Education
Strangford Ferry
What happens?
A moving belt represents the flow of water through the Strangford Lough Narrows between Strangford and Portaferry. You are invited to roll a model ferry across the moving belt to a 'harbour' on the other side, taking account of its movement. You can control the launch angle to the shore, and the rate and direction of flow.
How does it work?
Captains taking the ferry across Strangford Lough Narrows between Strangford and Portaferry have to take into consideration both the speed of their ferry, and the speed of the water flow. For example if the water is flowing into the Lough at about 3 metres per second, and the speed of the ferry is also 3 metres per second, then the captain has to steer the ferry out to sea at an angle of about 450 to enable it to cross directly to the other side. This is an example of vector addition, where the sum of the two velocities, of the tide and of the ferry, has to take into account the direction of motion as well as its magnitude.
Why is it important?
Although Portaferry and Strangford are only about 1 kilometre apart, directly over the narrows, the distance by road round the north end of Strangford Lough is over 70 kilometres. Light car ferries like this make travel easier, especially in places like the west coast of Scotland where there are many islands.
How does it relate to the primary curriculum?
- Curriculum objectives: Mutual understanding (if working in a pair or small group); Economic awareness (importance of local transport)
- Cross-curricular skills: Communication (if working in a pair or small group); Using Mathematics (idea of vector addition)
- Thinking skills and personal capabilities: Thinking, problem solving, decision making
- Area of learning - The world around us: Pupils can explore: how place influences the nature of life; causes that affect the movement of people and animals
- Area of learning - Mathematics and numeracy: Pupils can explore two-dimensional relationships
- Learning experiences: Investigating and problem solving; Links between curriculum areas (science, mathematics and geography); Active and hands on; Challenging and engaging
- Attitudes and dispositions: Curiosity; Flexibility
How does it relate to the post-primary curriculum?
- Science: Pupils should have opportunities to: use practical skills to explore forces; develop their manipulative skills
- Mathematics: Pupils should have opportunities to explore two-dimensional spatial relationships
Thinking skills
Understanding the situation; Identifying factors in the situation; Analysing elements of the situation; Perceiving and establishing relationships between consequences and their causes; Developing a plan of action; Determining and following rules in a situation; Identifying and eliminating mistakes
Learning styles
Visual; Kinaesthetic; Spatial; Logical / mathematical
Where can you find out more?
www.roadsni.gov.uk/index/strangfordferry.htm (the official website)
www.roadsni.gov.uk/index/strangfordferry/strangfordferry-history.htm (history of the ferry)