Ferris wheel model project directions-Ferris Wheel Physics

A Ferris wheel is an amusement ride consisting of a rotating upright wheel with multiple passenger-carrying components commonly referred to as passenger cars, cabins, tubs, capsules, gondolas , or pods attached to the rim in such a way that as the wheel turns, they are kept upright, usually by gravity. Some of the largest modern Ferris wheels have cars mounted on the outside of the rim, with electric motors to independently rotate each car to keep it upright. These wheels are sometimes referred to as observation wheels and their cars referred to as capsules. However, these alternative names are also used for wheels with conventional gravity-oriented cars. The current tallest Ferris wheel is the

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

Sign up below to receive insightful physics related bonus material. The next day I printed and shared the pictures the children and I had taken. September 22, Retrieved This is a selection of middle school science projects.

Su gore dorm. Step 2: Build First Layer of Wheel

Use the pattern formation of red then blue, red then blue, and so on. Then: Slide a tube through Sebastian stripper blue rod. They can then take this knowledge to create their own models. Check that the star's spikes are facing inward. Make sure to align the holes and sandwich the chipboard with the cardstock. Slide one of the wheels through the blue rod of the Ferris wheel model project directions mechanism. Make a rectangle measuring three rod lengths by two rod lengths. After sliding the wheel and holding it in place, slide in four tubes. Use the bigger dark grey connector and two green rods with the red projrct attached to the ends, put together in the same ways as the previous step's forms. See the image for direction on fixing the criss crossed piece.

A wheel is a circular component that is intended to rotate on an axial bearing.

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A wheel is a circular component that is intended to rotate on an axial bearing. In , following a staff-led review of different learning philosophies, the organization decided that a change was necessary to remain current with evidenced-based practice in the field of early childhood education and care.

One classroom at each center was chosen to be part of the pilot project for the philosophy change, and our room was chosen at Owl-St. Four registered early childhood educators in the room—Denise, Grazyna, Angela, and I—were involved in this project. A Conestoga College student and a volunteer participated occasionally. This project was a vastly different way of providing learning activities to children for us; three of us had worked in theme-based child care for many years. It was new for the children, too, but they quickly adjusted to the changes that began in our room in May We learned how to create teaching webs based on what and how the children wanted to learn.

We also made charts to remind ourselves what the children told us they knew and what they wanted to learn. About 60 children were involved in the Wheels Project.

Many were beginning readers, which helped them when answering questions or thinking of their questions about wheels. We wondered if the differences in age and interests in our classroom would hinder our project or enhance it. Our center is in a Catholic elementary school.

Some of the kindergarten children attended an after-school program down the hall. This made the end of the day an important time for the project; children and staff could share what they had discovered about wheels with their friends who had been in school all day! During this project, we learned a lot about giving children new materials and letting them try things they had never done before. Books, related materials, pictures, and documentation related to wheels began to fill our room and cubby area.

Near the end of , program staff began to discuss making our new project work part of the curriculum. During the summer of , I put some bungee cords and old toy shelf wheels into a basket in our room to see what might happen when we added these loose parts to our room see Figure 1. Many times during the next few weeks, children included these wheels and cords in their play. Their play was usually safe, but some incidents with the cords made us wonder how safe those were.

We persevered with reminders and redirection until finally they all seemed to understand. Parents also noticed the loose parts, and we reassured them that we closely monitored children when they played with them. We worked to create an environment where children knew the safety rules and could remind each other about them. As the children returned from their holiday break, we noticed that many were still playing with the old wheels. The focusing event happened one day when we noticed the children wearing bungee cords around their waists, pretending to be workers, for the entire day.

They used the cords to pull and move things as if they had wheels attached. I decided to attach wheels to the bottom of one of the many boxes in the room and let children pull it around by a cord.

I used large paper fasteners and packing tape to attach four of the shelf wheels to a large box. The children were curious about what I was doing, and a crowd began to form. I was afraid the wheels would break off, and, in fact, quite soon wheels began to come loose see Figure 2. The children wondered why the wheels were breaking and why the box would not stay attached to the wheels. They tried to ride in the boxes without wheels, which they discovered was much harder. Denise went to the public library to find nonfiction books on wheels, gears, axles, and pulleys.

The teachers also looked through book collections at home and at the center and placed selections on tables throughout the room. We posted pictures collected from our personal files and the Internet on the blackboard. One wintery day in January, I talked with a small group of kindergarteners and suggested taking the camera around the center looking for wheels they could photograph see Figure 3.

Toy cars and trucks were easy to find, but the children and I also discovered that the toy pirate ship had a steering wheel and the iron had a wheel dial for setting the temperature. Then the children started to look for wheels that were not vehicle wheels. Janice, the cook, had a pizza cutter with a wheel. The children found a wheel on the can opener; they knew it opened cans but could not figure out how it worked.

They noticed the computer mouse had a wheel, but they did not know what it did. I pointed out that the tape dispenser had a wheel; they saw it turn when we pulled a piece of tape off the roll. They were very involved in taking photos; we took about 75 pictures that day see Figures 4—7. I made a teacher web to identify what we thought these children could learn about wheels. We thought they would be interested in what wheels do, jobs that wheels do, what materials wheels could be made of, why there are different sizes of wheels, the history of the wheel, and what different kinds of wheels feel and look like.

The next day I printed and shared the pictures the children and I had taken. We wrote what they said on sticky notes and posted them on the blackboard Figure 8. One child knew that cars have wheels. Another said that wheels can hurt you if they go over you. Someone wanted to know how to make a wheel and another child asked what wheels are made of. They noticed pictures of pulleys and gears and wanted to know what those were.

After identifying parts of our teacher web that we could cover with the children, we decided we could make this a project. We also realized that this project might go in an entirely different direction. The children might show interest in something we had not thought of, so we went into it with open minds and no firm expectations, which was quite easy because it was our first project.

We began Phase 2 by asking the children to bring in pictures of wheels that they could find in or around their homes. Kaitlyn 4 years, 5 months brought in a page of pictures of wheels she and her sister found. We marked a vinyl tablecloth with a masking tape starting line and the children rolled each vehicle until the front wheel had gone around once.

Grazyna marked where each wheel finished. The children noticed right away that the biggest wheel made the longest line of chalk. Some children measured the lines with a ruler, and they discovered the large tractor wheel went the farthest 13 cm , the medium-sized wheel went 9 cm, and the smallest wheel went only 4 cm.

Some of the children remembered the earlier force activities and recalled that bigger tires go farther than smaller tires when the same force is applied. Karrie age 4. Angelica age 4. We displayed some of the paintings on the blackboard so the children could look at them.

The staff then discussed how the children might make three-dimensional representations. A few of the children had painted odd-shaped wheels on their vehicles, which provoked us ask them to make wheels using clay. Denise gave six children each a ball of clay. A couple of them had previous knowledge of how to form a wheel, but younger or less experienced children benefited from a demonstration of flattening the clay and rolling it into a circular shape.

We recognized and acknowledged these feelings of frustration and reminded the children how important it is to keep calm and keep trying. We put a few straws on the clay table, and soon Scott had poked a hole in the middle of his wheel with the straw.

Denise also made triangular and cube-shaped wheels; as the days went on, children kept asking what they were for. When the clay was dry, we set out tempera paint and different-sized brushes. The teachers invited children to experiment with putting a straw through a circle-shaped wheel, a triangle-shaped wheel, and a cube-shaped wheel and rolling them on the table. The children could see firsthand why wheels are shaped like circles.

The reasons they identified were because the circle was not bumpy and needed less force to move. Late in January, we asked the children what types of materials they had found in wheels so far. A few of the children were becoming skilled at identifying the materials wheels were made of.

As we looked at online pictures, books, and real objects, they identified materials such as rubber, soft plastic, hard plastic, wood, metal, painted metal, and even cheese! When I turned it upside down to show the wheels, some children were drawn to this strange sight. The teachers asked what they thought the wheels were made of. They soon turned it into a stretcher for injured kids, which evolved into an ambulance to take patients to the hospital Figure 9.

Sydney 5. At one point, at least six patients were in the hospital with various injuries bandaged up with tensor bandages and fabric. After some time, the children asked to turn the wagon upright again. They then used it as a police car, a horse wagon, and an ambulance again.

Discussion turned to how community helpers rely on wheels to do their jobs and help people. Many of the children had experience with community helpers, and this conversation was very long. To introduce gross-motor activities, we brought square scooters in from the playground shed.

The children were excited and proud to be able to use the scooters, which were primarily for the school-age children Figure At first, we let children sit on the scooters and move them around the room with their arms and legs. Eventually they put boxes and toys on them and moved those items around. They then joined the scooters together with the bungee cords to make a train. This began the wheelchair experiment Figure Sydney wanted to sit in one to eat lunch; the teachers let some children try that.

It was interesting to hear how they thought the wheelchairs should be distributed because there were just five—not enough to go around. The children soon took wheelchairs into the hospital play area, where the doctors and nurses used them to move patients. They decided to attach bungee cords around their waists and walked instead of crawling. The children were proud of their solution.

Yes, this Ferris does spin because their is an axle built into the model. Repeat for the square center that is not shown. Attach the entire wheel to the base that was made at the beginning. Thread the knob onto the axle. Refer to the image to help you get the formation put together accurately.

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

Ferris wheel model project directions

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Simple Machine Project Ideas 8th Grade

It came in a sturdy metal box painted bright red, and was the start of my lifetime passion to build things. Back then, there were many different sizes of Erector sets, from the simple No. Figure 1 shows a typical illustration. The Erector Set manual had dozens of illustrations of exciting things to build like a beam engine or this Bascule bridge. Figure 2 is just like the set I had as a kid. It contained no less than parts plus nuts and bolts to hook everything together.

However, the real magic of the set was the lack of step-by-step assembly instructions. There were none.

The manual had intricate drawings of the things to build, but I had to figure out the exact assembly sequence using my imagination. It was a great learning experience. This set was one of their best sellers: the No. Unfortunately, Gilbert Erector Sets are long gone from the marketplace due to many factors. Some are in poor condition with rusty parts that need some TLC, but occasionally you find primo sets that are ready to use or that you just have to get.

Recently, I saw a beautiful No. Okay, enough of the reminiscing. Figure 3 shows the end result. After several months of searching online for a suitable No.

When it arrived, I was a little disappointed because the steel girders were dulled by oxidation; definitely not as bright as they looked in the listing. However, after spending the day with a package of steel wool and a lot of elbow grease, they polished up quite nicely.

Figure 4 is a sampling of the restored parts. Notice the cool lifting magnet in the upper center. Its resistance is 12 ohms and it operates on three batteries: 4. The Erector all-metal VAC type A49 motor has extra holes for various gear ratios and reversible operation.

Just add a pulley and you had a winch that could do some real work. The motor that came with the set I bought had some chipped paint, was a little grimy, and needed a new power cord, so I took the opportunity to completely refurbish it to its former glory.

Listening to the sound of its newly oiled gears going round and round was music to my ears. Plus, it was reversible with the movement of a small handle that engaged a sequence of gears. I remembered back to when I first learned how to set up gear ratios in order to slowly raise a lift bridge or rotate a Ferris wheel. As some of you might recall, the nuts that came with the sets were square instead of hexagonal and sometimes were painful to hold and tighten on the bolts.

The square edges would jab into your fingertips Figure 6. Therefore, my first step was to set aside the original nuts and buy several gross of modern small pattern hex nuts. It took me a couple of days to build the basic Ferris wheel structure and get it spinning freely on the axle. The manual showed a pulley mounted on the motor and another larger one on the wheel axle, connected together by a long loop of string that was supposed to act as a belt.

No joy! The string slipped on the pulleys no matter how much tension was applied. Then, I recalled a toothed belt and pulley arrangement that I had used during my aerospace days.

I debated whether I should simply use a belt made of o-ring type rubber, which probably would have worked fine. Figure 7 clearly illustrates that I caved in and spent the money for the cool looking blue belt.

The final rotation rate was about 5 RPM. The manual showed a drive belt made of string but it slipped, so I substituted a cogged belt. The action sort of duplicates the actuation of the clutch mechanism in a real Ferris wheel, instead of using a modern toggle switch.

Figure 9 is the schematic of the whole system including the latching relay circuit for the motor. An Arduino microcontroller sends bit serial data to the tri-color LED strips to produce various flashing patterns. A while back, someone suggested that a carnival-like sound track would be a good addition, so I did it. It was just like you were walking down the midway. One day when I was in RadioShack, I stumbled across a bunch of addressable tri-color LED light strips for a vastly reduced price on the closeout rack.

I figured the lights would look great on the Ferris wheel, so I attached them around the rim and down the spokes with lacing cord.

The strips require a bit serial data stream to control the brightness and color of the tri-color LEDs. I chose an Arduino to do the job because it was easy to program, had enough memory, and was pretty small. Figure 10 is an interior photo of the newly added chassis box containing the Arduino and MP3 player.

As you can tell, the project was rapidly spiraling out of control. The bells and whistles were taking over. The red SparkFun triggerable MP3 board plays carnival music to give the project the feel of the midway. Now the big question A slip ring rotary joint was the answer. When I was working in aerospace, mil-spec slip ring assemblies were very expensive. However, a quick look on eBay saved the day. Figure 11 shows the slip ring assembly installed on the main axle of the wheel.

Refer to the schematic for the wiring. Two of the conductors were used for the serial digital signals from the Arduino to the LED controller chips. A six-conductor slip ring assembly from China transmits power and data to the LEDs on the rotating wheel.

I had fun generating a number of sketches that produced hypnotizing patterns of colored lights. It was hard to stop playing with it. BTW, the Arduino code is available at the article link. Unfortunately, she was right. So, I headed to the toy store and found eight properly-sized candidates, including Big Bird. I glued them down in the front of the cars so you could see their faces as they went round and round. The only problem now was that the cars were tilted forward, not level.

I hate it when things are not level. So, I added a number of hefty steel nuts in the rear of each car until they were all perfectly flat. What the heck? After an intensive 10 minute failure mode analysis, I discovered the core problem. Each car now weighed a different amount because of the different sizes of the characters and quantity of steel nuts.

This situation unbalanced the big wheel and overwhelmed the torque of the Erector motor. Finally, it was perfectly balanced and rotated very smoothly. Done, done, and done! All my friends were impressed with the operation and the kids were mesmerized by the flashing lights and carnival music.

It was well worth the effort. It was fun working again with the Erector Set metal girders, axles, and especially the motor. I think that kids are missing out with the snap together, no-thinking-required plastic kits of today. I think that buying one and building a project like the Ferris wheel or a Bascule bridge with your kids or grandkids would be a kick. I hope you will truly consider it. It has full color pictures of every set and even has a listing of each and every part in all the different sets.

For example, in , a No. Need to brush up on your electronics principles? These multi-part series may be just what you need! Everything for Electronics. Forum Blogs Feedback Techforum Newsletter. Downloads download.

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Ferris wheel model project directions

Ferris wheel model project directions