Context:

I created this car and report with Andrew Harrington as a requirement for my CI3543 class.  First, we developed a plan on how to design our car. Next we constructed our car and prepared to test it.  Before we tested it we measured and recorded the ramp height. We tested each height three times and recorded the results. Then we put the results into a spread sheet using the program Microsoft Excel to analyze the data. Lastly, we created a report explaining our process and conclusion based on our results. We also imported pictures from a digital camera and scanned in our results.

Impact:

This project helped me better understand the forces of energy and now I can share my knowledge with my students by using a project such as this one.  It also broadened my knowledge of Microsoft Excel and how I can use it with my students, especially in the math curriculum. The project is a basis for students to learn about energy and incorporates all aspects and subjects. The students are learning science, math, and writing skills all in one. This project impacts students, so they will not forget about energy.

Alignment:

I met Standard 2, Indicator 3, by measuring the ramp and how the far the car traveled. We then used the data to make a chart and interpreted to figure out what the best height for our car to go down to benefit the passengers.

I met Standard 7, Indicator 2, by incorporating science, math, and writing in the project.

I met Standard 7, Indicator 3, by getting introduced to the project in a creative way, coming up with our own designs, and testing the data. The data is put in the computer with instruction, but we have choices in deciding design. We came up with our report and were allowed to present our project any way they want such as web page or just using Microsoft Word. Students would do the same if they were to do this project.

I met Standard 10, by measuring, inferring, interpreting, and analyzing the data to write up a report.