EDET 677 Mech App Week 4 Blog

EDET 677 Mechanical Applications

Week Four Blog

Essential Question: What project could help me integrate my content with making?

            I have found it very difficult to think of a project that connects to the high school mathematical standards. I would like to let my students have some originality in their creation but still be able to cover required concepts in their high school math classes. Also it is important to give students the opportunity to physically make something that can be relevant to them. After reviewing the math standards and talking to a few friends, I have come up with a project that I would like to try with my students someday mainly because I am excited to see what type of ideas my students will come up with.

            Students will be presented with different types of products that are odd shaped such as a coffee mug, a t-shirt, basketball, dance fans, local goods, etc. The students will make packaging for whatever two items they want to and they will have access to different types of packaging materials such as cardboard, Styrofoam, plastic, tape, etc. They will make the packaging with selling the product in mind so they will need to keep in mind of cost, appearance, ease of opening the packaging, ease of shipping, and eco-friendly. There will be various conditions of each material chosen such as “You have picked packaging that is eco-friendly therefore you get a 10% increase of sales.”

            This project does meet the criteria laid out by Martinez and Stager on the elements of a good project for students to do in a maker sense.

1. Purpose and Relevance. Students will be able to decide what product they want to package and what materials and design they want to use in packaging the product. Students are interested on how to make the most money by having the most efficient packaging that is best for the product.

2. Time. I plan to give students between two to three weeks in starting their first set of packaging. Then I would challenge all students to improve upon their packaging with some suggestions and 2 more weeks would be given. Then students would be given about 1 more week to conclude their project with a presentation and proposal to a company.

3. Complexity. This project provides opportunity to combine the subject areas of mathematics, economics, business, ethics, art, and language arts. Language arts is the subject area that is not as easy to connect but in my assessment, students will need to write an argumentative “essay” on how their packaging is beneficial for the company to use.

4. Intensity. There will be so many variables connected to this project that students can spend lots of time on finding the absolute best way to package their product.

5. Connection. Students will be able to exchange ideas and opinions on the packaging that they are creating. I would encourage students to go to stores and see what is already created and ask questions on how well different products ship or the ease of opening of the packaging. If students are working with a local company, artist, or business, then they can have a connection with the community.

6. Access. This might be the most difficult part to provide to students. The materials might not be completely authentic but I would hope to have at least 7-10 different types of materials for packaging. To get these materials I would ask teachers, parents, and local stores to provide any extra materials or recycle some already used materials.

7. Shareability. Students will be able to share with each other and connect in this because everyone has a similar project. If students are working with local people and businesses then they can share with them.

8. Novelty. How great would it be if students were able to provide a new design to a company that might benefit them!

            The potential mathematical standards that can be covered are as followed:

G‐GMD.3.  Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. For example: Solve problems requiring determination of a dimension not given.*

G‐GMD.1. Explain how to find the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.

A‐CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

N‐Q.1. Use units as a way to understand problems and to guide the solution of multi‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

N‐Q.2.  Define appropriate quantities for the purpose of descriptive modeling. 


6.G.2. Apply the standard formulas to find volumes of prisms. Use the attributes and properties (including shapes of bases) of prisms to identify, compare or describe three- dimensional figures including prisms and cylinders.

7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

            To assess the standards that are used in the project, I will have a summative assessment of presenting to their classmates by explaining they have learned each standard. The volume and surface area standards will be assessed by looking at the calculations of these and assessing of it being correct or not. A rubric will be created that students are allowed to show understanding in whatever means they think to be best.

Resources:

Martinez, S. L., & Stager, G (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Torrence, CA: Construction Modern Knowledge Press.