Transcript Presented by Wanda Pagonis UTHSCSA

Granny or Grandpa
on the Ramp!
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Presented by Wanda Pagonis
Lytle ISD
Objective 1: Students will identify parts of a ramp. Move granny up
and down varying ramps to observe the effect of slope on forces.
Students will learn about accessibility issues through ADA
guidelines. Work in groups of four.
PART 1
Use your blinders in place of books.
Granny’s are made for you to use in this lab.
Need cardboard, ruler, calculator, small fishing
weight, fishing line, student data pages (refer
back to Student Information Pages).
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Activity 4B; MIDDLE SCHOOL
Ramp Length
Rise
Run
Slope = Rise:Run =Rise/run
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Build the ramp by placing the piece of cardboard on the blinder.
Ramp Length
Rise
Run
Use the fishing weight, measure the rise from top to bottom.
Now measure the run from the fishing weight to the point of the ramp.
Finally measure the ramp length, from the top to the point at the bottom.
Record on student data sheet, on page 21.
Repeat measurements two more times and record in data sheet.
Answer processing out questions.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
With one blinder, use your measurements from Table 1, Trial 1 for
rise, run, and ramp length. Place these measurements in Table 2.
Calculate Slope, and then convert to the simplest form.
Put Granny at the top of the ramp and release for test run.
Write down your observations.
Repeat measurements for heights of 3,5,and 7 binders.
Record observations of what happened to granny after each release.
Answer Processing Out questions.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Slope = Rise/Run
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Objective 2: Identify balanced and unbalanced forces acting on
Granny. Observe changes of ramp heights on potential and kinetic
energy.
Part 2
Cardboard ramp.
Meter stick, coin to mark where granny stops.
Table, ring stand with 1 clamp, stopwatch, and granny
Student data page Part 2
Four Task Cards: 1) Builder, gather supplies, build ramps as needed,
stops time (OOOOOOOOOO!) I mean on the stopwatch! (OH!) 2)
Reader, reads instructions, clarify any questions. (Does that mean they
have to be smart?) 3) Driver, releases granny each time down the ramp
and changes height between runs. (No, you don’t need a license!) 4)
Measure Master, he or she measures (Duh!) and is the starting gun for
the granny release.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
On data pages 27-29, draw and label the forces that are acting on
Granny that is held in place at the top of the ramp. Include arrows
that show which direction the force is acting.
Ring Stand
Clamp
15 cm Rise
Ramp
Answer the questions.
Next you will observe Granny as she moves down from various heights,
3,6,9,12,15, 18, and 21 cm.
Use the above set-up, use a coin to mark where granny stops.
Do three trials for each distance traveled, and average.
Answer Processing Out Questions.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Objective 3: Determine height, slope, and velocity. Collect and
organize data, use tables, graphs, calculations, and draw
conclusions. Determine the effect of ramp height on velocity.
Part 3
Use same materials from Part 2.
In this activity you will change the rise to determine the effect of velocity on
granny.
Write a hypothesis, then identify your independent and dependent variables.
With the rise set at 15 cm, Release granny (and start stopwatch at the same
time). When granny stops, stop the stopwatch, then put the coin on the edge
of the back tire.
Record time and total distance in data sheet on page 37.
Repeat, but increase rise 3 cm each time until you reach a height of 30 cm.
Graph rise and run, and time and speed. Answer processing out questions.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Objective 4: Identify ramps, and be able to know if they are in compliance with ADA.
Also to construct a ramp that is in ADA compliance.
Part 4
Following the ADA guidelines on page 41, measure the ramps on pages
43-45, and calculate the slope, determine if each ramp meets the ADA
guidelines, if not explain how it can be changed to do so.
Finally, make a ramp that meets the guidelines and draw it on page 46,
label, and calculate slope.
Answer processing out questions.
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
Differences between Middle School version and
the High School version:
Use of Pythagorean Theorem.
Difference in Task Cards, adds a Timer.
Finds mass, acceleration and force.
Calculates, acceleration and force.
Thanks for your attention!
PositivelyAging®/M.O.R.E.
2007© The University of Texas Health Science Center at San Antonio
The H2 of wheelchairs!