Optimization of Soda Cans
TEMPLATE
Team Members
Name: Makayla Herbert
Name: Alexis Brandau
Name: Kameron Konopasek
Topic: Optimization of Soda Cans
Part 1: Driving question:
What are your three initial driving questions?
1 Is there a relationship between linear and exponential functions?
2 In what ways does the form a linear equation is in (slope-intercept, point-slope, or standard) reveal more or less information about the graph of the specific function?
3 What shape and material of a can would have the biggest marketing affect and cost efficiency?
What is your one, final driving question?
What shape and material of a can would have the biggest marketing affect and cost efficiency?
Background information of this driving question:
What grade level are you working?
We are working with high school Calculus students, typically 12th grade.
Which standard are you targeting?
We are targeting the standards C.D.8: Find second derivatives and derivatives of higher order and C.AD.9: Solve optimization real-world problems with and without technology.
Provide any background information the reader should know about this project, such as time span, schedule and so on.
The students would spend two weeks conducting research, making the model, and presenting their product. The introduction of our question will be asking the students if they have ever considered why Pepsi comes in a cylindrical, aluminum can.
Provide a brief introduction to your question as well and an overview to what you envision your lesson looking like.
The teacher introduces the topic and the project, after this the teacher will sit back and let the students do their work. However, they are there for guidance and help with mathematical terms. At the end, the students will present and argue why their product is most cost effective and best for marketing.
Why do you think this is a good driving question?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
Does the DQ warrant in-depth study?
Yes, the students will conduct research such as surveys or polls about which material is more marking effective. They will also have to do mathematical equations to determine which shape is most cost effective.
Is the DQ an authentic and relevant issue/problem for my students?
This DQ could be relevant to future occupations of the students.
Is there more than one plausible solution to the DQ?
Yes, they can choose whichever shape and material they find is the best fit.
Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?
Yes, the students must evaluate every option for their shape and material. Analyze the results of their research and present/defend their choice.
Part2: Grabber
What is your grabber?
Powerpoint Presentation explaining the project.
Why do you think this grabber is beneficial and how it align with your driving question?
Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?
Yes, because it is something they may have never taken into consideration before.
Does the grabber capitalize on novelty and / or high emotion situations?
No, this situation is not commonly thought of.
Does the grabber establish authenticity & relevance?
Yes, it is authentic and it provides relevance not only to calculus, but to real life marketing skills.
Make sure to explain in detail how this grabber would be used.
The powerpoint will be used to introduce the project to the class and allow the students to start thinking of options they would like to use for the project.
Culminating activities: List all your activities here:
1) Activity 1
What is your first activity?
List the name of your activity here. And explain how it would be implemented in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc.
The name of the activity is Prism Pops. Students will conduct research to reach a conclusion on which shape and material of a soda can could potentially be the most cost efficient and markets the best. Next they will build a model replicating their idea. Finally, they will present their product to the class and use supporting evidence from their research to back up claims. The students will choose their own groups, and each group will pick their shape and material to evaluate (no repeated shapes). The students will use outside sources or conduct a survey to gather information about their shape and material.
Why do you think this is a good activity for PBL?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
How is the activity authentic?
This activity is authentic because not many calculus classes will do an in depth activities like this.
Does the activity provide students with the opportunity to present and defend problem solution?
Yes, the students will be able to choose the type of shape and material they believe to have the biggest marketing campaign and cost efficiency. They will be able to present reasons why they think their product will have a big effect.
Does the activity require student collaboration?
Yes, students are required to work in groups. Group work allows them to put their ideas together to come up with a unique solution.
How will I judge what students have learned from the activity?
I will oversee their progression throughout the time of working on the project. After they have presented, I will grade them on the rubric that determines how well I believe their research, calculations, presentation, and 3D model are addressed.
You will need to create a rubric for this step and potential example materials as well.
