The New & Improved Gardener

For the first Action Project in Design & Engineering, GCE Juniors investigated the following guiding question:

How do we make better tools?

Here’s the scenario students were challenged with:

Garden projects like GCE’s are sprouting up all over cities around the country, as urban communities begin to realize how successful and rewarding they can be. The problem is, not everyone has the right tools to make their own garden, and not every tool works for every gardener. Senior citizens are a large demographic of gardeners that often gets overlooked, as manufacturers rarely have them in mind when creating tools. Your mission is to take what you learned about physics, force and leverage, as well as the interviews you have conducted, and create better tools that maximize the output based on the energy put in. Based on the users’ needs and wants, create new designs of common gardening tools to better fit their situation. You will then present your best sketch, as well as a storyboard of it being used, and an explanation of its creation and the physics behind it.

Please click on the tools to open the featured student work.

National Standards: Project Alignment with Common Core Math & NextGen Standards

Modeling as a General High School Standard

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

SRT.B.4: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Creating Stage Magic

For the Stage Chemistry Elective Course, GCE students investigated the following guiding question:

What would my theater look like?

Here’s the scenario students were challenged with:

The Goodman Theater partners with students throughout Chicago who participate in their Student Subscriber Series. Each school and each student within the school is challenged to create a theater blueprint for hosting a “sponsored adaptation” of A Christmas Carol. In order to create a realistic blueprint of a theater, students take on and blend the multiple roles of set designer, architect, and executive producer. Student blueprints juxtapose their unique ideas with Goodman’s Albert Theater and demonstrate relationships of scale & proportion through visual and narrative explanations.

Students will create a blueprint of the space to be used as a theater, highlighting the parts that matter most and describing the decision process to create the feel of the theater. The project will be digitally published in magazine form. Comparisons will also be made between the chosen theater and Goodman Theatre itself to show relative size and scale.

Click on the theater blueprint to the right to see the students’ work.

Building a Guitar

For the Light, Sound, & Time class, GCE Juniors investigated the following guiding question:

Who says you need to buy a guitar?

Here’s the scenario students were challenged with:

The Landfill Harmonic has just arrived in Chicago for a one-week stay, and they only have two days before their first concert. Unfortunately, their entire string section lost their luggage at O’Hare airport, so instead of being able to visit families and schools and do workshops in Chicago, they are going to be stuck building new instruments – unless you can help. 

Click on the audio tracks to listen to the students’ diddley-bows.

National Standards: Project Alignment with Common Core Standards & NextGen Standards:

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.

HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

Speech Writer for a Day

For the first Action Project in Rhetoric, GCE Juniors investigated the following guiding question:

How will you apply rhetorical techniques in order to convince others?

Here’s the scenario students were challenged with:

You’ve been hired as a speech writer for a politician who is running in an upcoming election. With an upcoming debate in the near future, you must prepare your boss to respond to a series of questions on an array of current topics. You want your candidate’s responses to appeal to your base of voters, and persuade undecided voters to support your campaign.

Review a list of potential questions your candidate will receive during the debate, and select one for which you will craft a 2-minute response, using the rhetorical devices you have learned about in this Unit.

Click on the speakers at the podium to take a closer look at the students’ speeches.

Project Alignment with Common Core ELA Standards

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

The Empathetic Gardener

For the first Action Project in Design & Engineering, GCE Juniors investigated the following guiding question:

How do we make better tools?

Here’s the scenario students were challenged with:

Garden projects like GCE’s are sprouting up all over cities around the country, as urban communities begin to realize how successful and rewarding they can be. The problem is, not everyone has the right tools to make their own garden, and not every tool works for every gardener. Senior citizens are a large demographic of gardeners that often gets overlooked, as manufacturers rarely have them in mind when creating tools. Your mission is to take what you learned about physics, force and leverage, as well as the interviews you have conducted, and create better tools that maximize the output based on the energy put in. Based on the users’ needs and wants, create new designs of common gardening tools to better fit their situation. You will then present your best sketch, as well as a storyboard of it being used, and an explanation of its creation and the physics behind it.

Please click on the tools to open the featured student work.

National Standards: Project Alignment with Common Core Math & NextGen Standards

Modeling as a General High School Standard

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

SRT.B.4: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Empathetic Garden Tools

For the first Design & Engineering Action Project, GCE Junior students investigated the following guiding question:

How do we make better tools?

Here’s the scenario students were challenged with:

Garden projects like GCE’s are sprouting up all over cities around the country, as urban communities begin to realize how successful and rewarding they can be. The problem is, not everyone has the right tools to make their own garden, and not every tool works for every gardener. Senior citizens are a large demographic of gardeners that often gets overlooked, as manufacturers rarely have them in mind when creating tools. Your mission is to take what you learned about physics, force and leverage, as well as the interviews you have conducted, and create better tools that maximize the output based on the energy put in. Based on the users’ needs and wants, create new designs of common gardening tools to better fit their situation. You will then present your best sketch, as well as a storyboard of it being used, and an explanation of its creation and the physics behind it.

Please click on the tools in the garden to open the featured student work.

National Standards: Project Alignment with Common Core Math & NextGen Standards

Modeling as a General High School Standard

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

SRT.B.4: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Pinhole Cameras

For the first Light & Sound Action Project, GCE Juniors investigated the following guiding question:

Who says you need to buy a camera?

Here’s the scenario students were challenged with:

Cameras get faster and lighter by the day. Nowadays, most smartphones are also cameras, oftentimes as powerful as (or even more powerful than) any old-fashioned cameras. Still, having a powerful camera doesn’t mean being a great photographer, nor knowing how cameras actually work. That’s why the photographer Abelardo Morell decided to take a step back in time, using the “camera obscura” to take his pictures, turning entire rooms into cameras!

Morell posted a challenge to High School students, asking them to drop their cellphones and build their own pinhole camera, which is a smaller version using similar concepts, in order to create images as they used to be created before technology made things so fast. Your camera doesn’t need to be the size of a room (as Morell’s), but just a camera able to produce at least one photograph.

Please click on the film strip to the right to see the students’ pinhole cameras and the calculations they used to effectively take a photograph.

 

Alignment with Common Core Math & NextGen Standards


CCSS.Math.Content.HSG-SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

CCSS.Math.Content.HSG-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

CCSS.Math.Content.HSG-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
.
WHST.9-12.2 Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS4-5)

Light and Sound: An integrated, project-based high school class

Light, Sound, & Time

How do you sense the world? In Light, Sound, & Time, you will dive deep into your surroundings and how you perceive the world. You will focus on how humans experience light, sound and time. Then, you consider the bigger picture: how do these concepts function regardless of human interaction? You will build a camera, musical instrument, and time-telling device, and explain their functionality through the languages of math and science.

Design & Engineering: An integrated, project-based high school class

Design and Engineering

Solving everyday problems in innovative ways is a fundamental part of life—but what makes good design, and what are the required steps before building can even begin? Design and Engineering is a STEAM course that focuses on building things well; i.e. structurally sound, efficient, user-friendly and sustainable. You will study designs from history that changed our perception so much that our experience of the world shifted infinitely. You will see where things came from and project where they are going. You will learn to harness empathy to do things better, and not settle for what’s already been done.

Urban Planning: An integrated, project-based high school class

Urban Planning

How do you design a shared space to minimize the use of resources and maximize the quality of life? In Urban Planning, you will explore 3 systems that intertwine to create the ecosystem of a city: load, power and flow. These topics will allow you to investigate any city’s major structures; how the city is powered; and how its systems work together to create – or prevent – flow.

A Nation's Argument: An integrated, project-based high school class

A Nation’s Argument

A Nation’s Argument integrates historical and global revolutions and nation-forming with the language and logic skills needed to develop and sustain an argument. By anchoring our investigation in the birth of the United States and learning the structure and language of argument, you will explore the life of the nation within and beyond these borders as a powerful idea–one which was carefully and logically crafted, yet continues to be challenged and transformed. In doing so, you will also deepen your understanding of yourself as a citizen as you evaluate the arguments that shape our ever-evolving national identity, and those of our brothers and sisters in countries around the world.

Policy: A High School Humanities Course

Policy

Policy informs students how to use both rhetoric and argument to agree on a common good, so that living together is sustainable and nurturing. In this course, you will study the decades-long civil rights movement in the U.S. and international social justice struggles, examining the process and different roles by which policies – for better or worse—come into being as you pursue the question: What does it take to make policy (for the common) good?

Rhetoric: An integrated, project-based high school class

Rhetoric

Why do certain speeches “work” and so many others do not? Rhetoric supposes that we use language to persuade, challenge and unite, in all aspects of our lives. To awaken to this reality, you will explore how language has been, and might be used to help us powerfully and clearly articulate our viewpoints. As you study how the earliest Americans manipulated language as conquerors, colonists, and revolutionaries, you will become skilled in analyzing and manipulating language in order to articulate and achieve your own aims. These domestic examples will be juxtaposed with international case studies to strengthen your sense of global awareness, identity, and possibility.

design and engineering

Empathetic Garden Tools- A Design & Engineering Online Installation

For the first Design & Engineering Action Project, GCE Junior students investigated the following guiding question:

How do we make better tools?

Here’s the scenario students were challenged with:

Garden projects like GCE’s are sprouting up all over cities around the country, as urban communities begin to realize how successful and rewarding they can be. The problem is, not everyone has the right tools to make their own garden, and not every tool works for every gardener. Senior citizens are a large demographic of gardeners that often gets overlooked, as manufacturers rarely have them in mind when creating tools. Your mission is to take what you learned about physics, force and leverage, as well as the interviews you have conducted, and create better tools that maximize the output based on the energy put in. Based on the users’ needs and wants, create new designs of common gardening tools to better fit their situation. You will then present your best sketch, as well as a storyboard of it being used, and an explanation of its creation and the physics behind it.

Please click on the tools in the garden to open the featured student work.

National Standards: Project Alignment with Common Core Math & NextGen Standards

Modeling as a General High School Standard

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

SRT.B.4: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

policy

Resolutions- A Policy Online Installation

For the Policy Course, GCE Juniors investigated the following guiding question:

How do we contextualize the need for a policy?

Here’s the scenario students were challenged with:

The city’s aldermen have put out a call for resolutions regarding places in the city that need urgent attention regarding the issues of housing, infrastructure, and basic services.

For the resolutions, the aldermen request explanatory papers that focus on the problems, presenting research and relevant data, as well as at least 3 pictures illustrating the issue.

The idea is not to share solutions, but to call the attention to urgent issues, which will be reviewed by a group of aldermen and, then, prioritized and brought to an open forum at later dates.

Please click on the images of different neighborhoods on the North Side of Chicago in the map below. And leave a comment about what resolution you would wish to pass in your own neighborhood.

 

Alignment with Common Core Standards

Writing Standards

W 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Speaking and Listening Standards

SL 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Reading Standards for Informational Text

RI 11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RI 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Urban Planning

Truss Bridges – An Urban Planning Online Installation

For the Urban Planning Course, GCE Juniors investigated the following guiding question:

How do we build a bridge with minimum resources to support maximum load? 

Here’s the scenario students were challenged with:

Chicago’s infrastructure is falling apart. Afraid of the backlash that would occur if someone were to get injured, the mayor is seeking designs for a new bridge – but Chicago is in such bad financial shape, he is looking for a simple (cheap) design that will support the most weight using the fewest resources. Your challenge is to create a design that will maximize load and minimize resources.

The rules of the competition are as follows:

  • Your model can only be made out of two materials: popsicle sticks and glue.
  • Your team will be provided with 50 popsicle sticks, white glue, and one stick of hot glue.
  • Your bridge must span a distance of at least one foot.
  • Your bridge must support a weight of at least 5 pounds.

VM 1: Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments,and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|,
||v||, v).

G-CO 9. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent;points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

G-CO 10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

G-SRT 8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

G-MG1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

G-MG 3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Pinhole Cameras- A Light and Sound Online Installation

For the first Light & Sound Action Project, GCE Juniors investigated the following guiding question:

Who says you need to buy a camera?

Here’s the scenario students were challenged with:

Cameras get faster and lighter by the day. Nowadays, most smartphones are also cameras, oftentimes as powerful as (or even more powerful than) any old-fashioned cameras. Still, having a powerful camera doesn’t mean being a great photographer, nor knowing how cameras actually work. That’s why the photographer Abelardo Morell decided to take a step back in time, using the “camera obscura” to take his pictures, turning entire rooms into cameras!

Morell posted a challenge to High School students, asking them to drop their cellphones and build their own pinhole camera, which is a smaller version using similar concepts, in order to create images as they used to be created before technology made things so fast. Your camera doesn’t need to be the size of a room (as Morell’s), but just a camera able to produce at least one photograph.

Please click on the film strip below to see the students’ pinhole cameras and the calculations they used to effectively take a photograph.

 

Alignment with Common Core Math & NextGen Standards


CCSS.Math.Content.HSG-SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

CCSS.Math.Content.HSG-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

CCSS.Math.Content.HSG-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
.
WHST.9-12.2 Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS4-5)

“I Have a Dream” Speeches – an Online Installation

For the second Argument Action Project, GCE Juniors students investigated the following guiding question:

What is the most persuasive way to share your dreams?

Here’s the scenario students were challenged with:

Martin Luther King Jr. spoke to hundreds of thousands when he shared his dream with others in 1963. You may get there eventually, but today’s Action project starts smaller. Just over fifty years later, Echoing MLK down through history, you will share your dream for your world by writing and performing it publicly with rhetorical skill. Just as MLK joined tens of other speakers at the March on Washington, join your classmates and youth everywhere participating in Mikva Challenge’s Project Soapbox. All students were invited to join youth from everywhere to participate in the Mikva Challenge, by writing speeches addressing a change they wish to see in the world.

Please find below the online installation we created, featuring the video of the students’ speeches. Please click on TVs to view each speech.

National Standards:

Project Alignment with Common Core ELA Standards

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    • CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
    • CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
    • CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    • CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

Designing Better Tools – Online Installation

For the first Design & Engineering Action Project, GCE Junior students investigated the following guiding question:

How do we make better tools? 

Here’s the scenario students were challenged with:

Garden projects like GCE’s are sprouting up all over cities around the country, as urban communities begin to realize how successful and rewarding they can be. The problem is, not everyone has the right tools to make their own garden, and not every tool works for every gardener. Senior citizens are a large demographic of gardeners that often gets overlooked, as manufacturers rarely have them in mind when creating tools. Your mission is to take what you learned about physics, force and leverage, as well as the interviews you have conducted, and create better tools that maximize the output based on the energy put in. Based on the users’ needs and wants, create new designs of common gardening tools to better fit their situation. You will then present your best sketch, as well as a storyboard of it being used, and an explanation of its creation and the physics behind it.

Please find below the online installation we created, featuring some of the innovative garden tools students designed. Please click on the tools to open the student work.

National Standards

Project Alignment with Common Core Math & NextGen Standards

Modeling as a General High School Standard

HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

SRT.B.4: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.


LANES, Abby (2008) Peggy’s Gardening Tools. Internet: Flickr.

 

Many thanks to Gravity Tank 
for making this Action Project possible!