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Designing a Bridge for a Purpose
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Table of ContentsIntroduction
TaskProcess
ResourcesEvaluationConclusion
Teacher Page
Introduction
The World Federation of Bridges and Waterways has issued a Request for Expressions of Interest for a consultant to design a new bridge that will allow passage for the new and future ships of the 21st century that are reaching new heights.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
WFBW
BREAKING NEWS: Tallest
new oil tanker in the
world has a 300 foot beam!
This presents a problem for the bridges near the port cities that need to receive this visit from the oil tanker.
If the bridges of the world are not tall enough to accommodate this new tanker, they could collapse.
This could cause an oil spill which would lead to even bigger problems for the city and its people, wildlife and environment.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
TaskYour job, as a group of consultants, is to design a
bridge that is tall enough for this new oil tanker to clear.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Each consultant group will consist of 4 members. Each group will combine their resources to create one final portfolio.
Member #1- Equation expert:
1. Describe how each variable effects the visual look of the parabola. 2. Come up with a parabolic equation that mathematically explains the bridge to the architects.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Process
Y = - X 2
Member #2- Artist and graphic expert:
1. Graph the final parabola on graph paper and then 2. Artistically draw the bridge in color.
(You will turn in two separate pages for this.)
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Member #3- Statistic expert:
1. Create a spreadsheet using Microsoft Excel that includes your bridge’s statistics .2. Document the height and length &Calculate how long it takes in minutes to walk over the bridge, ride a bike over the bridge and drive over the bridge and include this in your chart.
**Use this given data**Average rate of speed for:
a human= 3 miles/hra bicycle= 20 miles/hra car= 55 miles/hr
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Member #4-Analytical expert:
1. Analyze current information. Find out which existing bridges in the world would currently fit this new oversized oil tanker. 2. These are the bridges that do not need to be replaced. Identify and label these bridges on a world map.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Resources
Bridges of the world:http://highestbridges.com
Oil tankers height and width:http://people.hofstra.edu/geotrans/eng/ch5en/appl5en/tankers.html
Parabolic equation review:1. http://www.intmath.com/Plane-analytic-geometry/4_Parabola.php2. http://www.algebra.com/algebra/homework/Quadratic-relations-and-conic-sections/Quadratic-relations-and-conic-sections.faq.question.79138.html
Create/Print a Graph: http://nces.ed.gov/nceskids/createagraph
Conversions: http://www.wsdot.wa.gov/reference/metrics/foottometer.htm
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Student performance and evaluation of the final portfolio from of this learning experience will be graded by taking the average of the following two grades:
Individual grading rubric Group grading rubric
Introduction Task Process Resources Evaluation Conclusion Teacher Page
Evaluation
Individual Grading RubricDesigning a Bridge for a Purpose Web Quest
Student Name: ________________________________________________
CATEGORY 4 3 2 1Demonstrated Knowledge
Explanation shows complete understanding of the mathematical concepts used to solve the individual member's tasks.
Explanation shows substantial understanding of the mathematical concepts used to solve the individual member's tasks.
Explanation shows some understanding of the mathematical concepts needed to solve the individual member's tasks.
Explanation shows very limited understanding of the underlying concepts OR it is not written.
Mathematical Reasoning
Uses complex and refined mathematical reasoning.
Uses effective mathematical reasoning
Some evidence of mathematical reasoning.
Little evidence of mathematical reasoning.
Mathematical Errors 90-100% of the steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Neatness and Organization
The work is presented in a neat, clear, organized fashion that is easy to read.
The work is presented in a neat and organized fashion that is usually easy to read.
The work is presented in an organized fashion but may be hard to read at times.
The work appears sloppy and unorganized. It is hard to know what information goes together.
Completion All individual member tasks are completed.
All but one of the steps of the tasks are completed.
Tasks were attempted, but are completed.
None of the problems are neither attempted nor completed.
INDIVIDUAL
Group Grading RubricDesigning a Bridge for a Purpose Web Quest
Group Members: ________________________________________CATEGORY 4 3 2 1
Combination of member involvement
Explanation is cohesive, detailed and a clear representation of all member involvement.
Explanation is a clear representation of all member involvement.
Total member involvement is not seen, but includes all critical components.
Total member involvement is difficult to see and is missing several components OR certain components are not included.
Creativity Creativity greatly add to the reader's understanding of the concept.
Groups use of creativity makes the concept clear and easy to understand.
The creative thought does not add to understanding the concept.
Creativity was not used to add to the reader's understanding of the concept.
Mathematical Terminology and Notation
Correct terminology and notation are always used, making it easy to understand what was done.
Correct terminology and notation are usually used, making it fairly easy to understand what was done.
Correct terminology and notation are used, but it is sometimes not easy to understand what was done.
There is little use, or a lot of inappropriate use, of terminology and notation.
Neatness and Organization
The work is presented in a neat, clear, organized fashion that is easy to read.
The work is presented in a neat and organized fashion that is usually easy to read.
The work is presented in an organized fashion but may be hard to read at times.
The work appears sloppy and unorganized. It is hard to know what information goes together.
StrategyProcedures Typically, uses an efficient and effective strategy to solve and effectively graph the parabola.
Typically, uses an effective strategy to solve and effectively graph the parabola.
Sometimes uses an effective strategy to solve problems, but does not do it consistently.
Rarely uses an effective strategy to solve and effectively graph the parabola.
GROUP
The World Federation of Bridges and Waterways is very pleased with the diligence you have given this project.
“The eventual replacement of old bridges is welcome news for the major cities that import/export oil and will also enhance motoring conditions for oil tankers to gain access to these area. Calling for designs of a new bridge is yet another example of the tremendous enhancements the World Federation of Bridges and Waterways is making in the world.”
Introduction Task Process Resources Evaluation Conclusion Teacher Page
ConclusionWFBW
Teacher PagesThis lesson may be used for a High School Geometry class, or the
level of difficulty can be adjusted as necessary to suit your specific classroom needs.
*A suggestion for making this lesson more difficult would be to have each student complete all four group member tasks on his/her own. Also, the given rate of speeds for the statistic expert task can be calculated by the students themselves using a stop watch and measuring tape.
*A suggestion for making this lesson less difficult would be to complete all four tasks together as a class with the teacher guiding the process.
This WebQuest meets the following standards:NYS Standards
ISTE NETS for StudentsIntroduction Task Process Resources Evaluation Conclusion Teacher Page
NYS Standards: Standard 1: Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Information SystemsStudents will access, generate, process, and transfer information using appropriate technologies. Standard 3: Mathematics (Revised 2005)Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.Standard 4: ScienceStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.Standard 5: TechnologyStudents will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 6: Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Standard 7: Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
ISTE (NETS(S)) Standards: Standard 1: Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 3: Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Standard 4: Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Standard 5: Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standard 6: Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.
Introduction Task Process Resources Evaluation Conclusion Teacher Page
