Math In Action



Adapting this Project to Real World Outcomes

Two of the three members of this group are devoted Space Geeks, despite the wide gap in their ages. Blame it on Star Trek enduring over so many years and in so many incarnations, but the first thing they thought of for this project was creating their very own SPACE STATION! The third member of the group was willing to tolerate such an “out of this world” idea, therefore the group met as a whole to map out our ideas (see attached Concept Map) together.

Given some experience with Grade 9 Math and Science outcomes for prior projects, supply teaching experience (and a member’s daughter currently in that grade), we quickly realized the potential for turning this project into a TRUE Math In Action project by thinking outside the box. As pre-service teachers, the group felt that this was a great way demonstrate Real World math applications to the students. After getting permission from Stewart, the group blasted off with their idea!

This project allows for true cross-curricular learning since Unit 4 of the NB grade 9 Science Curriculum contains an entire unit on space. The NB grade 9 Math Curriculum features many pertinent outcomes such as calculating surface area, solving equations (IE: Velocity), and real world problem solving skills. This Space Station Challenge also allows students to create a budget, after using their problem solving skills, to gain insight into the expenses of a project. All of these elements created a natural partnership for an enrichment project. The group was inspired by page 70 of the NB Grade 9 Science Curriculum which suggests “Students will be expected to: in small groups, design and describe a model space station on the basis of what they have learned about the sun’s influences on Earth. (208-4, 211-1)”

In this scenario, the Math and Science teachers have teamed up to offer this challenge with a set group of problems. The problems created for this challenge test mastery of the outcomes listed on the following page, and also provide real life applications, possibly sparking the next generation of Canadian astronauts!

Outcomes for this Math In Action Project

Grade 9 MATH:

SCO: PR2: Graph linear relations, analyze the graph and interpolate or extrapolate to solve problems.

SCO: SS2: Determine the surface area of composite 3-D objects to solve problems.

SCO: SS5: Demonstrate an understanding of line and rotational symmetry.

Grade 9 SCIENCE:

109-3 describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge.

109-11 relate personal activities and various scientific and technological endeavours to

specific science disciplines and interdisciplinary study areas.

110-6 explain the need for new evidence in order to continually test existing theories.

111-5 describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems.

208-4 propose alternative solutions to a given practical problem, select one, and develop a plan.

209-4 organize data, using a format that is appropriate to the task or experiment.

210-16 identify new questions and problems that arise from what was learned.

211-1 receive, understand, and act on the ideas of others.

211-3 work co-operatively with team members to develop and carry out a plan, and troubleshoot problems as they arise.

211-5 defend their position regarding societal support for space exploration.

Key Elements of the Space Station Challenge

As the group developed this project, the following 3 Components of the Grade 9 challenge were created. (See enclosed project sheets)

• DESIGN AND BUILD A MODEL OF YOUR SPACE STATION. It must have a rotational axis and the model may not be bigger than 30 cm2.

• DESIGN AND CREATE A BROCHURE. It should include at least 6 features and give us a clear idea of WHY these elements were essential to your design.

• COMPLETE ALL OF THE PROBLEMS ON THE NEXT SHEET. Students were asked to show their calculations and all work for solve 4 mathematical challenges.

Creating the “samples” that teachers would show to those taking part in the challenge, preferably student work from prior years rather than something created by an adult, allowed the group to meet the outcomes of THIS Math In Action project, while demonstrating how it could actually be used in this Grade 9 setting. Building the model of the Space Station was SO much fun!!

All of these elements, as well as the mathematical challenges the group created, were included to meet either the Crandall project outcomes or the Grade 9 outcomes as listed.

Math In Action Costing/Budget

For the budget portion of our project, the group chose to focus on creating a budget for the hydroponics garden in the space station. In order to do this, we made a list of the supplies needed and found an approximate price of each item. Some measurements were adjusted to make them a bit easier for Grade 9 students to work with in this setting. We then calculated how many units of supplies would be needed, and put the numbers into Microsoft Excel to find out the total budget. On top of calculating the price of each of the supplies, we added the tax (13%) and an additional 20% buffer to allow some extra money, in case something went wrong in our calculations or if any of the supplies were damaged in transit. (see enclosed budget.)

This outcome had the dual nature of having the group fulfill the costing/budget component of the project, while also allowing us to create an intense problem-solving and budget experience for Grade 9 students which would give THEM real world insights into crunching numbers on a MUCH larger scale than they were used to.

Issues/Problems:

• Budget preparation proved difficult due to the nature of the topic. Space exploration is very expensive, possibly putting figures in the billions to trillions range.

Solving our $$$ Issues:

• The group looked exclusively at hydroponics and prepared a budget. After all, astronauts have to eat. We looked at the cost of different elements of a hydroponic garden such as water, seeds (IE: cucumber, watermelon, lettuce, etc.), supplies (water pump, growth cubes, domes). We determined the cost of each element, the number of items required, added the sales tax, and incorporated a 20% buffer for extra allowance in the event that there is an issue with assembly in space.

• Addressing the entire cost of a space station would prove daunting to the students. Instead, we feel it was more appropriate to have them focus on an element of the space station (IE: Hydroponics). This gives them an area to focus on. After all, the space station was not built by a single country.

Math In Action Artifact

A brochure about Teaching In Space was created as a sample to show to students taking part in the challenge and also as a humorous way of getting our fellow teachers to think about just how far this career choice could take you! (see enclosed brochure.)

Math In Action Model

The group met on a Friday morning between snowstorms to build the Space Station out of odds and ends. It was the best part of the project and really brought our group together… glue gun burns and all!

Math In Action Rubric

Since this project came with a rubric of its own to evaluate what the group created, we followed through with the Grade 9 enrichment idea and created the rubric by which the students would be judged for the challenge, based on all of the elements listed on the enclosed rubric.

Math In Action Sources of Information

The following is a list of documents and websites used in the creation of this project and the Space Station Challenge.

• Province of New Brunswick Grade 9 Science Curriculum

• Province of New Brunswick Grade 9 Math Curriculum

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Fall

08

Math In Action

14

April 7th

A Cross-Curricular Math & Science Enrichment Project

for Grade 9 Students.

ED 3203 Math Prof. Steward West

Created by Jennifer Aikman-Smith, Tyler Burts, and Mariah Cummings

SPACE STATION CHALLENGE

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