Alignment:

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

Indicator 2: Teachers have knowledge of geometry and measurement. Teachers:

• Understand construction of simple geometric figures,
• Understand and apply concepts of relative position and relationships and geometric formulas, and
• Model appropriate measurement systems in various settings (standard, nonstandard, and metric system) in measuring length, perimeter, area, capacity, volume, weight, angle, time, money, and temperature.

I have met this standard by using geometric measurements and formulas to determine the size, weight, and construction of the vehicle "Turbo." Through the design process, I required to measure and record the measurements made. The record of these measurements were met to be replicable by someone else who looked at the plans, so they were very specific to the design of the project. I measured the area of paper that was required to build the car, as well as measured the weight of the car.

Indicator 4: Teachers have knowledge of data, probability, and statistics. Teachers demonstrate an understanding of:

• The importance of formulating the proper question in order to obtain measurement and reliable answers through analysis,
• How to systematically collect, organize, analyze, and summarize data in order to predict outcomes,
• Various methods for reporting and representing data (graphs, charts, tables, and grids),
• The likelihood of an event occurring by completing simple probability experiments, and
• Ways to use appropriate software to extend and promote an understanding of data collection, analysis of data, and display of data.

I have met this standard by analyzing the data collected from the different trial runs that our vehicle took. I measured the distance that it traveled when dropped from multiple different heights, as well as the time it took for it to come to a complete stop. By analyzing these two pieces of data, I was able to estimate the velocity at which the car actually traveled. Then I graphed this information using the web site Create a Graph. This software program was an easy and effective way to display the information that I needed on a graph. The web site is kid friendly, and uses graph appropriate terminology, helping to introduce students to the vocabularies of statistics at a developmentally appropriate pace.

Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.

Indicator 2: Teachers have knowledge of basic physical science concepts including:

• Systems of measurements, analysis, and interpretation of data
• Structure and properties of matter
• Factors affecting chemical reactions
• Forces of motion
• Electromagnetism
• Waves and optics (light, heat, and sound)
• Sources, forms, conservation of energy

During the course of this investigation, I studied the laws of conservation of energy. It was discovered that energy is never lost or gained, only transferred. The car, sitting at the top of the ramp, has potential energy, when it is released, it is pulled by a gravitational force, down the ramp. The cars then transferred energy into sound as they traveled the ramp. Also, because of friction, energy was released in the form of heat. All of this energy transfer resulted in the car coming back to a stop.

Standard 9: Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.

Indicator 4: Teachers develop instruction in making connections that enables all students to:

• Recognize and use connections among mathematical ideas;
• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• Recognize and apply mathematics in contexts outside of mathematics

During this activity, the car was measured, weighed, and timed. All of these numbers were transferred into charts and graphs to display information. The activity gave students a reason to use math as a form of communication about objects and events. While this activity is centered around science, math becomes the language of explaining events and objects. Without being able to determine the speed, students would not have been able to communicate the difference between the results of the higher ramp and lower ramp data. Once they are able to compute and use this information as way of explaining the scientific events that occurred, they are able to effectively describe and evaluate their results.

Indicator 5: Teachers develop instruction in representation that enables all students to:

• Create and use representations to organize, record, and communicate mathematical ideas;
• Select, apply, and translate among mathematical representations to solve problems;
• Use representations to model and interpret physical, social, and mathematical phenomena

Students will be using the graphing web site to communicate their mathematical data discoveries. Also through this acitivity, the paper persuading Regina Vermina to buy the vehicle uses mathematical terms and findings to discuss, record and organize information that is vital to understanding the construction, as well as the speed statistics. When the actual car is created, students are discovering how surface area is important when looking at the amount of raw materials. They also discover the connections between the speed of the car and the scientific principles of conservation of energy.

Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially math and science.

Indicator 1: Teachers use a variety of strategies to encourage under represented groups to engage in the schooling process, especially math and science. They:

• Utilize community resources
• Give personal attention and encouragement to under represented groups of students
• Use relevant and real-world applications that interest a diverse population
• Encourage under represented groups to assume leadership roles.

Often times students who are under represented in the schools are math and science weak. This project allows for students to see the connection between real life objects, such as cars, and smaller models that are created used with mathematical and scientific review. Students who are good at creating and fixing things with their hands, but may not be as skilled at discussing mathematical concepts. These students can become design and construction leaders for the group, giving them a chance to succeed in the classroom.