides
4
I like rides that lift you off
the ground
I like to be a little off
the ground
I don’t like rides that
leave the ground
1
EXTENSIONS/ENRICHMENT
1. Which rides to students like the most?
2. Use a calculator to determine the percentages of what rides students like.
FAVORITE RIDE BAR GRAPH
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
A
B
1
C
A
B
2
C
A
Page 32 of 65
B
3
C
A
B
4
C
ENERGIZED!
OVERVIEW
The Law of Conservation of Energy states that the total amount of energy in a system remains constant,
although energy transforms from one form to another (often as potential to kinetic energy and visa versa).
Potential energy is stored energy, or energy of position, because the energy stored depends on the position
of the object. Many times, this is in the form of Gravitational Potential energy because of an object’s
position above the ground. Kinetic energy is the energy of motion. A skier at the top of a slope has stored
energy, or gravitational potential energy. When the skier leaves the top, the potential energy is transformed
into kinetic energy. Mechanical work is the process of using of fuel-powered machines to add energy to a
system (often to give something gravitational potential energy in raising it to a new height). All of these
types of energy combine to create the thrill rides at Frontier City.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1. Compare the rides on the worksheet that use energy transformation to complete the ride. These
include the Silver Bullet, Wildcat, Diamondback, Steel Lasso, Eruption and Hangman rides.
Record your data on the worksheet.
2. What effect does the transformation of energy have on the sensation of the ride? For example,
what is the feeling you have as gravitational potential energy is transformed to kinetic energy on a
roller coaster ride?
3. When in a roller coaster ride do you feel the greatest effects of this transformation?
4. Using the table on the next page, label the energy transfers (mechanical work, kinetic, and
gravitational potential energy). Use the picture below if it helps!
Page 33 of 65
ENERGIZED WORKSHEET
RIDE
MAX POTENTIAL
ENERGY
MAX KINETIC
ENERGY
Page 34 of 65
USE OF
MECHANICAL
ENERGY
OVERVIEW
LOOP THE LOOP
A loop is any roughly circular or oval pattern or path that closes or nearly closes on itself. Several rides at
Frontier City use a loop to create a thrill ride. Several principles of physics make such rides possible. Inertia
is a physical property that keeps moving things moving or keeps motionless things still, unless an outside
force acts on them. (When a bus driver slams on the brakes, the bus slows rapidly but your body keeps
moving until the seat in front of you stops you – that’s inertia!) A centripetal force is the label we give to real
forces that cause an object to turn in a circular path. (When you speed around a corner, inertia sends you
and the car in a straight line but a centripetal force such as friction on the car tires pushes the car towards
the center of the curve. Your body’s inertia forward while the car stays in the curve gives the impression of
your body being “pushed” against the door but no force is present to do that – it’s inertia!) The loops and
curves on roller coasters and other looping rides put these factors to use.
At the top of a loop when you are upside down and inside the circle, your weight, which always acts
downward, will try to pull you out of the seat. But because you are moving so fast around the circle and
your body wants to go in a straight line, you will feel the sensation of being “pushed” away from the center
of the circle. That sensation is not a true force but is simply inertia. That sensation outwards at the top of
the loop works opposite of your weight down and so you feel “weightless” even though you still have
weight. At the bottom of the circle, you again feel “pushed away” from the center of the circle but this time,
it’s in the same direction as your weight.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
5.
6.
7.
8.
Select one of the following rides: Silver Bullet or Diamondback.
Observe the ride
Predict where you will: a.) feel “weightless”; b.) feel the heaviest.
Ride the ride.
Were your predictions correct? ______ Answer the following questions.
Where in the ride did you feel “weightless”? Explain why.
Where in the ride did you feel the heaviest? Explain why.
A centripetal force is any real force that acts towards the center of a circle or curve. What two real
forces are pushing on your body at the top of the loop to keep you from flying outwards? Hint: one
has to do with gravity and the other has to do with something pushing your “bottom”.
9. At the bottom of the loop, only one of those two forces in the previous question is acting towards
the center of the circle. Which is it?
10. Identify at least one place where you see a transformation of energy. Identify the types of energy
in the transformation.
EXTENSIONS/ENRICHMENT
Diagram the path of the ride. Label where you see energy transfers and centripetal force and where you
feel “weightless”.
Page 35 of 65
SPINNING WHEELS
OVERVIEW
Some of the rides at Frontier City have one or more circular routes. The diameter of the circle, the
number of circles, and the speed of the ride all contribute to unique ride experiences. Real forces such
as the seat pushing on you act as a centripetal force to keep you from flying outwards which is what
inertia is trying to do.
MATERIALS
Paper
Pencil
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
5.
6.
7.
8.
9.
Select three rides that travel in a circle.
Compare and contrast the rides by filling in the data table.
Count how many circles are involved in the ride.
Identify where centripetal force (if any) is used and how.
Using the numbers 1 through 3 and with the number 1 being the fastest circle, rate the three rides
from fastest to slowest.
Diagram the path you take as you ride the ride.
What would happen if the car you were riding in came loose? Diagram the path that car would
take. Remember that inertia wants to keep you going in a straight line.
Does the location where you sit in the rides have an effect on what you feel during your ride?
Explain for each ride.
Which ride would you least like to ride in a car with a 350 pound gorilla?
EXTENSIONS/ENRICHMENT
1. How could the rides be applied to everyday uses? Does the idea of a Ferris wheel relate to
anything you know? Find other rides that correspond to something in your daily life?
2. Calculate the actual speed of each circular ride.
Page 36 of 65
SPINNING WHEELS
DATA TABLE
RIDE
# OF CIRCLES
USE OF CENTRIPETAL
FORCE TO KEEP YOU
FROM FLYING OUT
Page 37 of 65
RANK THE SPEED
1-3
PACING THE PATH
OVERVIEW
One definition of a circle is a cycle, a period, or a complete or recurring series usually ending as it begins.
The paths throughout Frontier City all circle back to the entrance to the park. You can estimate the length of
the paths by using your pace.
MATERIALS
Paper
Pencil
Chalk to Mark on Pavement
Map of Frontier City
Meter Stick
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Mark a starting point.
Measure ten meters.
Mark an ending point.
Using a natural stride, pace off the ten meters three separate times.
Total the number of steps.
Find the average of the three times. (average = total number of steps divided by 3). This is “your
pace” for every 10 meters.
Use your pace to measure distances and complete the following formula:
“your pace” = number of steps
10m
number of meters
Start at the entrance to Frontier City.
As you enter, turn right and proceed to the Carousel ride.
Keep count of your normal paced steps.
Using the ratio above, determine the distance in meters to the carousel.
This is an estimated figure. How can you check your answer?
Retrace your steps and figure again.
Keep a log for the day of how far you travel while visiting Frontier City.
Page 38 of 65
INANIMATE ANIMATION
OVERVIEW
Personification means to instill inanimate objects with human qualities. This literary device allows a person
to view objects from a different perspective. Personifying the rides at Frontier City is a way to see the
theme park and its activities from a different point of view.
MATERIALS
Paper
Pencil
Art Supplies (optional)
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
Select a ride that travels in a circle or makes a loop.
Observe the ride. Go on the ride if you can.
Pretend you are the ride. Take on the characteristics of the ride.
Observe what goes on around and during the ride. Note the noises of the people and the actions
that are occurring.
5. Write the story about “One Day in My Life as a Ride.”
6. Look for patterns in the way passengers on the ride react, how the ride operates etc. Include these
in your story.
7. Be sure to write in the first person (I, we, etc.).
EXTENSIONS/ENRICHMENT
1. Draw a picture of your ride. Give it some personality. (Where are the rides “eyes,” etc.).
2. Select a ride you think is most like you. Explain the traits you share.
3. Have the class read your story and guess what ride you have described.
Page 39 of 65
MAY I HELP YOU?
OVERVIEW
Whether working directly with the public or behind the scenes, the employees play an important part in
making every guest’s visit to Frontier City memorable. The staff is offered the best training, communication,
and support. Spend some time observing the staff in action. This could be you someday.
MATERIALS
Paper
Pencil
Employee Interview Questions (optional)
DIRECTIONS/ACTIVITY
1. Observe an employee performing his or her duties.
2. Make a list of skills the employee needs to do the task successfully.
3. What skills taught in school would assist this employee?
4. Does the employee repeat any tasks? Do you see a pattern?
5. Write a job description for this particular job. Include your observations.
EXTENSIONS/ENRICHMENT
1. Compare and contrast this task with other jobs performed at Frontier City.
2. Design a flyer to be given out at high schools for prospective employees at Frontier City. Include
the attributes you observed.
Page 40 of 65
AT THE POLLS
OVERVIEW
An opinion poll is a count of the opinions of people (i.e., how people think or feel about something).
Collecting opinions through a poll is an effective way to see patterns in the way people think or feel about
the rides or events at Frontier City. Businesses use these types of polls periodically to assess the
effectiveness of their operations.
MATERIALS
Poll Prepared Before Arrival
DIRECTIONS/ACTIVITY
1. Before taking a field trip to Frontier City, decide upon a topic you would like to use for data
collection (examples include: favorite ride, number of times one ride ridden during a trip to Frontier
City, favorite food at Frontier City, number of visits to Frontier City during the season, etc.).
2. Create a simple poll collection sheet.
3. Keep your survey to one or two questions.
4. At Frontier City, find an appropriate place to collect your data.
5. Sample at least 20 people.
6. Write a conclusion to your findings. How can information be of help to Frontier City? Would your
survey results differ if you were polling elementary students? Adults?
EXTENSIONS/ENRICHMENT
1. Do the same survey at school. How do your results differ?
2. Graph your data with a bar graph.
Page 41 of 65
YOU SEE WHAT YOU EAT
OVERVIEW
Notice the signs hanging in front of the various eating establishments. They all clearly indicate what kind of
food is served there with words and pictures.
MATERIALS
9” by 12” Manila Paper
Colored Pencil
Notebook Paper
DIRECTIONS/ACTIVITY
1. Write a description and draw sketches of at least three signs in the park. What is the sign
advertising? Is there a constant theme among all the signs?
2. A new restaurant is coming to the park. It is going to serve hot dogs. Working in groups of two or
three, develop a name for the new restaurant. Next, develop a drawing of the design to be used for
the new sign.
3. Present your ideas to the other groups and then decide which one would best represent the new
restaurant.
EXTENSIONS/ENRICHMENT
1. Do some research on careers in advertising. Find out what kind of jobs are available in this field.
Do these people work independently or as part of a team?
2. Break students into groups and have them develop an advertising campaign for Frontier City. This
should include television and radio ads to be aired the following summer, as well as brochures.
Page 42 of 65
YOUR POINT OF REFERENCE
OVERVIEW
The Angle from which you see something is your point of reference. The shapes and forms you see change
as your pint of reference changes.
MATERIALS
Notebook Paper
Pencil
Sketch Paper
DIRECTIONS/ACTIVITY
1. While riding the Grand Centennial Wheel, make three different sketches from your different points
of reference: one from the top of the wheel, one from the middle area, and one from the bottom of
the ride.
2. Identify all of the geometric shapes that you can find on the Grand Centennial Wheel. Describe
how these shapes change as your point of reference changes.
3. Look at the colors on objects as your point of reference changes. Do the colors change in intensity
as your position changes? If so, describe the changes.
EXTENSIONS/ENRICHMENT
1. Back in the classroom, have students discuss how their point of reference changed and how the
park looked to them as they rode the ride.
2. Have them identify when things appeared to get smaller and when things appeared to get larger.
3. Students should then select one of their sketches to enlarge on 18” by 24” paper and develop as a
painting
Page 43 of 65
CLOUDS IN THE SKY
OVERVIEW
Clouds in the sky can tell you many things, like which way the wind is blowing, and if there is a storm
brewing. Answer the questions below based on the clouds in the sky.
MATERIALS
Pencil and paper
DIRECTIONS/ACTIVITY
1.
2.
3.
4.
Look up in the sky. Are there any clouds? What kind are they?
Are the clouds moving? Which direction? Is the wind blowing the same way?
Based on the information below and the clouds in the sky, what kind of weather will we have?
How do clouds play a role in the temperature of the earth?
A) Cirrus – They are ice clouds that look like feathers or streamers. They are always up high where the temperature
is below freezing. Wind currents twist the ice crystals into wispy strands. A lot of these can signal stormy weather in
the future.
B) Cumulus – Look like several big puffs or cotton balls. Usually occur in fair weather, but could turn into a
cumulonimbus, which is a serious storm cloud.
C) Cumulonimbus – Also known as a wall cloud, it is a very tall, dense cloud. It has a flat bottom that can be
several miles wide. When this cloud is present, take cover as it produces heavy rain, lightning and sometimes hail.
D) Altocumulus – Look like sheets of fluff. Made up of liquid water, but hardly make rain. They show
unstable weather conditions, and can sometimes lead to storm clouds.
MATCH THE PICTURES WITH THE DESCRIPTIONS ABOVE.
Photos Courtesy of spaceplace.nasa.gov
Page 44 of 65
HIGH
SCHOOL
Page 45 of 65
BUS RIDE
OVERVIEW
Calculate average acceleration and speed from observation of the speedometer.
MATERIALS
Pencil and Paper
Calculator
Stopwatch
DIRECTIONS/ACTIVITY
Using a stopwatch, find the amount of time necessary for the bus to accelerate from 35 mph to 55 mph.
You may need to have the bus driver call out these events – follow bus safety rules at all times. From this
data, you should be able to calculate the average acceleration in that time interval.
Observe the mileage on the odometer when the trip starts and when the bus stops at Frontier City. Time
the trip from the school to Frontier City. From observed data, calculate the average speed for your bus
during the entire trip.
EXTENSIONS/ENRICHMENT
1. How do your average acceleration and speed compare with those of other buses?
2. Why would your results be different?
3. Convert all measurements to metric units.
Page 46 of 65
WANNA BE POPULAR?
OVERVIEW
In this activity, students will use their communication skills to express their view of the rides in Frontier City.
The student’s opinions will be used to determine which of the rides is the most popular and the percentage
of students who like each ride. Each student should have some prior knowledge of the methods for
calculating percentages and graphing.
MATERIALS
Scientific Calculator
Two Sheets of Graph Paper
Student Worksheets
DIRECTIONS/ACTIVITY
1. Ride ten rides, recording each ride and your likes and dislikes.
2. After completing the worksheet, indicate which ride you felt was the most popular ride.
3. As a class, list all of the available rides, count how many chose each ride as the most popular, and
complete the chart on the student worksheet titled Ride Results.
4. Using the count for each ride and the total number of people who completed the survey, calculate
each ride’s percentage and complete the chart on the student worksheet. Designate which ride
was the most popular at Frontier City.
5. Using the graph paper, graph the results (a graph for the count and a graph for the percentage).
Page 47 of 65
LIKES AND DISLIKES
RIDE
LIKES
Page 48 of 65
DISLIKES
RIDE RESULTS
Rides
Most Popular (No.)
Most Popular (%)
Number in Class
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Which ride did the class find to be the most popular? __________________________________
Page 49 of 65
PARALLEL, PERPENDICULAR, OR
INTERSECTING?
OVERVIEW
After drawing a rough sketch of each ride chosen, students will identify where they find a representation of
parallel, perpendicular, or intersecting lines and/or planes and also write a brief description of where they
see this representation on the ride.
MATERIALS
Pencil
Student Worksheets
DIRECTIONS/ACTIVITY
1. After riding at least four rides, draw a rough sketch of each ride on the student worksheet.
2. On the rough sketch, indicate where there is a representation of the following: parallel,
perpendicular or intersecting lines, planes or both.
3. After indicating the representations on the rough sketches, write a brief description on the back of
the student worksheet.
EXTENSIONS/ENRICHMENT
1. As a class, examine the different things that each student saw from observing and riding each ride.
2. As a class, count the number of different representations found for parallel, perpendicular, or
intersecting lines and/or planes.
Page 50 of 65
RIDE:
ROUGH SKETCH:
RIDE:
ROUGH SKETCH
Page 51 of 65
WHAT ARE THE COSTS?
OVERVIEW
Students will use their descriptions of their day at the park to calculate the total cost of a day at Frontier City
for one person, the least amount of money spent by one person, and the most amount of money spent by
one person.
MATERIALS
Scientific Calculator
Small Notebook
Student Worksheets
DIRECTIONS/ACTIVITY
1. In a notebook, write down what you did for the day, what was purchased throughout the day
(include the particular item purchased and how much it cost), and your general feelings about the
day. The information in the notebook will be used to write a full description of your day at Frontier
City.
2. On the student worksheet titled Cost of One Day, use the information from the notebook about
money spent to complete the chart.
3. Using the information on this chart and a calculator, complete the chart by calculating the cost for
buying each item and the total cost for the day.
4. Examine what each student spent on their day at Frontier City. On the student worksheet titled
Class Cost at Frontier City, each student should answer the questions based on the class
discussion.
Here are the common Outdoor Classroom prices:
Parking:
$8
Admission:
$14.50 +tax
Meal Deal from Catering:
$7.50 +tax
Tax rate:
8.375%
Page 52 of 65
WHAT ARE THE COSTS WORKSHEET
Item Purchased
Price
Quantity
Total Cost
Total cost for one day: ____________________
1. How did your cost for one day compare with the costs for other students in your class?
2. What was the smallest cost for one person in one day?
3. What was the largest cost for one person in one day?
4. When you made purchases did you shop around for the best price or did you just buy at the first place
you came to?
5. Are there differences in pricing or will you pay the same throughout the park?
Page 53 of 65
RIDES
Page 54 of 65
PRAIRIE SCHOONER
OVERVIEW
What does it feel like to ride a pendulum? On Frontier City’s Prairie Schooner, you have a chance to find
out!
MATERIALS
Paper
Pencil
Stopwatch
DIRECTIONS/ACTIVITY
The length of the Prairie Schooner pendulum is 12.4 meters. Once the ride gets going and you are no
longer angling further out (the middle of the ride), count the number of oscillations and measure the time for
those oscillations.
1. From your data, calculate the frequency of the pendulum.
2. Calculate the period of the pendulum.
3. Calculate the value of gravity based upon the period of the pendulum.
4. Using percent error, compare your results from step 3 above to the accepted value of gravity (9.8
m/sec2).
EXTENSIONS/ENRICHMENT
1. How would you change the shape, color, size etc. of the Prairie Schooner to draw more guests to
the ride? Explain why your ideas would work?
2. Is the ship a true example of a pendulum? Why or why not?
3. Explain how conservation of energy applies to the Prairie Schooner ride.
Page 55 of 65
THE SILVER BULLET
The Silver Bullet was the first looping roller coaster at Frontier City. The ride was originally designed to be a
movable for use in carnivals. If you take the time to look at the entire ride before you go on it, you will notice
several large pits of water. These pits provide the ballast for this ride – in other words, the weight of the
water is what keeps the ride on the ground when there is a lot of vertical force applied to the track.
OBSERVATIONS AND MEASUREMENTS
1. While riding the Silver Bullet, where did you feel the heaviest?
2. While riding the Silver Bullet, where did you feel the lightest?
3. Where is the highest point on the ride?
4. How do the cars get to the highest point on the track?
QUESTIONS AND CALCULATIONS
1. Why would the initial hill have to be the highest point on the ride?
2. What does that tell you about how roller coasters in work general?
3. Since we know the total length of the track and we can measure the time that it takes the cars to
complete one circuit, what is the average speed of the cars on this ride?
4. If the brakes are not applied to the cars as they come back through the loading area and the cars are
allowed to go right on through and exit this area at the speed they have when they entered it, would the
cars have enough energy to get back up to the top of the first hill? Explain your answer.
5. If this was a perfect closed system and there was no loss of energy from friction and air resistance,
how would you have answered question 4? Explain your answer.
6. Why do you think Frontier City uses a clothoid loop instead of a circular loop with a constant radius on
its roller coasters?
Clothoid
Loop
Page 56 of 65
DODGE-UM BUMPER CARS
Bumper cars are one of the few rides where the riders are in control of the vehicle. Because of this, bumper
cars are a favorite among those of us who may not be comfortable with looping roller coasters or giant
Ferris Wheels.
Watch or ride the bumper cars for a little while and then answer the following questions.
1. What type of safety equipment is provided with the bumper cars?
2. How is electrical energy supplied to the bumper cars? Since electrical energy flows in a circuit,
what would a drawing of the complete circuit for the bumper cars look like?
3. What types of collisions did you observe? Describe them using the front, rear, and sides of the
bumper cars as reference points.
4. Pick two different types of collisions and draw diagrams showing what happened to the cars
involved in these collisions. Use vectors in you diagrams.
5. Using the same two collisions that you drew above, draw diagrams showing what happened to the
passengers of the bumper cars. How did they move in relation to the car they were riding in?
6. If an unloaded bumper car has a mass of 170.54 kg and is moving at a velocity of 1.79 m/s, how
much kinetic energy does it have?
7. State the Law of Conservation of Momentum.
8. Is momentum always conserved in a collision? Explain your answer.
Page 57 of 65
GRAND CENTENIAL FERRIS WHEEL
1. Select a person to time the ride for 1 or 2 CONTINUOUS revolutions. Record the time.
2. Obtain the diameter of the Ferris Wheel from the information page. Determine the circumference.
3. Multiply the circumference by the number of revolutions you timed. Record the distance.
4. Calculate the average speed of the Ferris Wheel.
EXPERIMENT #1
Close your eyes and keep them closed for what you feel are two rotations. Notice your position from the
ground just before closing and right after opening your eyes.
1. After opening your eyes, how close were you to your original position? Why is this?
2. How did you know when you were moving up or down since you could not see?
EXPERIMENT #2
Next, with your eyes closed, sit on your hands palms down for two rotations. Note your position before
closing and after opening your eyes.
1. At what point did you sense the most weight on your hands?
The least weight?
Why?
2. At what point, if any, did you get stomach butterflies?
How does this relate to the effect of gravity on the food/drink in your stomach?
3. What is acrophobia?
Page 58 of 65
MYSTERY RIVER LOG FLUME
BEFORE THE RIDE…
1. Notice the shape of the very front of a log, not very aerodynamic. Why?
2. Four people may ride in each log. If the most weight it can carry is 950 lbs, what is the average
weight per person at this maximum?
3. If there is a lot of mass up front, is the splash larger or smaller? Why?
4. Does the distribution of mass influence the duration of the splash? How?
5. Where on the ride do the riders lunge forward? Why?
DURING THE RIDE…
1. Does the log move through the water or does the water move with the log?
2. Where do you feel you are moving the fastest? Why?
3. Where do you feel you are moving the slowest? Why?
4. In some areas your log slows down rapidly. What happens to the water here?
5. Does the water move uphill when the log goes uphill? Is there water at the high areas of the ride?
Page 59 of 65
VELOCITY
1. Select someone to time the ride from the moment the boat leaves the loading station until you stop
completely at the unloading station. Record the time.
2. Obtain the length of the log flume. Record the distance.
3. Calculate the average speed.
4. Obtain the maximum height of the hill. Record the height.
5. Obtain the value for gravity. Calculate the maximum velocity in meters.
POWER
1. Select someone to time the ride from the bottom to the top of the highest hill. Record the time.
2. Obtain the maximum height of the hill. Record the height.
3. Obtain the mass of the boat. Record the mass.
4. Obtain the value for gravity. Calculate the power it takes to lift the boat to the top of the hill.
Page 60 of 65
THE DIAMONDBACK
One of the most unique roller coasters at Frontier City is the Diamondback. Unlike most coasters, it starts
high up in the air. The riders get “shot out” from the starting point, go down a steep drop, through a four
story loop, up an incline and finally, are slowed down to a complete stop, only to go through the whole thing
backwards!
Since the loop on the Diamondback is very similar to the one found on the Silver Bullet, the data regarding
G forces should be similar. While the Silver Bullet is a one-way ride, the Diamondback is a two-way
experience. Keep these facts in mind as you answer the following questions.
You will probably need to ride the Diamondback several times to answer these questions. The other option
would be to compare experiences with other students who have ridden this ride. You will need to compare
the experiences of those who rode in the front, the approximate middle, and at the end of the train.
1. What type of loop is used on this ride?
2. Describe the physical feelings you experienced on that ride – where did you sit, what you felt on the first drop,
what your speed was as you went through the loop, and what it was like to go through the ride backwards.
3. How is this the same or different from other roller coasters you have ridden?
4. Did your rides forward and backward feel the same or different? Explain.
5. Where do you need to sit to feel the most lift, or the least amount of gravity, on the first drop? Explain.
6. Does the initial height affect the way that the cars are accelerated? How?
7. Calculate the mass of a rider who has an initial mass of 100 kg as he/she encounters the G-forces entering the
loop.
Page 61 of 65
USEFUL DEFINITIONS
ACCELERATION – The rate at which velocity changes. Usually we try to explain how fast this change has
occurred. The units of acceleration are meters per second squared (m/s2).
AIR RESISTANCE – The force of air pushing against an object, also known as drag.
CENTRIPETAL FORCE – An apparent push or pull which keeps an object moving in a curved path. The centripetal
force is not a real force – it is simply a label we apply to real forces such as friction, weight (at the top of the loop),
the push of a seat, etc. The direction of the force is always toward the center of the circle formed by the object’s
path.
FORCE – In its simplest terms a force is a push or a pull.
FRICTION – A resistance to motion due to two surfaces in contact with each other. Two objects in contact will push
or pull on each other when any type of movement takes place. Air resistance is one type of friction.
GRAVITATIONAL POTENTIAL ENERGY – The energy an object possesses by virtue of being above some other
level. As an object falls, it picks up kinetic energy as gravitational potential energy is transformed into kinetic
energy. The farther the object falls, the more energy it picks up. The only way for the object to get gravitational
potential energy in the first place is to be raised, or lifted, to some height above the surface of the Earth. This height
gives the object a potential energy.
GRAVITY – The attraction between two bodies of matter. The strength of this attraction is based on the masses of
the two bodies and their proximity to one another. An object’s weight is an expression of gravity acting between
that object and the Earth. Gravity on the Earth is a value equal to 9.8 m/s2.
INERTIA – The tendency of an object, if it is at rest, to remain at rest or; if it is in motion, to remain in motion at a
constant velocity.
KINETIC ENERGY – The energy an object has because of its motion. The faster you go, the more kinetic energy
you have. Some rides, like roller coasters, convert gravitational potential energy into kinetic energy. The total of
gravitational potential energy and kinetic energy for these rides remains equal, except for the energy lost to friction
and air resistance.
MASS – The amount of matter an object has. According to Newton’s Second Law of Motion, the more mass an
object has the more force is required to accelerate that object.
VELOCITY – How fast an object is moving in a specific direction.
Page 62 of 65
USEFUL FORMULAS
Circular Movement:
C = πd = 2πr
v = C/t = 2πr/t
C = circumference d = diameter r = radius
Linear Movement:
v = Δd/Δt
a = Δv/Δt
v = velocity d = distance t = time
v = velocity
t = time
a = acceleration
Gravity:
At the surface of the earth: g = 9.75 m/s2
If acceleration is constant:
vf = vo + at
d = vot + at2/2
vf = final velocity vo = original velocity
(32 ft/s2)
a = acceleration
If starting velocity is 0:
d = at2/2
a = acceleration
Force (newtons - n):
F=m*a
m = mass
Work (joules – j):
W=F*d
f = force
d = distance
Power (watts – w):
Pw = mgh / t
t = time
m = mass (kg)
t = time
t = time
d = distance
d = distance
a = acceleration
g = gravity (m/s2) h = height (meters)
Power (Hp):
Php = Pw / 746
Kinetic Energy:
KE = ½ mv2
m = mass
Maximum Velocity
v = √2gh
g = acceleration due to gravity
v = velocity
Page 63 of 65
h = vertical distance fallen
RIDE DATA
Vertical Drop (A)
SILVER BULLET
70 ft.
WILDCAT
DIAMONDBACK
65 ft.
65 ft.
Metric
Weight of cars
21.34 m
4000 lb.
19.81 m
3500 lb.
19.81 m
3500 lb.
Mass of cars
1818.18 kg
1590.91 kg
1590.91 kg
Length of train
35 ft.
40 ft.
500 ft.
Metric
Length of ride
10.67 m
1875 ft.
12.19 m
2475 ft.
10.67 m
500 ft.
571.50 m
3 mph (speed at point 1)
754.38
5 mph
152.40 m
20 mph
Metric
Speed entering initial
drop
4.8 km/h
Metric
8.05 km/h
32.2 km/h
The vertical drop (A) is the distance from the highest point of the coaster straight down to the ground. The
speed at point 1 (the speed entering the initial drop) is the speed provided by the chain drive on the Silver
Bullet and the Wildcat. On the Diamondback, it is the speed provided by the catapult system. See figures 1
and 2 for clarification.
Silver Bullet
Height of loop
G forces
Entering the loop
64 ft.
47.7 G’s, front car
31 G’s, rear car
Top of the loop .6 G’s
Exiting the loop 2.9 G’s, front car
G’s, rear car
Diamondback
G forces
Entering the loop
Exiting the loop
4.2 G’s, front car
4.2 G’s, rear car
Dodge-Ums Bumper Cars
Weight of car
Maximum Speed
375 lb. (170.54 kg)
4 mph
Page 64 of 65
Prairie Schooner
Length of center support
Length of boat
Maximum swing angle
Maximum g forces
Minimum g forces
25 ft. (7.62 m)
46 ft. (14.02 m)
175 degrees
1.4
.4
Carousel
Inside radius
Outside radius
7.5 ft. (2.29 m)
15 ft. (4.57 m)
Ferris Wheel
Revolutions per minute
Diameter
Number people per car
Number of cars
Weight of cars
2.5
90 ft. (27.43 m)
6
20
250 lb. (113.64 kg)
Log Ride
Weight of logs
Length of logs
Distance up on pulley
Length of drop
300 lb. (136 kg)
9 ft. (2.74 m)
45 ft. (13.72 m)
55 ft. (16.76 m)
Renegade Rapids
Rate of water flow (pumps)
Length of ride
Weight of boats
Size of boat
60,000 gallons/hr.
1,200 ft. (365.76 m)
500 lb. (227.27 kg)
8 ft. diameter (2.44 m)
Sidewinder
Maximum speed
Length of center arm
Revolutions per minute
Length of gondola arm
Revolutions per minute
25 mph
14.37 ft.
11.4
11.16 ft.
27
Page 65 of 65