# Integrating Standards-Based Math and Science into Engaging and Real-World Contexts

AI and Robotics

Nov 17, 2013 (4 years and 7 months ago)

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Integrating Standards
-
Based Math and Science
into Engaging and Real
-
World
Contexts

Leslie A. Texas

leslie@leslietexasconsulting.com

July 12, 2010

KEEPING IN TOUCH

Website:

http://leslietexasconsulting.com

Phone:

(502) 253
-
1844 office

(502) 777
-
5312 cell

What is the probability?

Table Talk

What would be the purpose of sharing this video?

1. Developing tables, charts and graphs often.

2. Using a scientific calculator.

3. Solving problems other than those in textbook .

1. Problem Solving

3. Estimating and Verifying Answers and Solutions

4. Logical Reasoning

5. Using Technology

Integrated Content and Process Skills

Puzzling Problems

1.
-
piece with other similar pieces
to form a problem to solve.

2.
As a learning group team, select a strategy to
solve the problem.

3.
Solve the problem as a team then submit a
solution to the class. Your team must be able to
justify

the solution!!!

Cooperative Learning Activity

Math in the Workplace

http://www.micron.com/k12/math/index

Pre
-
Assessment Exercise

Introduce classroom procedures such as cooperative
learning, solving word problems, and no “I don’t knows”
accepted

Hook for new unit

Review

Exit Slip

Possible Uses

Problem 1

1.
Assuming a reaction time of .75 seconds,

how fast was car A traveling at the beginning

of its skid? The coefficient of friction (f)

on the road is .80. The coefficient of friction

is given for different circumstances, such as

dry pavement, snow floor, or black ice.

2.
What was the total stopping distance of car A?

3.
How long did it take car B to turn if driver A reacted
immediately when car B began its turn?

1.

S = √ 30 x f x d

S = √ 30 x .80 x 50

S = √ 1200

Speed =
35 mph at the start of the skid

2.

fps = 35 x 1.467 = 51.345

Total stopping distance = .75 x 51.345 ft + 50 foot skid

Total stopping distance = 88.5 ft

89 feet from point of impact when car B started
the left turn.

3.

Time = d
÷

v

Time = 90 ft
÷

51.345

Time =
1.75 seconds for car B to begin turning and get hit

Problem 2

Health Services uses a 0.5%
solution of calcium gluconate as a
20
-
minute eye flush when an
employee in the manufacturing
area accidentally splashes
hydrofluoric acid in his or her eyes.

The calcium gluconate comes in
vials of 10% concentration and can
be diluted with sterile saline water.

How many milliliters (ml)
of 10% calcium gluconate
must be

mixed with sterile
saline water to make a 1L
solution of 0.5% calcium
gluconate?

1000 x .005 (0.5% solution) = 5 ml (if full strength)

5 ml

.10 (10% concentration) =
50 ml

Problem 3

A plumber needs to run three 2
-
inch lines around the mechanical
room. He must offset the pipe around the air handlers in the corners.
The outside line is to be 8 inches from the wall and 5 inches from the
corner. The spreads between the lines are to be 9 inches and the
angle is 45
°
. Pieces A and B are 3.75 inches and 7.5 inches
respectively. What should be the length of pieces C, D, and E?

Use Pythagorean Theorem: a² + b² = c²

Special case for 45
°

right triangles:

Since a=b, equation becomes 2a² = c²

Length C:

side a
1

= b
1

= 12 + 2 = 14"

2a² = c²

2 x 14² = C²

2 x 19
6

= C²

392 = C²

√ 392

19.8" = Length C

Length D:

side a
2

= 9 + 2 + 12 + 2
-

3.75 (piece A) = 21.25""

2a² = D²

2 x 21.25² = D²

903 = D²

√ 903.125 =
30.05"

= Length D

Length E:

side a
3

= 9 + 2 + 9 + 2 + 12 + 2
-

7.5 (piece B) = 28.5"

2a² = E²

2 x 28.5² = E²

1624.5 = E²

√ 1624.5 =
40.31"

= Side E

Problem 4

The Ada County Highway District Pavement Management
Technician needs to know how many tons of asphalt will be
5,280 feet (1 mile) in length and 26 feet wide. The asphalt
needs to be 3 inches in depth. Asphalt weighs 144 tons per
2,000 ft
3
.

3 inches ∙ (1 foot/12") = .25 ft

144 tons/2000 ft^3 = .072 tons of asphalt per cubic foot

length ∙ width ∙ depth ∙ weight per f^t3 = tons of asphalt

5,280 ft x 26 ft x .25 ft x .072 tons =
2,471 tons of asphalt

The government requires that companies

analyze and report the amount of ethyl

Lactate present in waste sent to a waste

disposal company.

The ethyl lactate sample area is 6,821,193 counts. An ethyl lactate
standard has a "concentration" of 10.16 wt% and a peak area of
10,617,862 counts.

What is the concentration (amount) of ethyl lactate in a solvent
sample from gas chromatography data?

Problem 5

Since the relationship is linear, use a ratio:

Concentrate of standard (X1) is to counts of standard (c1) as
concentrate of sample (X2) is to counts of sample (c2)

Concentration of sample

= 15.81 wt %

Problem 6

A horse weighs 1,200 pounds. He is
sick and has been diagnosed with a
certain disease. This disease is treated
with Drug X. Instructions are to give 3
mg/kg orally twice a day for 5 days.
The medicine is provided in 200 mg
tablets.

How many tablets need to be
dispensed each day?

How many tablets need to be
dispensed for the 5 days?

2.2 pounds = 1 kg

1,200 lbs/2.2 lbs/kg= 545 kgs (weight of horse)

545 kgs x 3 mg/kg = 1,635 mg

1,635 mg x 2 times/day = 3,270 mg per day

(3,270 mg/day) /(200 mg/pill) =
16.35 or 16 pills per day

16.35 pills/day x 5 days =
81.75 pills to be dispensed

*Open
-
ended discussion: What would you do about the partial pill?

Problem 7

John and Joan are planning a new home.

They want as much window area as

possible. The local energy code permits

a maximum window area of 17% of the

house floor area.

The windows John and Joan will use are

each 3 ft. x 5 ft. and the floor area of the house is 1,720
square feet. How many windows can they put into their
new house?

17% of 1,720 sq. ft. = 292.4 sq. ft.

Each window is 3' x 5' or 15 sq. ft.

292.4

15 = 19.49

Therefore, John and Joan can have at most
19 windows
.

Problem 8

An electrician has to pour a
concrete signal base 4' in diameter,
14' deep with two 6" conduits
coming up from the bottom and
centered in the base.

How much concrete does he need
to order? Concrete is ordered by
the cubic yard.

Subtract the area in cubic feet of the two conduits from the area in cubic feet
of the base and translate to cubic yards.

diameter of base = 4 ft

diameter of conduit = .5 ft

Formula: (area of base ft
3
)
-

2 (area of conduit ft
3
)

yd
3

= concrete needed

(p r
2

∙ h)
-

2 ( p r
2

∙ h )

yd
3

= cubic yards

(3.14 x 2
2

x 14)
-

2 ( 3.14 x 0.25
2

x 14 )

3 ft x 3 ft x 3 ft = cubic yards

175.84 ft
3

-

5.495 ft
3

27 ft
3

=

6.3 cubic yards

Problem 9

Cattle graze on the Boise National Forest. To

determine how many cattle graze on a pasture, it is
necessary to determine how much feed is available

and the quantity consumed by cattle.

The pasture produces 1200 pounds of forage per acre.
Cattle are only allowed to use 40% of this forage. The
pasture contains 1,500 acres suitable for grazing.

If a cow and her calf eat 33 pounds of food a day, how
long can 500 pairs of cows and calves stay in the pasture?

(1200 lbs. forage/acre)(40%) = 480 lbs. usable feed/acre

(480 lbs./acre)(1500 acres) = 720,000 lbs. usable feed

720,000 lbs. feed 33 lbs. cow
-
calf days = 21,818 cow
-
calf days

21.818 cow
-
calf days 500 cow
-
calf pairs = 43.6 days

Rounded to the lowest whole day =
43 days

Problem 10

A 220 pound male patient needs an intravenous
infusion of dopamine. Dosage range of 2

20
mg/kg/minute is titrated.

If you begin at a rate of 5 mg/kg/minute with a
concentration of 3200mg/CC (mL), what is the rate of
infusion at cc/hour for this patient?

220 lbs
÷

2.2 lbs = x
÷

1

2.2 x = 220

x = 100 kg

5 mg / kg / min

5 mg x 100 kg x 60 minutes = 30,000 mg / hour

Concentration is 3,200 mg / cc

3200 mg
÷

30,000 mg = 1 cc
÷

x

3200 x = 30,000

x = 30,000 / 3200

x = 9.375 or ~9 cc/hr

1.

2.
Cover everything but the last sentence. Read and
determine what is being asked. Write the question on your
paper.

3.
Cover everything but the first sentence. Read and
determine if there is any relevant information. Record on

4.
Repeat step

three

for the remaining sentences.

Problem
-
Solving Process

5.

Translate any

verbal statements

into

mathematical statements.

6. Estimate what might be a logical answer or range of answers.

7.
Solve and state the answer with appropriate units.

8.

NOTE: If questions, identify which step is confusing and why.

Problem
-
Solving Process

Resources

www.bced.gov.bc.ca/careers/aa/lessons/math.htm

Lessons developed by teachers of Applied Mathematics
in British Columbia.

Firefighter, Lifeguard, Electrical Engineer, Event Planner,
Vulcanologist
, Roller Coaster Designer, Mechanical
Drafter Designer, House Painter, Market Analyst,
Computer Game Designer, Audiologist, Sportscaster,
Animal Health Technologist, Golf Pro, Aerospace
Engineer, and Piano Repair Technician

Resources

http://math.dartmouth.edu/~mqed/K
-
12eBookshelf.html

The Little Bookshelf in the Big Woods
-
K
-
12 resources from
Dartmouth that are also part of the Math Across the
Curriculum project

Resources

http://www.ams.org/mathmoments

The
Mathematical Moments
program promotes
appreciation and understanding of the role mathematics
plays in science, nature, technology, and human culture.
pdf

resources

Resources

http://www.siam.org/careers/matters.php

Matters, Apply It!
(Topics include the math behind the
following: CD’s and anti
-
skip technology, digital animation,
using DNA, digital face recognition, stopping and
preventing fires, cardiology and heart attacks, speeding up
the Internet, and supercomputing)

Resources

http://voc.ed.psu.edu/projects/Institute/2004/sampleUnits_2004.html

Sample CTE units (that incorporate math/science) developed by
teachers in Pennsylvania