Ramps: Slope in Action
A WebQuest for 8th - 10th Grade Math
Designed by Martha Thibodeau
Introduction
This webquest was developed as part of MLTI/eMINTS, a blending of Maine's MLTI laptop project, and Missouri's eMINTS project.
This project is designed to help answer the question, "when will I ever use this in the real world?" Algebra teachers hear this question at least once a year, and this project will show students how the concept of slope is used in construction of a wheelchair ramp.
Learners
This lesson was developed with Algebra 1 students in mind.
Students should have a basic understanding of how to find slope, and how to prepare a scale drawing. Students should also have oral presentation skills.
Curriculum Standards
Math Standards - Maine Learning Results 1997
H. ALGEBRA CONCEPTS
- MIDDLE GRADES 5-8
- SECONDARY GRADES
Use tables, graphs, and spreadsheets to interpret expressions, equations, and inequalities.
Analyze tables and graphs to identify properties and relationships in a practical context.
J. MATHEMATICAL REASONING
- MIDDLE GRADES 5-8
- SECONDARY GRADES
Support reasoning by using models, known facts, properties, and relationships.
Analyze situations where more than one logical conclusion can be drawn from data presented.
K. MATHEMATICAL COMMUNICATION
- MIDDLE GRADES 5-8
Use statistics, tables, and graphs to communicate ideas and information in convincing presentations and analyze presentations of others for bias or deceptive presentation.
- SECONDARY GRADES
Restate, create, and use definitions in mathematics to express understanding, classify figures, and determine the truth of a proposition or argument.
This lesson is an inquiry-based lesson that supports creative problem solving and teamwork.
Process
This is the process section from the student page:
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.
bvThe 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.
This lesson is designed to take 3-5 days of 40 minute periods.
You may choose to have the experts in the groups work together for the first stage of the project. All the architects could work on taking measurements and drawing a site plan. The contractors could look up lumber prices and supply lists together. The ADA experts could work on a list of requirements as a group. The project managers could brainstorm reflection questions and create a design meeting agenda together. Then each expert could go back to their group for the design meeting.
Remind students that there is always more than one way to solve a problem, and the school board will be looking for creative solutions, and not only considering the cost of the project.
This project will require the teacher to be flexible with students. Some groups may progress faster than others. Some roles require students to take measurements outside of the classroom, so teachers should be aware that one group of students will have to leave the class while others are still working.
Resources Needed
- Measuring tapes
- Computers with Internet access
- Word Processing Software
- Draw or Paint Software
- Presentation Software
- 2:1 Student:Computer ratio or higher
- File Sharing Capabilities (Flash Drive, Drop Box, Whiteboard, etc.)
Websites that students will use for research are listed on the student webpage.
It may be helpful to have a parent volunteer or an ed tech help with the design team meetings, and the measurements at the site of the ramp.
Evaluation
The students will present their ramp design to the rest of the class, and a school board member or parent volunteer, if possible. They will colmplete the rubric from the student page as a self evaluation, and the teacher will also fill out a copy of the rubric for each student. The presentations should show a creative, accurate and practical solution to the problem.
Credits & References
Pictures in this lesson come from:
http://www.volunteerprojects123.org/story2919.html
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Last updated on Oct. 2, 2006. Based on a template from The WebQuest Page