Rationale for Regina Vermina Project

Context: I did this Regina Vermina Car project in Block II in my science class with Jeff Goodman. I made a car using cd wheels, cardstock, pipe cleaners, and hot glue. I designed a Jeep that was to be fast and travel the most distance in the class. We tested the all the cars in the class to see how they did. We tested these cars using a ramp at different heights to see what the best height for the ramp was so that the car would travel the most distance.  My car did fairly well. It could have been changed in a few ways so that it could have gone faster and travel a longer distance. I measured and configured the car’s velocity.  I made graphs that measured the distance, the time and the velocity that the car traveled.

Impact: This project would be great for students. It would help the students learn about time and distance and how to test objects. The students will learn math in that the will graph their cars distance, time, and velocity. The students will learn about interpolation on a graph. The students will learn about how energy is transferred. They will learn where the energy is transfer from their car. The students will also be doing averages of their cars time, distance, and velocity. The students will learn the structure of a car and what a car has to have to roll and work properly.

Alignment:

I met Standard 2, indicator 2 because in the project the students will be averaging numbers and graphing time, distance, and velocity of their car. To graph these numbers the students will be adding and multiplying and subtracting to get the average that they will graph.

I met Standard 2, indicator 4 because students will be graphing the average time, distance, and velocity that their car traveled.

I met Standard 3, indicator 2 because in this project the motion and heat that the cars will give off will introduce physical science to them.

I met Standard 9, indicator 4 because students will recognize and apply mathematics in context outside of mathematics because they are building cars for science but will be doing lots of math concepts. The students are able to connect these mathematical concepts to everyday life.

I met Standard 9, indicator 5 because in this project students have to create their own graphs online that will represent their car that they made. The students will be using recording and organizing the data they will be collecting from their car.

I met Standard15, indicator 1 because this project gives the students that excel in science and hands on activities a chance to excel more  and get math concepts and activities into the project. The under represented group will stand out.