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Roll It! Creating an Entrance Ramp

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Title:

Roll It! Creating an Entrance Ramp

Posted by:

Heather Endres

Date:

1/27/2010

Grade Level:

High School

Category:

City of Neighborhoods

Subject Area:

Mathematics

Lesson Time:

150 minutes for classroom activities and 60 minutes for homework

Introduction:

This lesson will give students a strong knowledge of right angle trigonometry/geometry. Our school, Central, has an entrance ramp at one of the entrances of the school, but it is not the most convenient entrance for people entering the school at sporting events.

I would like the students to assess the area around an alternate entrance for the location of a possible ramp. They will need to take into consideration what the shape of the ramp will be and at what angle and how long the ramp will be. Trigonometry and geometry will be used in determining the ramp angle, and Pythagorean theorem in determining the ramp length(s).

The students will be given the problem and they will be asked to investigate the needs (using the school code and actually surveying the area). The students will create a plan for a new ramp and then build a model to present to the school. They will then revise/finalize their model based on the feedback of the school panel.

State Standards:

No State Standards available.

National Standards:

Mathematics

Standard 1. Level IV. Uses a variety of strategies in the problem-solving process

Standard 4. Level IV. Understands and applies basic and advanced properties of the concepts of measurement

Standard 5. Level IV. Understands and applies basic and advanced properties of the concepts of geometry

Standard 8. Level IV. Understands and applies basic and advanced properties of functions and algebra

Standard 9. Level IV. Understands the general nature and uses of mathematics

Objectives:

Students will be able to:

understand (Investigate) the needs of the consumer (school and persons using the ramp)
use the requirements of the school code to design a ramp for persons needing access to the school in ways other than stairs
calculate the “ideal length and angle of the ramp. (the ramp height will be fixed to the current height of the stairs)
build a model of the new ramp (to scale) to present to the school.
research possible building materials and costs, while taking into consideration, weight, cost, resistence to rain/snow/other conditions

Resources:

geometry textbook

knowledge of trigonometric functions

computer with internet access

Materials:

cardboard
clay
wooden craft sticks
glue
tape
stapler
ruler, yardstick, or tape measurer

Vocabulary:

N/A

Procedures:

Before starting this project the students should have a solid knowledge of basic trigonometric functions and the Pythagorean theorem.

1. Take the students to an area where a ramp would be beneficial either in your school or in a building in the near community. Describe the problem to the students and have them investigate the problem and come up with various solutions. The students will need to use their knowledge of angles and slope to design the ramp. They will also need to take into consideration the placement of the ramp (i.e. will it be an obstruction to anything).

2. The students are to come up with a design including the calculations (length, height, angle) that they used to design their ramp.

3. Students are to research various building materials online that could be used to build this ramp. Things to take into consideration: price, material type and weather resistency, cost to install.

4. Students should build a model of their ramp to scale out of any building materials listed above in resources, or otherwise desired but should be approved by the instructor.

5. Students submit a proposal to you as an instructor with all of their calculations, a drawing of their design, any model they have built, and a rough estimate of material and installation costs.

6. Students do a presentation to someone at your school or in the community who has the authority to put their idea into action.

Assessment:

The students will be assessed on their design model and their presentations, both delivery and content. They will also be assessed on the calculations of their design, both accuracy and the write-up of proposal.

Enrichment
Extension Activities:

Students could go into the community and identify two areas where a ramp or a sloped surface may be beneficial and then they could determine how they might propose effecting these changes.

Teacher Reflection:

N/A.

Related
Files:

No related files are necessary.

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