Career Academy Integrated Unit Plan

Academy Name: Engineering Academy School: DeLand High School

Integrated Unit Plan Title: Invention (Capstone Project)Courses to integrate: Geometry/Honors, Applied Physics (Principles of Technology I & II; Space Technology and Engineering), Engineering Technology I, II, & IIIGrade Level: 9, 10, and 11Timeline & Duration: 4 weeks, 4th Quarter

Unit Summary: Students will design and construct an invention of their own interest moving through steps of research and development. Students will learn how to use precision measurement tools along with creating scaled technical drawings in their Geometry class. Students will research and report on how particular inventions have changed over time, and why improvements were made in their Applied Physics class. In Engineering, students will compile a design portfolio for their invention along with constructing and testing their product. Students will also develop a marketing campaign for their invention. VMA will be asked to provide guest speakers who have experience with inventing, product testing, and/or patenting to share their experience and expertise with students.

Overview of Activities/Lessons per Course

Course Geometry/Honors Applied Physics Engineering Tech

Activity/Lesson

Students will understand basic terms and make basic constructions. Students will inscribe polygons will circles.

Students will illustrate how inventions have changed over time from the industrial revolution to modern times.

Students will reinforce their scaled technical drawing skills they are learning in Geometry by practicing 3D modeling using AutoCAD and Inventor.

Activity/Lesson Students will make 3-D Students will design,

drawing using isometric drawings. Students will use proportions to make a scale drawing.

construct, test, and evaluate an invention of their own interest.

Activity/Lesson

Students will find the surface area and volume of prisms, pyramids, cones, spheres and cylinders.

Activity/Lesson

Students will compare and find the areas and volumes of similar solids. Students will analyze what effects occur to surface area and volumes by changing parameters of the dimensions of various solids.

Lesson Instructions for Geometry/Honors, Activity 1: Measuring Tools (pre-activity, 2ndquarter):

Standards (Performance Tasks or Course Frameworks orStandards): MACC.912.G.CO.4.12, MACC.912.G-CO.1.1, MACC.912.G-CO.3.10, MACC.912.G-CO.4.13, MACC.912.G-C.1.3,LACC.910.RST.1.3, LACC.910.RSt.2.4, LACC.910.RST.3.7.

Rigor & Relevance (quadrant): B (Application) Instructions to Teacher: Instruct and demonstrate to students on how to use a protractor, ruler, and how to draw the basic geometric constructions using a straight edge and compass. Assign practice handouts. Discuss how to create a square using a given segment and construction tools. Assign and explain directions for the construction project, allow about 3 weeks for students to complete project.

Instructions to Students: Complete handouts on how to draw and measure angles using a protractor and how to draw and measure specific measurements with a ruler using metric and customary measures. Complete and draw the basic geometric constructions practice handouts. Complete construction project by due date. Instructions for Student Accommodations: hands-on learning, independent study

Assessment for Activity: Completion of class work practice for protractor, ruler, and basic constructions. Construction project as a test score.

Approximate Length of Time for Activity: 3-4 days class work (50 minute class periods), 3 weeks independent study time for construction project.

Materials Needed: protractor, ruler, straight edge, compass, handouts for class work on angles, segments, basic construction, project handout, pencil and paper.

Resources Needed: Book; “Creative Constructions”, by Dale Seymour and Reuben Schadler from Ideal School Supply company,1994, ISBN: 1-56451-080-8, suggested pages 5 – 13, 17,41Book, “Pre-Geometry” by Sharon Vogt, 1995 Mark Twain Media/Carson-Dellosa Publishing Company, Inc., Pages 33, 34Book, “ Multicultural Mathematics, Interdisciplinary, cooperative-Learning activities”, by Claudia Zaslavsky, J. Weston Walch, publisher, ISBN 0-8251-2181-7, Page74 (Activity 35 Islamic Art: design)Book: “Basic Geometry” , Mark Twain Media/Carson-Dellosa Publishing company, Inc., 1999,ISBN 1-58037-105-1, Pages 58-67 ( use for classroom practice)

Book: Middle School Math with Pizzazz!”, by Steve Marcy, PhD and Janis Marcy, M.A., Creative Publications, 1989, ISBN: 0-88488-741-3, pages D-8, D-15, D-16, D-17, D-26, D-27,D-28, D-29, ( ruler and protractor handouts)

Attachments: Copy of instructions for construction project and student assessment sheet. Construction1 and 2 handouts to go with construction project.

Geometry Honors

Construction Project

Project is worth 2 test grades (200 pts.)

Requirements:

1. Project will be placed in a clear report cover.2. Cover page with project title “Constructions”, multiple

geometric designs, student name, course title, and period.3. Table of Contents by page number.4. Drawings are to follow after each instruction page in the

order that the project was assigned. 5. Constructions are to be done on plain, non-ruled paper.

Suggest typing paper or copier paper.6. Basic geometric constructions are to be done in two

colors. One for what is being constructed and another for the arcs needed to construct the drawing. Neatness counts.

7. Project is due by (projects may be turned in earlier). Ten percent will be taken off the project grade for each day late.

CONSTRUCTION 1

1. a) Use a protractor to draw an angle of 78 and construct the angle bisector. b) Use a ruler to draw a line segment 2 ¼ in. long and construct the perpendicular bisector.

2. Construct the perpendicular bisectors of line segments:a) 2 ½ in. long b) 3 ½ in. long c) 1 ¾ in. long

3. Draw angles of 56, 110, and 158. Bisect each angle by construction.

4. Draw a line segment AB 3 inches long. From point O, 1 inch from A on AB, construct a perpendicular to AB.

5. Draw 3 non-collinear points and label them A, B, and C. Construct the perpendicular bisectors of segments AB and BC. Label the intersection of the perpendicular bisectors point D. Using the point D as the center and length AD as the radius, construct the circle containing points A, B, and C.

CONSTRUCTION 2

1. a) Draw an angle of 40. Construct an angle equal to it.

b) Draw angles of 75 and 130 . Construct other angles equal to them.

2. At a point P construct a line parallel to a given line AB.

3. Draw a triangle ABC. Construct an altitude from C.

4. Construct a square having the dimension of 1 ½ inched on one side.

5. Construct a perpendicular to line from a point P not on the line.

Lesson Instructions for Geometry Honors, Activity 2: Technical and Scale Drawings

Standards (Performance Tasks or Course Frameworks or Standards ): MACC.912 G-SRT.1.2, MACC.912.G-SRT.1.3, MACC.912.G-SRT.2.4, MACC.912.G-GMD.2.4, MACC.912.G-MG.1.3, LACC.910.RST.3.7, LACC.910.RST.2.4.

Rigor & Relevance (quadrant): C (Assimilation)

Instructions to Teacher: Demonstrate how to make isometric drawings. Instruct students on ratio, proportion and similar figures. Instruct students on how to make a scale drawing and have students make scale drawings using a scale factor.

Instructions to Students: Complete isometric practice drawings handouts. Complete assignments on similar figures. Practice and complete problems on finding ratios and solving proportion problems. Instructions for Student Accommodations: Hands-on activity, group and independent activities.

Assessment for Activity: Completion of isometric, practice problems on ratio, proportion and similar figures, scale drawings.

Approximate Length of Time for Activity: 3-4 weeks (50 minute class periods)

Materials Needed: Textbook for chapter on similar figures, ruler, protractor, isometric dot paper, drawing paper for project, pencil and paper.

Resources Needed: Book: “Spatial Visualization”, Middle Grades Mathematics Project, Addison-Wesley Publishing Company, 1986, ISBN 0-201-21477-6

Attachments: None.

Lesson Instructions for Geometry/Honors, Activity 3: Volume Applications

Standards (Performance Tasks or Course Frameworks or Standards): MACC.912.G-MG.1.1, MACC.912.G-MG.1.2, MACC.912.G-GMD.1.1, MACC.912.G-CO.4.13, MACC.912.G-GMD.2.4, MACC.912.G-GMD.1.3, MACC.912.G-GMD.1.1, MACC.912.G-GMD.1.2, MACC.912.G-MG.1.1, MACC912.G-MG.1.2, MACC.912.G.MG.1.3, LACC.910.RST.1.3, LACC.910.RST.2.4.

Rigor & Relevance (quadrant): B (Application)

Instructions to Teacher: Instruct students using wooden/plastic solids models to identify polyhedrons and determine the number of faces, edges and vertices. Instruct students on finding surface area and volumes of various solids. Prepare copies of handouts for students.

Instructions to Students: Complete all textbook and handouts assignments related to surface area and volume. Work cooperatively in group activities. Participation in all class room discussions.

Instructions for Student Accommodations: Hands on activity, group and individual activities. Subject matter expertise according to their activity project.

Assessment for Activity: Completion of all textbook and handout assignments. Participation in discussions.

Approximate Length of Time for Activity: 2-3 weeks (50 minute class periods)

Materials Needed: Geometry textbook, appropriate handouts for surface area and volume.

Resources Needed: “Middle Grades Mathematics Project: Spatial Visualization”: use pages 65-89 and pages 37-48 “Pre-Algebra with Pizzazz Series” pages CC-42 – CC-46

Attachments: Real-World Volume Applications handout.

Real-World Volume ApplicationsShow all work.1. The rectangular lead sleeve shown in illustration has a cored hole 2.0 in. by 3.0 in. How many cubic inches of lead are in this sleeve? Answer: ________________

2. Find the diameter of a cylindrical tank 23.8 ft. high with a capacity of 136,000 gallons (1 ft3 = 7.48 gal.) Hint: first find the volume of the cylinder in ft3 and then plug the data into the volume formula. Answer: ______________

3. A loading chute in a flour mill goes directly into a feeding bin. The feeding bin is in the shape of an inverted right circular cone, as show in the illustration. How many bushels of wheat can be place in the feeding bin? (0.804 bu. = 1 ft3) Answer: _______________

4. Find the volume of the cylindrical-shaped silo with a hemispherical top shown in the illustration. Answer: _____________

Lesson Instructions for Geometry/Honors, Activity 4: Surface Area and Volume Similar Figures

Standards (Performance Tasks or Course Frameworks or standards): MACC.912.G-SRT.1.2, MACC.912.G-MG.1.2, MACC.912.G-GMD.1.3, LACC.910.RST.2.4.

Rigor & Relevance (quadrant): B (Application)

Instructions to Teacher: Instruct students to compare and find the areas and volumes of similar solids. Instruct students with examples on how to analyze what effects occur to surface area and volumes by changing parameters of the dimensions of various solids. Apply similar solids to real-world applications.

Instructions to Students: Complete all textbook and handouts assignments related to similar solids. Work cooperatively in group activities. Participation in all class room discussions.

Instructions for Student Accommodations: Group and individual activities. Subject matter expertise according to their activity project.

Assessment for Activity: Completion of all textbook and handout assignments. Participation in discussions.

Approximate Length of Time for Activity: 2-3 days (50 minute class periods).

Materials Needed: Geometry textbook, appropriate handouts for surface area and volume similarity problems.

Resources Needed: Same as materials needed.

Attachments: Surface Area and Volume handout.

Surface Area and VolumeSimilar Figures

1. If the radius and height of a cylinder are both doubled, then the surface area is _____________________ h 2h

d

2d

2. The dimensions of the right rectangular prism shown are doubled. How many times larger is the volume of the new prism? ________________

7 ft.

2 ft. 12 ft.

3. Two similar cylinders have surface areas of 96π square feet and 150π square feet. The height of each cylinder is equal to its diameter. Find the dimensions of one cylinder and use their scale factor to find the dimensions of the other cylinder. ________________

4. The scale factor of the model car at the right to the actual car is 1:16. Use the scale factor to complete the exercises.

a) The model has a height of 5.5 inches. What is the height of the actual car? _____________

b) Each tire of the model has a surface area of 12.9 square inches. What is the surface area of each tire of the actual car? ________________

c) The model’s engine has a volume of 2 cubic inches. Find the volume of the actual car’s engine. ______________

Lesson Instructions for Applied Physics: How Inventions Have Changed Over Time

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): SC.912.N.1.1; SC.912.N.2.1; SC.912.N.2.3; SC.912.N.2.4; SC.912.N.2.5

Rigor & Relevance (quadrant): A (Acquisition)

Instructions to Teacher: Teacher will lead discussion about current technologies available in modern times (internet, medicine, computers, phones, etc.). “Technology” in the 1800’s was very different. Teacher will lead students to compare/contrast modern day conveniences with the technologies available in the 1800’s. Generate list of possible research ideas.

Instructions to Students: Students will use online resources to research “technology” of the 1800’s…Each student will research a specific technology developed in the 1800’s (gas lighting, the tin can, the battery are all examples). Each student will create a poster that displays their research, to include the Title, Inventor, Scientific Principles used to develop the technology, How the object was made and where it was used. Poster will also include a modern day example of its use (or what replaced it).

Instructions for Student Accommodations: Peer mentoring, extended time as needed.

Assessment for Activity: Poster Project (150 total points) will be graded using the following criteria:Physical Poster (100 points total): Title (10 pts), Inventor (10 pts), Scientific Principles (20 pts), How made (20 pts), where used then (20 pts) modern application (20 pts). Posters will also be presented in class: 50 pts

Approximate Length of Time for Activity: 1 week.

Materials Needed: Poster paper, glue, tape, printer.

Resources Needed: Internet, library books.

Attachments: None.

Lesson Instructions for Engineering Technology: Geometry Applications Activity

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): 11.04, 17.06, 25.01, 25.05, 25.06

Rigor & Relevance (quadrant): B (Application)

Instructions to Teacher: AutoCAD will be used to reinforce concepts and applications being learned in geometry, such as perimeter, area, changes in parameters affecting the figure, surface area, and volume. Students will learn how to use constraints (parametric and geometric) commands that would enrich the geometry curriculum. Students will also learn how to develop 3D models using AutoCAD, and solid modeling using Inventor. Surface area and volume will be studied as part of this learning. Use geometry text and assignments as a resource.

Pre-Activity: Transformations – Reflection (mirror), Rotation (rotate), Translation (move), and Dilation (scale).

NOTE: Expand with CNC programming of a part using these concepts and commands.

Instructions to Students: Using AutoCAD, show how to use constraints to change the parameters of a figure. Explain the function formula of this relationship. Using the AutoCAD 3D modeling and Inventor platforms, show how to create three-dimensional figures and how to adjust for side lengths, radius, diameter, height, etc. Calculate the surface area and volume of these figures.

Instructions for Student Accommodations: Hands-on learning, follow along.

Assessment for Activity: CAD drawings and explanation with regards to the geometry curriculum.

Approximate Length of Time for Activity: 3 weeks.

Materials Needed: Computer, AutoCAD, Inventor, geometry text.

Resources Needed: Geometry text, notes, and class assignments.

Attachments: None.

Lesson Instructions for Engineering Technology: The Inventing Process

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): : 01, 02, 03, 04, 05, 07(01, 02), 08, 09, 10, 11, 12, 13, 20, 23, 25, 26; SC.912.N.1, SC.912.N.3.5, SC.912.N.4.3, SC.912.E.7.6, LACC.1112.RST.1.3, LACC.910.RST.1.1, LACC.910.RST.1.3, LACC.910.WHST.1.2, LACC.1112.WHST.1.2, LACC.1112.RST.3.7, LACC.910.WHST.3.9, LACC.1112.WHST.3.9, LACC.910.RST.4.10, LACC.1112.RST.4.10.

Rigor & Relevance (quadrant): D (Adaptation)

Instructions to Teacher: Instructions are given below in a handout. Essentially, students will develop an “invention,” whether modifying a product or developing something totally new. Students will survey a target population for suggestions to consider in order to improve or create a new product. Students will develop a design plan, construct a prototype, test, and survey again the target population for feedback towards their invention. Students will create a marketing campaign for their product.

Possible Add-Ons: Guest Speakers – Inventor, Product Tester, Patent Attorney, etc. Present invention in a “Shark Tank” setting.

Instructions to Students: Instructions are given below in the handout.

Instructions for Student Accommodations: Teamwork, job schedules, differentiation, hands-on learning.

Assessment for Activity: Product Survey, Design Plan, Prototype, Testing and Evaluation, and Marketing.

Approximate Length of Time for Activity: 4 weeks.

Materials Needed: Computer, AutoCAD and Inventor, MicroSoft Office, materials and tools as needed for construction of product.

Resources Needed: Instructions given during class.

Attachments: Handout below, “Invention.”

Invention

Students will design and construct an invention of their own interest moving through

steps of research and development. Students will learn how to use precision measurement

tools along with creating scaled technical drawings in their Geometry class. In their Applied

Physics class, students will research and report on how particular inventions have changed

over time. Students will compile a design portfolio for their invention along with

constructing and testing their product in their Engineering class. Students will also develop

a marketing campaign for their invention. Volusia Manufacturers’ Association will be asked

to provide guest speakers who have experience with inventing, product testing, and/or

patenting to share their experience and expertise with students.

Step 1: Product Survey – due by Consider a product already in existence that you would like to improve (i.e. safer, more accessible, greener, etc).

1. Research the historical development of this product, or related field and how this product has had an impact on this field.

a. APA style, including at least 2 credible sourcesb. At least one page, no more than three pagesc. Submit through turnitin.com by , 3PM .

2. Develop a survey to gather feedback on what people think of this product, and how it could be improved.

3. Generate a data organizer (i.e. Excel spreadsheet, graphs) in order to show this feedback.

4. Write a conclusion report explaining your findings, along with your suggestions for improvement.

5. Present your new proposal to the class.

Step 2: Design Plan – due by 1. Purpose: explain, with details, the purpose of your redesigned product.2. Research: include information found in Step 1.3. Possible Ideas: each team member submits a scaled sketch for your team’s

invention; label major parts and explain how it works.4. Best Idea: scaled CAD drawing (ortho + iso) with title block, labeled, and explain

how it works.5. Product Development: job schedule and bill of materials.

Step 3: Prototype Construction – due by 1. Construct your invention.2. Take digital pictures of construction process.3. Import digital pictures into a Word document, attach captions under each picture.

Step 4: Test and Evaluate Invention – due by 1. Develop an evaluation tool to explain specifications for your new invention (i.e.

observations, nondestructive and/or destructive testing, surveys, etc).2. Report on conclusions from your testing and evaluation.3. Report applications for your new invention, including its potential for the future.

Step 5: Marketing Strategies – due by 1. Develop a marketing strategy and tool in order to publicize and sell your new

invention (including an advertisement, commercial, and gimmick).2. Develop a presentation for the “Shark Tank.”3. Compile Steps 1, 2, 3, 4, and 5 into a professional portfolio, using APA style and

including a title page, table of contents, and bibliography.

Capstone Project – Marketing and Production Strategy

This is a 3-week project, culminating in a presentation in class the week of 5/12. This project is to be completed in conjunction with the invention project in Engineering Technology III and will represent 300 points toward your semester grade.

Week 1 (4/21-4/25):Teams will develop their company logo and company mission statement. Research conducted to achieve this objective must include requirements for trade marking their logo (what is the process, what is required). Internet searches of five other corporations’ mission statements must be sited in support of the mission statement developed by the team.Teams will design a unique package in which their product will be sold (see example in class). This package is NOT to be a standard box; it is a new, unique design that is specific to your product and will support your advertising plan later on.

Week 2 (4/28-5/2):Teams will produce a plan to conduct shipping tests of their invention in accordance with ANSI and ASTM guidelines. Research on shipping hazardous materials or explosives may be required, depending on the nature of your invention. The packaging design needs to be specific, and include the cost of materials needed to produce the packaging and shipping costs throughout the US. Teams will finalize their marketing plan for their product. The marketing plan must include a cost breakdown of advertising costs in different media (print, TV/radio or demonstration). Research in the legality of “truth in advertising” must be conducted and included to support your plan. This plan must be specific, and will be the basis of the advertisement examples produced next week.

Week 3 (5/5-5/9):Teams will prepare documentation for their product to begin the patenting process. Research will be required to determine what information will be included here. Teams will complete an advertisement for their product for Print (newspaper or magazine), TV, Radio and also a hands on method that would be seen at a mall kiosk or trade show. This hands-on method must be a “gimmick” type of advertisement (see examples in class), not just your product on display.

Project Presentations (5/12-5/16):Teams will be prepared to present their marketing plan in conjunction with their product design and prototype developed in ET III. Each team will prepare a marketing plan poster (foam core type) that will detail the logo, mission statement, package design and costs, marketing plan and costs and examples of “gimmick” advertisement. Teams will also show their 30 or 60 second TV commercial developed in week 3 of the project.

Project Notebook (5/9)A notebook in which all research, plans and designs are compiled is due on 5/9 at the end of the project.