Scale Drawing of the Juliett 484 Submarine

Geometry and Measurement Concepts

                                       

Level:                   Middle/Secondary

 

Subject:                Mathematics

 

Objective:             Students will understand the relationship of geometry and measurement concepts in order to create a scale drawing of the Juliett 484 submarine.

 

Background:          Models or scale drawings are much easier to use in planning, and testing for the creation and possible modification of submarines and other large ocean going craft.

 

Materials:              Graph paper
Tape Measure

 

Task:                   Create a scale drawing of the Juliett 484 submarine.

 

Activity:               1. Given graph paper and a measuring tape, student designs and draws a scale model of the Juliett 484 submarine using a ration of 1:10 or specifying a different ration) for each dimension.

2.    Student describes process used to:

a.    Complete the model

b.    The mathematics used

c.    The measurements of the submarine itself and the model including appropriate units

d.    Calculations of volume of the original and the scale model

e.    Analyze the relationship between those calculations.

 

Circumstances of performance: This student work is to be produced under the following work conditions:

 

__ alone                                  _x_ in a group

__ in class                               _x_ as homework

__ with teacher feedback         ___ timed

__ with peer feedback             ___ opportunity for revision

 

Standards addressed:

 

Middle School:

M2. Geometry and Measurement Concepts. The student produces evidence that demonstrates understanding of geometry and measurement concepts in the following areas; that is, the student:

·      M2b. Works with two- and three- dimensional objects, including squares, triangles, other polygons, circles, cubes, rectangular prisms, pyramids, spheres, and cylinders;

·      M2e Knows, uses, and derives formulas for perimeter, circumference, area, surface area, and volume of many types of figures;

·      M2h. Works with geometric measures of length, area, volume, and angle; and non-geometric measures such as weight and time;

·      M2n. Solves problems involving scale, such as in maps and diagrams.

M6. Mathematical Skills and Tools. The student demonstrates fluency with basic and important skills by using these skills accurately and automatically, and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task, perhaps referring to notes, or books, perhaps working to reconstruct a method; that is, the student:

·      M6e. Makes and uses rough sketches, schematic diagrams, or precise scale diagrams to enhance a solution.

·      M6l. Uses tools such as rulers, tapes, compasses and protractors in solving problems.

 

High School.

M2. Geometry and Measurement Concepts. The student produces evidence that demonstrates understanding of geometry and measurement concepts in the following areas; that is, the student:

·      M2a. Is familiar with assorted two- and three- dimensional objects, including squares, triangles, other polygons, circles, cubes, rectangular prisms, pyramids, spheres, and cylinders;

·      M2d. Determine and understands length, area and volume;

·      M2h. Chooses appropriate units of measure and convert with ease between like units.

·      M2j. Reasons proportionally with measurements to interpret maps and to make smaller and larger scale drawings.

M6. Mathematical Skills and Tools. The student demonstrates fluency with basic and important skills by using these skills accurately and automatically, and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task, perhaps referring to notes, or books, perhaps working to reconstruct a method; that is, the student:

·      M6d. Measures length, area, volume, weight, time and temperature accurately.

·      M6f. Uses equations, formulas, and simple algebraic notation appropriately.

 

Boy Scout Advancement Requirements:

Drafting Merit Badge

2. Prepare two of the following pencil drawings for reproduction, using two of the formatted sheets of paper and being sure to fill in the title block information

(b)  Mechanical. Make a scale drawing of some piece of craftwork or interesting object. Use the orthographic projection technique to show at least three views. Use dimension lines to show the actual size.

 

Junior Girl Scout Advancement Requirements:

Math Whiz Badge

9.    Scale It. Visit a playground and measure or estimate the height, length and width of several pieces of equipment. Then, using what you have learned, create a model or drawing of it. Decide what your scale will be and not it on your model.