SeaWorld Parks & Entertainment Teacher Training Pack (in conjunction with Mad Science) This pack includes activities for you to complete with your class after visiting The SeaWorld Parks & Entertainment Thrillology Workshop at the Big Bang Fair, Birmingham. This pack reinforces the concepts and terms presented at the event. It also contains book titles, suggested resources and extension activities for a variety of subject areas related to the topic. Included in this pack are several fun, easy and educational activities that will allow your class to continue learning about the science behind the world’s leading rollercoasters, developed by SeaWorld Parks & Entertainment. These experiments will also help your students to become familiar with the concepts of observation, hypothesis, experimentation and the scientific method.

Simple Energy Experiments

The Bounce Challenge

Experiment with different types of balls to learn more about the power of energy

Materials Metre ruler

Masking tape or chalk

Variety of balls: squash ball, tennis ball, rubber ball, steel ball or golf ball etc.

Squares of carpet

Procedure

1. Select two different types of balls and hold them up so the class can see them clearly. Ask the students to discuss which of the two balls they think will bounce higher; you may even want to record their ideas on the board. Explain that these are their hypotheses, or best guesses, and that you are going to conduct an experiment to see if they are correct.

2. Take the metre ruler and place it against a wall so that you can determine which of the balls bounced higher. 3. Remind the students to observe, or watch carefully, as you release the balls. 4. Release the two balls and have the students share their observations with the group. You may even ask them to record their observations in their

notebooks. 5. Repeat steps 1 - 4 with different balls to determine which bounces the highest, lowest, etc. 6. Ask the students if they think there will be any difference if the balls are bounced on carpet or different flooring. Explain that these are their

hypotheses, or best guesses, and that you are going to conduct an experiment to see if they are correct. 7. Place a piece of carpet on the floor beside the meter ruler, select two balls that are the same and bounce them on the floor. 8. Ask the students to share their observations with the group.

Explanation Energy is something that can’t be created or destroyed and it’s everywhere around us. An object always has a certain amount of energy, but we need to know exactly which kind of energy it has. There are many different kinds of energy. The main ones are potential energy (stored) and kinetic energy (moving). When the ball was held in the air before it was released, it wasn’t moving, therefore it had no kinetic energy. Instead we know that it has potential energy because if the ball is released, we know that it will fall. After the ball is released, all the potential energy gets changed to kinetic energy, and we know this

because the ball drops really fast. Another factor contributing to the ball dropping is the Earth’s gravitational pull. Earth’s gravity is what keeps you on the ground and causes objects to fall, which in this case can be seen when the balls are released and drop to the floor. These scientific theories are also applied to the rides at SeaWorld Parks, for example Falcon’s Fury at Busch Gardens. Falcon’s Fury is a drop tower which lifts riders 335 feet in the air (potential energy), once the riders have reached the top, their carriage is then released and plunges straight down at 60mph. Kinetic energy and gravity combined make the riders descend so quickly. The materials and design of the balls also contribute to how high the ball bounces after it falls. If for example, you compare a tennis ball and a golf ball, and drop them both from the same height, the tennis ball will always bounce higher than the golf ball. This is due to the different mass of the balls. If the ball is heavier, it will have more mass, therefore this will affect the speed that the ball will fall to the floor (kinetic energy) and therefore will inevitably reach a lower height once it has hit the floor and bounced up again.

Swinging Buckets

Demonstrate centripetal force

Materials One bucket or several if you wish each student to perform the experiment

Several balls, confetti or water

Note If using water, the children or flooring may get wet when the bucket is tipped upside down

Procedure

1. Fill the bucket with your object of choice

2. Ask the students to discuss what happens to the object(s) inside the bucket when the bucket is tipped upside down. Explain that these are their hypotheses, or best guesses, and that you are going to conduct an experiment to see if they are correct.

3. Tip the bucket upside down and ask the students to observe what happens to the object(s).

4. Now ask the students to discuss what happens to the object(s) inside the bucket when you/they spin the bucket around very fast. Explain that these are their hypotheses, or best guesses, and that you are going to conduct an experiment to see if they are correct.

5. Ask the students to share their observations with the group

Explanation When you or the student tips the bucket upside down, the objects fall to the ground due to the gravitational pull towards the earth. Earth’s gravity is what

keeps you on the ground and causes objects to fall, which in this case can be seen when the objects fall from the bucket. However, when you or the students

spin the bucket around quickly, you will notice the object does not fall out but instead is pushed to the side of the bucket. This is known as centripetal force.

Newtons Law of Motion states that a moving object would like to continue in a straight line at its current speed, however when the object hits a loop, this

energy is transferred in to centripetal force, which pushes the object in to the circle and in this case to the edge of the bucket.

This is the same principal used when rollercoasters go round loop the loops. When a rollercoaster car is released and starts traveling around the track (kinetic

energy), the rollercoaster car builds up a certain amount of speed, therefore when the rollercoaster car goes around a loop, centripetal force pushes the car

against the track, which means the car will continue around the loop.

Expanding Your Knowledge Marble Run

This activity will help students understand how different types of energy work together Materials

Empty cardboard egg box

Scissors

Tape

Marbles (all the same size; 5 would be ideal)

A bottle lid (For example, the lid from a bottle of coke)

Procedure

1. Steps 1 - 4 can be done either before the class begins or as a separate lesson with the students where they can construct their own ramps. Take a standard empty egg box and cut it into the following sections as illustrated above:

a. Cut across the box so that you have two sections, both with the empty egg pockets b. Cut the two “hinge” pieces off the lid of the box c. Cut two long pieces from the edges of the lid to make the track section

2. Stack the two empty egg pockets on top of each other 3. Put the first track section so that it is leaning on the stacked empty egg pockets shown in the diagram. 4. Use the hinge pieces from the lid as connectors for the track so that you can set up the track for your marbles. Tape the tracks so that they stay

together. 5. Set up a chain of five marbles along the bottom of the track. You need to make sure that they stay still and are next to each other. 6. Ask the class what they think will happen once you roll the first marble down the ramp. Explain that these are their hypotheses, or best guesses and

that you are going to try an experiment to see if they are correct. 7. Remind the students to observe, or watch carefully as you perform the experiment. Roll one marble down the ramp and have the class share their

observations with the group. 8. Ask the class what they think will happen if you roll two marbles down the ramp. Again review the scientific method – hypothesis, experiment and

observation. 9. Ask the students to experiment with different numbers of rolling marbles and marbles in the chain. You can also try to space the marbles in the chain

about an inch or 2.5 cm apart. Ask the students to tell you what happens when rolling marbles collide with the chain of marbles?

Empty egg pockets

Hinge pieces

Track Sections

Explanation Energy is very interesting as it can be changed from one form to another, but it cannot be destroyed. The total amount of energy that you have in a system always stays the same. Scientists call this idea, the Law of Conservation of Energy. The rolling marble is moving, so it has the energy of motion which is called kinetic energy. When the rolling marble hits the first marble in the chain, the last marble rolls away, this is because the moving marble’s energy is transferred through the chain of marbles. Two moving marbles will have twice as much energy as one marble, so they knock two marbles off the chain. A rollercoaster ride also demonstrates how different types of energy work together, especially potential energy and kinetic energy. When a rollercoaster car ascends, it is usually being pulled by a machine (this is when the potential energy is built up) then once the car reaches the highest point, the car is then released. The potential energy is transferred in to kinetic energy which contributes the car moving along the track, along with other factors such as gravity.

Runaway Cars

Use a toy car to learn more about how energy makes things move.

Materials The ramp created from the “Marble Run” experiment or a ramp/race track to be used with toy cars

Small toy car

Note: Perform this experiment as a demonstration. You can also make this experiment harder for older children, by putting different materials on the ramp to creative friction.

Procedure

1. Explain to the class that you are going to learn more about energy by conducting an experiment. 2. Set up the ramp. 3. Ask the students if they know how far the car will move once you release it from the top of the ramp. Explain that these are their hypotheses or best

guesses and that you are going to perform an experiment to see if they are correct. 4. Hold the car at the top of the ramp and remind the students to observe or watch carefully while you perform the experiment. 5. Release the car and have the students share their observations with the group. 6. Change the incline of the ramp and ask the students what they think will happen when you release the car.

7. For older children you can place different materials on to the ramp to demonstrate friction, such as pieces of carpet or sandpaper. Ask the students to discuss what will happen to the speed of the car when moving along the different pieces of material.

8. Explain that these are their hypotheses, or best guesses and that you are going to perform an experiment to see if they are correct. 9. Hold the car at the top of the ramp and remind the students to observe or watch carefully while you perform the experiment. 10. Release the car and ask the students to share their observations with the group.

Explanation

In science, the Law of Conservation of Energy says that energy can neither be created nor destroyed. Since we can’t create it, energy must change from one kind to another. When we lift the toy car to the top of the ramp, we give that car potential energy. Since the ramp is on a slope, we let it go and see it roll down as the potential energy has changed into kinetic energy. When we release the car from a higher level on the ramp, we can observe that the car will travel a farther distance along the floor. By raising the car to a higher level, we are giving it more potential energy, and therefore it has more energy that gets converted to kinetic energy causing it to travel fast. For the older children, where friction has been demonstrated, this shows how the car can be slowed down using different materials or elements. This experiment links to many of the rides at SeaWorld Orlando and Busch Gardens Tampa Bay, as rollercoaster cars, can be slowed down by using different materials based on friction. For example, Sheikra at Busch Gardens Tampa Bay, uses water to slow the rollercoaster car down at the end of the ride. The track at the end of the ride is partially submerged in water, which slows the car without getting the riders wet.

Task Extensions

Magnets (Ideal for KS1 & KS2)

These facts can be used for a quiz, Fact bingo, and/or spellings.

Maths

If you completed the “Marble Run” activity, the students can measure the distances that the marbles have travelled. A further suggestion would be to plot the distances on a graph.

Record the measurements from the “The Bounce Challenge” experiment and plot them on a graph.

Languages / English

Quiz the class on Magnets! This is ideal for KS1 and KS. Here are some facts which can be used - 1. Most of the magnets you see around you are man-made. Since they weren't originally magnetic, they lose their magnetic characteristics over time.

Dropping them, for example, weakens their magnetism, as does heating them, or hammering on them, etc. 2. Air-core magnets are created by a current flowing through a wire. That current produces the magnetic field. 3. Electromagnets are different because they have a ferromagnetic material (usually iron or steel) located inside of the coils of wire. The core isn't air,

it is something that aids in producing magnetic effects, so electromagnets are typically stronger than a comparable air-core magnet. 4. The Earth is a giant magnet. It’s magnetic field is like a bar magnet located at it’s centre. 5. Magnets are usually made from iron or steel, but aluminium, steel-iron, copper, nickel and cobalt can also be made into powerful magnets. 6. Many scientists believe that birds are able to find their way home by using the Earth's magnetic field to guide them on long distance flights. 7. Some vets use magnets to pick up pieces of wire or other metal from inside the stomachs of large farm animals. 8. Today, new trains use magnets to lift them off the ground so that they float. Floating reduces friction and allows the train to run more efficiently. 9. If you attach a bar magnet to a piece of wood and float it in a bowl of water, it will slowly turn and the magnet’s north pole will point towards

the Earth’s North Pole. 10. A compass has a tiny bar magnet in it and works the same way as a bar magnet in water, helping explorers find their way.

Discuss with the class how energy can be converted from one form to another – for example the energy that you put into a rubber band when you stretch it, and the energy it is converted in to when it is released. A further suggestion would be to ask the students to write a poem regarding the process.

Review the concepts of kinetic energy, the energy of motion, and have the students write advertisements all about the benefits of kinetic energy. For older children, you could ask them to focus on a particular rollercoaster at SeaWorld Parks and ask them to write a review on how this particular ride

works, highlighting the scientific theories behind each point. A further suggestion for advanced older children would be to write a covering letter applying to for the job of ‘Chief Rollercoaster Engineer at SeaWorld

Parks & Entertainment’, highlighting their knowledge of rollercoaster science and fictional work experience.

Art

Following the same method as the “Measuring Energy” experiment, you can ask the students to create art from science using a piece of plasticene and assorted sizes of marbles. Have them drop the marbles from different heights to see the different indentations that are made. Let the plasticene dry to create their own modern art piece.

This is a messy activity but a lot of fun and an excellent illustration of kinetic energy. Give each child a small block of wood, a plastic spoon and two elastic bands. Attach the handle of the spoon to the block of wood with the elastics to create a mini-catapult. To start, tape a piece of paper to the wall (preferably outside) and ensure that there is newspaper to cover the floor where the children are working. Place some thick finger paint in the spoons and ask the students to tap the spoon and release so that the paint flies on to the paper. They will create their own abstract masterpieces.

Social Studies

Ask students to research the different energy sources that exist. Challenge the students to prepare projects about the types of energy that have been used to power transportation machines (such as cars, trains planes)

throughout history. You may even want them to present the projects to the group and plot each invention on a class timeline.

Supporting reading materials Title: Energy: Simple Experiments for Young Scientists Author: Larry White Publisher: Millbrook Press Trade

ISBN#: 0761300880 Description: This book includes experiments that test sound, chemical, electrical, atomic, and mechanical energy. Title: Energy and Power Author: Rosie Harlow Publisher: Kingfisher Books ISBN#: 1856976092 Description: This book contains activities, experiments and general information on energy. It will help children to learn more about how energy works and the concepts behind it.

Key Vocabulary Conservation: The law of conservation of energy states that energy cannot be created or destroyed, it can only be changed from one form to another. Energy: Ability to do work. Hypothesis: Technically, a hypothesis is a tentative explanation that accounts for a set of facts and can be tested by further investigation; a theory. Put simply, it is a scientist’s “educated guess” and a student’s best guess. The scientists would then perform experiments to determine if the guess was correct. Kinetic energy: Energy of motion or of a moving object. Mass: How much matter an object contains. Matter: Anything that has mass and takes up space. Momentum: Strength of an object’s motion. That strength depends upon the object’s mass and speed. Nuclear energy: The result of a chain reaction of atoms splitting apart. Observation: The act of noting and recording something. Potential energy: Stored energy which can be converted or changed into kinetic energy. It is the stored energy that is available to do work.

Look at SeaWorld Orlando’s new ride Mako, which will be the tallest, longest and fastest rollercoaster in Orlando when it opens in Summer 2016. The ride measures 200ft high at its tallest points, travels at speeds up to 73mph and has almost a mile of steel track.

Tasks:

Mark on the sheet where the rollercoaster car has the most potential energy

Mark where this transfers into kinetic energy

Q: What would happen if the first drop tower is lower than the following peak? A: ______________________________________

Mad Science sparks imaginative learning with inquiry-based science for children. Ask us about other programs that meet regional curriculum requirements www.madscience.org/westmidlands © Written by Jasmine Hanlon. 2016 Mad Science.

SeaWorld Parks & Entertainment brings together so many thrilling elements of wonder. Individually these are the world-famous SeaWorld® Orlando, the tropical oasis Discovery Cove® Orlando, the unequalled splashiness of Aquatica, SeaWorld’s Waterpark® and the wild lands of Busch Gardens® Tampa Bay! © All references to SeaWorld Parks & Entertainment, Inc. All Rights Reserved 2016.