Career Academy Integrated Unit Plan
Academy Name: Engineering Academy
School: Deland High School
Integrated Unit Plan Title: Survivor! CAPSTONE PROJECT 2015
Courses to integrate: Geometry (Reg & Hon), Chemistry (Reg & Hon), Physics, Engineering Technology I, II, & III
Grade Level: 9, 10, 11
Timeline & Duration: 6 Weeks
Unit Summary: As our capstone project, students will participate in four tribal competitions. The first one assigns
students to construct a power source using common materials, such as a potato, and make a signaling device to be
recognized 100 yards away. The second competition assigns students to construct a water-powered rocket to fly the
highest straight-line altitude, and find this height using trigonometric ratios. The other two games will be developed by
students, using subject matter from their math and/or science class. Selections will be made for which ones to do at a
tribal council.
Driving Question:
How can ionic compounds and chemical reactions be used to create electricity?
How can right triangles and trigonometry be used to solve real-world problems?
Overview of Activities/Lessons per Course
Course
Geometry (R&H)
Physics
Students will solve
right triangles by
finding the measures
of all sides and angles
in the triangles using
Pythagorean Theorem
and/or trigonometric
ratios and their
inverses. Students will
solve application
problems involving
right triangles,
including angle of
elevation and
depression,
navigation, and
surveying.
Eng Tech I,II,&III
Students will design,
construct, test, and
evaluate a signaling
device made of
common materials,
and powered by a
potato, salt water, etc.
Devices will be scored
according to most
attention-getting from
100 yards away.
Battery Lab. Discover
the different natural
sources for electricity
by use of acid and
base.
Activity/Lesson
Activity/Lesson
Chemistry (R&H)
Projectile Motion.
Students will design,
construct, test, and
evaluate a waterpowered projectile to
have the highest
straight-line altitude.
Students will find the
height of their
projectile using
trigonometric ratios.
Activity/Lesson
Anchor Event
Students will develop
two additional
competitions using
subject matter from
their math and/or
science class. We will
have a tribal council to
determine which ones
to use.
Four Survivor-like tribal competitions using subject matter learned in math and/or science.
Lesson Instructions for Chemistry: Battery Lab
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): SC.912.P.8.11,
SC.912.P.8.9
Rigor & Relevance Quadrant: C (Assimilation).
Instructions to Teacher: The students need to fully understand the concept of electrons transferring between the cation
and the anion and how that relates to the edible portion of the lab. Review concepts of ionic bonding. Relate the concept
of electrons transferring as electricity so the lab reinforces the concepts.
Instructions to Students: Follow the lab instructions. Discover the many different acid base sources that create a
current. Use the knowledge to construct a power source for the survival project.
Instructions for Student Accommodations: Hands on activity. Group work.
Formative Assessments: The lab sheet and report.
Summative Assessment(s):Unit 13: Acids and Bases Unit Test.
Approximate Length of Time for Activity: 2 class periods.
Materials Needed: cooper, zinc or other various medium for the anodes and cathodes, edible material (orange, lemon,
potato, detergent), alligator clips, plastic cup, salt water, DMM, camera or cell phone, light bulb (Christmas light, low/low
wattage bulb), lab sheet.
Resources Needed: Class notes.
Attachments: Lab activity.
Air Battery
Make a battery that works with air and saltwater
Introduction: We all know that the world is now facing an energy crisis and everyone is trying
to do something about that. Now you can show everyone that electrical energy or electricity can
be made from air and saltwater. After all, both the air and the saltwater are freely available
everywhere. These are the two things that we have plenty of them.
This may seem impossible. I could not believe it
myself the first time that I heard about it. It almost
sounds like a magic trick. Finally, I decided to test
it anyway.
I tried different concentrations of salt water,
different temperatures, and different electrodes
and had no success. It took me a few months
thinking about it until I solved the problem in my
mind and decided to repeat my tests again. This
time everything worked fine and I was able to
make enough electricity to light up a small light
bulb.
The concept is easy. The same way that you burn wood and make heat energy, you should be
able to burn metals and get electricity (or electrical energy). The difference is that you are not
really burning anything; instead, you are producing a condition for oxidization which by itself is
the same as slow burning. So what you really do is oxidizing iron in saltwater using the oxygen
from the air or any other source. (At least, that’s my theory at this time)
I don’t know if this method of producing electricity is economical and cost effective. What I
know is that it is worth to try. If with one cup of salt water and some metals I was able to light
up a small light bulb, maybe you can light up the entire building by a tank of salt water and a
few hundred pounds of scrap metal.
No matter what the results are, I am proud that I can make an emergency battery for myself if
I need it.
It took me a long time to make the first working battery using the salt water; however, you
don’t have to waste that much time. I have combined the results of all my experiments and
made a recipe for success. Just follow the instructions and you will get results in the first try.
Actually there are many different combinations of many different materials that can produce
some electricity. Experimenting with saltwater and air is suggested students because these are
relatively safer material.
List of materials:
This is the minimum list of material you need for your
experiment.
Miniature light bulb (low voltage, low current)
Miniature base for light bulb
Pair of insulated solid copper wire AWG=20
Pair of alligator clips
Magnesium Electrodes
Iron Electrodes nails, or cooper
A cup of saltwater (not in the picture)
Screws for the miniature base.
Light bulb holder
10. Plastic container about 4" x 4" x 4"
11. Hydrogen Peroxide
1.
2.
3.
4.
5.
6.
7.
8.
9.
Procedure:
Remove the plastic insulation of about one inch from both ends of the wires.
Loosen the screw on both contacts of the bulb holder. Place one end of the red wire
under one screw, make a loop and then tighten the screw. Place one end of the black
wire under the other screw, make a loop and then tighten the screw.
3. Pass the open end of the red wire through the arm of the red alligator clip and secure it
under the screw.
4. Pass the open end of the black wire through the arm of the black alligator clip and
secure it under the screw.
5. Screw the light bulb on the miniature base.
6. Connect the red alligator clip to the iron electrode and secure it on one side of the plastic
container or the cup.
7. Connect the black alligator clip to the magnesium electrode and secure it on the
opposite side of the container. (You may need to hold them by hand or use a small tape
to hold them in place on the side of the container.
8. In another pitcher, prepare some strong, warm salt water. Add enough salt so at the
end some salt will be left at the bottom of the pitcher.
9. Transfer the salt water from the pitcher to the container.
10. At this time, if all the connections are secure and the electrodes are large enough, you
should get a light.
1.
2.
Fruit extension lab
1.
2.
3.
Experiment to see which fruits can produce electricity. Name the fruit and insert a picture for
two fruits or vegetables.
Experiment to see which other liquids such as detergents and drinks can produce electricity.
Use two liquids, name and attach a picture.
Replace electrodes of your kit with other metals such as coins, nails to see which other metals
can be used as electrodes. Name two and include a picture.
4.
5.
Test to see if such electrodes can light up a bulb versus the small Christmas light. Take a
photo.
Use a multi meter to check to the volts of electricity that is being produced by the edible
material.
Fruit or
veg
Juice or
whole
Light
produced
or no,
Light bulb:
bulb or
Christmas
light
Type of
liquid if
applicable
Electrode
or other
material
Multimeter
Reading in
volts
Multimeter
check on a
known
source
Source of
check
Conclusion:
What made the best light combination?
Fruit/vegetable, liquid juice, or whatever. Explain your findings and take a picture of the best
combination.
Lesson Instructions for Geometry (Regular & Honors): Trigonometric Ratios
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): MAFS.912.G.912.GSRT.3.7, MAFS.912.G-SRT.3.8, LACC.910.RST.2.4, LACC.910.RST.3.7
Rigor & Relevance Quadrant: B (Application)
Instructions to Teacher: Instruct and demonstrate how to use the sine, cosine, and tangent ratios to determine side
lengths and angle measures. Prepare practice handouts from chapter 8.3 and 8.4. Instruct and demonstrate how to
illustrate problems using angle of elevation and angle of depression. Additional handouts using Kuta Software website
listed below.
Instructions to Students: Complete all textbook and handout assignments for using trigonometric ratios to solve
problems.
Instructions for Student Accommodations: Work productively in groups and individual activities. Use subject matter
expertise accordingly to complete assignments.
Formative Assessments: Classroom observations, completion of textbook and handout assignments. The handouts
using the web links below could be quizzes.
Summative Assessment(s): Unit test on Trigonometric ratios and mini-summative using web links below.
Approximate Length of Time for Activity: 1 ½ weeks (50minute class periods).
Materials Needed: Geometry textbook, class sets of prepared handouts, internet to make copies of handouts from web
sites or have students work on them on-line.
Resources Needed:
1. http://mysite.cherokee.k12.ga.us/personal/meriam_freeman/site/Lists/Accelerated%20GPS%20Adv%20Alg%20%2
0Geometry/Attachments/21/Day%2015%20Applications%20for%20Trig%20Worksheet%2011.pdf
2. www.kutasoftware.com/freeige.html
3. http://central.spps.org/uploads/5_angle_of_elevation_and_depression.pdf
4. https://millermath.wikispaces.com/file/view/angle+of+elevation+and+depression+worksheet.pdf
Geometry textbook and practice workbook
Attachments: “Trigonometric Ratio Applications” handout.
Name: _________________________________________ Period: _________ Date: _________________
Trigonometric Ratio Applications
SHOW ALL WORK
___________1. A draftsperson has to draft a triangular roof to a house.
(See illustration 7). The roof is 30.0 ft. wide. If the rafters are 17.0 ft. long,
at what angle will the rafters be laid at the eaves?
Assume no overhang.
___________2. A draftsperson needs to find the height of a coneshaped hill. (See Illustration 8 ) The diameter measures 280 ft. From a
point on the circumference of the base, the angle of elevation measures
43°. What is the height?
3. In ac (alternating current) circuits, the relationship between the
impedance Z (in ohms), the resistance R (in ohms), the phase angle , and
the reactance X (in ohms) is shown by the right triangle in Illustration 12.
________a) Find the impedance if the resistance is 350  and the angle is
35°.
________b) Suppose the resistance is 550  the impedance is 700 .
What is the phase angle?
_________c) suppose the reactance is 182  and the resistance is 240 ..
Find the impedance and the phase angles.
Name: _________________________________________ Period: _________ Date: _________________
Trigonometric Ratio Applications
SHOW ALL WORK
4. Use the right triangle in Illustration14.
_______a) Find the voltage applied if the voltage across the coil is 35.6 V
and the voltage across the resistance is 40.2 V.
_______b) find the voltage across the resistance if the voltage applied is
378 V and the voltage across the coil is 268 V.
________c) Find the voltage across the coil if the voltage applied is 448 V
and voltage across the resistance is 381 V.
___________ 5. Twelve equally spaced holes must be drilled on a
14.5 in. diameter bolt circle. (llustration16). What is the straightline center-to-center distance between two adjacent holes?
____________ 6. A mechanical draftsperson needs to find the
distance across the corners of a hex-bolt. See Illustration 23. If the
distance across the flats is 2.25 cm, find the distance across the corners.
Name: _________________________________________ Period: _________ Date: _________________
Trigonometric Ratio Applications
SHOW ALL WORK
____________ 7. A force of 15,280 pounds is exerted down and to the right on a steel beam at an
angle of 65°30’ with the horizontal. Compute the force of the horizontal and vertical vectors
(components of the given force.
___________ 8. A park is show in
figure 32-17. A fence is to be built
from point T to point R. See figure 3218. Line segment TR is tangent to the
circle at point t. Compute the
required length of fencing. Round
the answer to the nearest meter.
__________ 9. Compute the depth of cut y, in the machined
block in figure 32-27. Distance AC = BC.
Round answer to two decimal points.
10. A plot of land was surveyed as show in figure 32-38. The distance
between points A and B and the distance between points C and B
could not be measured directly because of obstructions.
_______ a) Compute distance AB.
_______b) Compute distance BC.
Lesson Instructions for Engineering Technology : Signaling Device
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): 01.01.3, 01.02.1, 01.02.2,
01.03.1, 02.01.2, 02.01.3, 02.02.3, 02.03.2, 03.02, 03.04, 03.05, 03.06, 06, 07, 08, 09, 11, 14.01, 14.03, 14.07, 15, 23, 27,
32, 39, 40, 41, 42.
Rigor & Relevance Quadrant: B (Application).
Instructions to Teacher: Students will have learned how to construct homemade power sources to generate electricity in
chemistry. This assignment is one of four Survivor competitions, in which students will design, construct, test, and
evaluate a signaling device to be recognized 100 yards away.
Instructions to Students: Consider what you have learned in chemistry with regards to ionic compounds, chemical
reactions, and how to create electricity using common household items. Design and construct a signaling device to be
best recognized 100 yards away.
Instructions for Student Accommodations: Hands-on learning, peer groups.
Formative Assessments: Design Plan, including sketches, CAD drawings, materials list, and job schedule.
Summative Assessment(s): Performance of signaling device and report.
Approximate Length of Time for Activity: 2 weeks.
Materials Needed: Materials as needed for signaling device.
Resources Needed: Chemistry notes.
Attachments: See handout for instructions.
You have been recently dropped on the great island of Bulldoggia.
Divide up into tribes of 2-3 students, and come up with a tribal name.
In chemistry, you have learned how to construct a power source using potatoes, salt water, etc. Your first
competition will be to make the best signaling device to catch someone’s attention 100 yards away.
100 points
100 points
100 points
Design Plan
Performance
Report
In math class, you have learned trigonometric ratios. Your second competition will be to make a waterpowered projectile to be launched the highest straight-line altitude. You will use trigonometric ratios to
calculate the altitude of your projectile.
100 points
100 points
100 points
Design Plan
Performance
Report
Now it’s your turn. Develop two competitions that will use previously learned subject matter from
math and/or science. Be sure to include how the competition will be scored. We will have a tribal
council to select which ones we will use.
Lesson Instructions for Engineering Technology: Water Rockets
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): 01.01.3, 01.02.1, 01.02.2,
01.03.1, 02.01.2, 02.01.3, 02.02.3, 02.03.2, 03.02, 03.04, 03.05, 03.06, 06, 07, 08, 09, 11, 12.01, 15, 23, 27, 32, 39, 40,
41, 42.
Rigor & Relevance Quadrant: B (Application).
Instructions to Teacher: Students will have learned properties of right triangles and trigonometric ratios in math. For this
competition, students will design, construct, test, and evaluate a homemade water rocket to have the highest straight-line
altitude. Students will use trigonometry to determine the altitude of their rocket.
Instructions to Students: Design and construct a “rocket” to be used as a signaling device, powered, by water pressure,
to fly the highest straight-line altitude. Use trigonometry you had learned in math to determine your rocket’s altitude.
Instructions for Student Accommodations: Hands-on learning, peer groups.
Formative Assessments: Design Plan, including sketches, CAD drawings, materials list, and job schedule.
Summative Assessment(s): Performance of rocket and report.
Approximate Length of Time for Activity: 2 weeks (may overlap with previous competition).
Materials Needed: Materials as needed for water rockets.
Resources Needed: Trigonometry notes.
Attachments: See handout for instructions.
Lesson Instructions for Engineering Technology: Student Choice (x2)
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): 01.01.3, 01.02.1, 01.02.2,
01.03.1, 02.01.2, 02.01.3, 02.02.3, 02.03.2, 03.02, 03.04, 03.05, 03.06, 06, 07, 08, 09, 11, 32, 39, 40, 41, 42.
Rigor & Relevance Quadrant: D (Adaptation).
Instructions to Teacher: Students now have the opportunity to develop two competitions on their own to connect a
survival scenario to concepts they had learned in their math and/or science class. A tribal council will hear each tribe’s
suggestion, and select which ones to use.
Instructions to Students: Develop two survivor-like competitions connecting concepts you had learned in your math
and/or science class. A tribal council will hear each tribe’s suggestion, and select which ones to use.
Instructions for Student Accommodations: Hands-on learning, peer groups.
Formative Assessments: As determined by students.
Summative Assessment(s): As determined by students.
Approximate Length of Time for Activity: 2 weeks (may overlap with previous competition).
Materials Needed: Materials as needed for projects when selected.
Resources Needed: As needed when projects are selected.
Attachments: See handout for instructions.