Regina Vermina Cars Rationale

Context: This project was created in the fall of 2007 in GS4401 under the advisement of Jeff Goodman. To produce the pictures were used in the project a still digital camera was used.

The purpose of this project was to help communicate many different scientific concepts including energy, force, velocity and collecting data.

Impact: By doing this assignment students learn all about forces of motion and energy. They got to work together to build a car that they thought would go the furthest and the fastest and Regina Vermina would want it in her amusement park. This project incorporate mathematics, language arts, and science. They had to calucate scientific problems, use measurement, and prediction. For language arts they had to write why they had the best product and explain the science used. It is extremely creative project that involved a lot of work but taught many concepts. It provides a better understand of why things can be in motion and where everything gets it energy.

Alignment:

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

Indicator 2: This indicator was met by constructing a vehicle where weight and area were taken into account. During the project time was measured for how long the car roll and the distance it went as well as how high the ramp was.

Indicator 4: This indicator was met because multiple graphs were made to represent the distance the car went, how fast it went, and the time it took to get there.

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

Indicator 2: This standard was met because the forces of motion and energy were used to explain how the cars worked. Data was also taken from the cars that was measured and analyzed.

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: This standard was met by integrating math into a scientific project.

Indicator 5: This standard was met by providing a clear example of what was expected in the project. There were charts and graphs used to organize data. Also, math and science were used to explain how everyday objects move.

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

Indicator 1: This was met by involving girls in a completely science and math related project which is an area that many girls do not become very involved.

NETS-T Standard IIA: This NETS was met by using a still digital camera to record the different steps in the process. This made it easier to communicate what was going on in the project.