Ramps: Slope in Action
A WebQuest for
8th - 10th Grade Math
Designed by Martha C. Thibodeau
Introduction | Task | Process | Evaluation | Resources|Conclusion | Teacher Page
Introduction
Your cousin has just transferred to your school. She uses a wheelchair, and has to take one of her classes in the building behind the school. Think about the accessibility issues just getting in the front door.
Task
The school board has asked the students at your school to come up with a plan for a ramp for the building pictured below that will be structurally sound, cost effective and compliant with the Americans with Disabilities Act. They ask you to create a site plan, scale drawing of the ramp, and cost sheet with parts list to submit for approval before the construction can begin. The board will then view presentations from each team and decide which plan to use.
Process
There will be four members of each team. Look at the job descriptions of each team member before you decide which job you would like to do for your team.
The architect needs to be able to draw a site plan as well as a scale drawing of the ramp. This person should be good with measurement and pay attention to details and needs to know the formula for slope.
The contractor needs to investigate the cost of materials and create a cost sheet. It would be helpful if this person was familiar with building things from wood, and had an understanding of linear board feet. The contractor also needs to understand the formula for slope.
The ADA expert needs to research the Americans with Disabilities Act. This person should be good with details, proficient at research, and know the formula for slope. They will have the most information to give out at the design meeting, and should be good at group work.
The project manager will have to facilitate the design meeting, oversee all the other jobs, as well as compile the results into a presentation for the school board. This person should have good people skills and be able to help others come to a consensus. This person will have to know the formula for slope, and create a reflection question for his group at the end of the project, and have good time management skills.
STAGE 1: Investigation
The architect will begin by drawing a site plan, so that obstacles may be overcome in the plan of the ramp. Be sure to include height of front door, trees, plants, driveways, and other items that could change the course of the ramp.
The contractor needs to investigate the price and type of lumber, nails, and surface materials ie. non-slip pads and stain or paint.
The ADA expert will be looking at the requirements for ramps, specifically for slope, railings, and platforms.
The project manager will be assisting as needed as well as creating an agenda for the design meeting and a reflection question for the team at the end of the project.
STAGE 2: Design Meeting
The architect will show the site plan and discuss the measurements with the rest of the team.
The contractor will give a rundown of the costs of lumber and other supplies.
The ADA expert will discuss the slope requirements as well as the railing and platform requirements.
The project manager will facilitate the meeting and help the team come up with a plan for the design.
STAGE 3: Preparing Individual Presentations:
The architect will complete a scale drawing of the ramp and send that and the site plan to the project manager in digital form.
The contractor will calculate the board feet necessary, and complete a supply list with costs and send that to the project manager in digital form, with any graphics necessary.
The ADA expert will check the calculations on the scale drawing and compile a list of the ADA requirements and a bibliography for the team. The expert will then forward the list and bibliography to the project manager.
The project manager will meet with the teacher to get any last minute instructions for the final presentation. Then the manager will compile the digital information sent by the team into a presentation for the school board.
STAGE 4: Presentation
Each member is required to present their part of the project. The project manager will facilitate the presentation.
STAGE 5: Evaluation and Reflection
Each group member will self evaluate with the rubric below, and will complete the reflection question that the project manager created at the beginning of the project. The teacher will also evaluate each student with the rubric below.
Evaluation
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
|---|---|---|---|---|---|
Site Plan
|
Plan does not show measurements clearly or is otherwise inadequately labeled. | Plan provides clear measurements and labeling for most components. | Plan is neat with clear measurements and labeling for most components. | Plan is neat with clear measurements and labeling for all components. | |
Ramp Mathematical Presentation and Conclusion
|
Students present all but 3 of what was instructed: (1) measurements of ramp labeled, (2) all calculations shown, and (3) decision/conclusion if ramp is up to code | Students present all but 2 of what was instructed: (1) measurements of ramp labeled, (2) all calculations shown, and (3) decision/conclusion if ramp is up to code | Students present all but 1 of what was instructed: (1) measurements of ramp labeled, (2) all calculations shown, and (3) decision/conclusion if ramp is up to code | Students present work as instructed: (1) measurements of ramp labeled, (2) all calculations shown, and (3) decision/conclusion if ramp is up to code | |
Accuracy and Effectiveness of Solution
|
The ramp is not accurate. | Students create an accurate ramp but it does not adequately address the issue. | Students create an accurate ramp that adequately addresses the issue. | Students create an original, accurate and interesting ramp that adequately addresses the issue. | |
Cost Estimates
|
Work shows that more than two of the following cost estimates is incorrect. Price of Wood, Amount of Wood, Nails & Surface Materials | Work shows that two of the following cost estimates is incorrect. Price of Wood, Amount of Wood, Nails & Surface Materials. | Work shows that one of the following cost estimates is incorrect. Price of Wood, Amount of Wood, Nails & Surface Materials. | Work shows that all cost estimates are correct. | |
Presentations
|
Student does not seem at all prepared to present Does not seem to understand the topic very well. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. Shows a good understanding of parts of the topic. |
Student seems pretty prepared but might have needed a couple more rehearsals. Shows a good understanding of the topic. |
Student is completely prepared and has obviously rehearsed. Shows a full understanding of the topic.
|
|
|
Contribution to Group's Tasks and Completion of Personal Tasks (Individual)
|
· Chooses not to participate · Does not complete assigned tasks |
· Participates inconsistently in group · Partially completes assigned tasks |
· Participates in group · Completes assigned tasks |
· Participates actively · Thoroughly completes assigned task |
|
| Top | |||||
Resources
Help with the Design:http://www.wheelchairramp.org/
http://www.volunteerprojects123.org/story713f.html
http://www.ramps-ramps-ramps.com/wheelchair-ramp-designs.htm
http://www.adaptiveaccess.com/wood_ramps.php
http://www.hgtv.com/hgtv/ah_personal_care_safety/article/0,1801,HGTV_3149_1397397,00.html
ADA Requirements
http://www.usdoj.gov/crt/ada/reg3a.html#Anchor-19425
http://www.usdoj.gov/crt/ada/adastd94.pdf
http://www.wheelchairramp.org/rampman/manual/rampindx.htm
Help with Pricing
http://www.volunteerprojects123.org/story404c.html
http://www.lowes.com/lowes/lkn?action=categorySelect&Ne=8000&category=Lumber&N=0+5000155
http://homedepot.bighammersoftware.com/default.aspx?cid=801438
http://www.myeshowroom.com/search.asp?dealer=hammondlumber&room=7&category=27
Conclusion
You have now seen slope in action in the real world. Next time you're walking around town, notice how accessibility issues have been solved at various locations. Do you think they meet all the ADA requirements? Why do you think those requirements were put in place?
Here are some links to other examples of slope in the real world.
http://enlvm.usu.edu/ma/nav/activity.jsp?sid=__shared&cid=maine@pythagorean_emodule&lid=1
http://www.auburn.edu/~garriro/slopeans.htm
http://math.rice.edu/~lanius/Algebra/hottub.html
http://math.rice.edu/~lanius/Algebra/stress.html
We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.
Last updated 10/02/06 10:02:06.
Based on a template from The WebQuest Page