Name______
Date______
“WHAT IS THE HEIGHT OF______”
MYP 4 – Math Reflection
Summative Assessment: Criterion C, D
Rubric for Criteria C Rubric for Criteria D
Achievement level / Descriptor Year 30 / The student does not reach a standard described by any of the descriptors given below.
1-2 / The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.
3-4 / The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete.
The student moves between different forms of representation with some success.
5-6 / The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete.
The student moves effectively between different forms of representation.
Achievement level / Descriptor Year 3
0 / The student does not reach a standard described by any of the descriptors given below.
1-2 / The student attempts to explain whether his or her results make sense in the context of the problem. The student attempts to describe the importance of his or her findings in connection to real life.
3-4 / The student correctly but briefly explains whether his or her results make sense in the context of the problem and describes the importance of his or her findings in connection to real life.
The student attempts to justify the degree of accuracy of his or her results where appropriate.
5-6 / The student critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life.
The student justifies the degree of accuracy of his or her results where appropriate.
The student suggests improvements to the method when necessary.
Assigned: Friday, March 15th, 2013
Due:
· Clinometer - Friday, March 22nd, 2013
· Reflection – Monday, April 15th, 2013
BACKGROUND:
In this project, you will construct a clinometer, which is a device used to measure angles of elevation and depression. In a later assignment, you will then use this device to measure precisely the heights of different objects both on and off campus.
How would you find the height of a tree? You could climb to the top to measure it, but that would not be either safe or practical. How can we measure the height of clouds, airplanes or other highly inaccessible objects? Airports measure the height of clouds for pilots to let them know at what altitude they should fly. In this activity you will measure the heights of various objects using your clinometer.
PROCEDURE:
Part I – Make a Clinometer Friday, March 22nd, 2013
1. Find information (online is ok) on how to construct a clinometer, then make one.
2. It must be your original work.
3. Make everything from scratch, including the protractor (angle measure).
4. Construct your protractor out of construction paper, cardboard, poster board, or other suitable materials.
5. You want your clinometer to be strong and sturdy.
6. The larger your clinometer (within reason), the more accurate it will be which is very important.
Part II – Taking Measurements (some will be done at ISU)
1. You will need to determine the heights of the following objects:
· The height of the ISU gym (from outside)
· The height of the ISU 20th Anniversary Logo (front of building)
· Any 2 other objects of your choice: the tallest student, Zaisan Monument, Blue Sky, etc.
2. You will work with 1 or 2 other people MAX, taking measurements with each group member’s clinometer to determine the angle of elevation to the object’s top (this allows you to compare and reflect upon results)
3. You will need to determine your distance away from the object being measured
4. Record all measurements because these will need to be presented in a table in your report
5. Draw a sketch for each scenario, including measurements (angles, distances, etc), and use your knowledge of trigonometry to determine the heights of each object.
6. If your results don’t seem reasonable, discuss as a group and try to make improvements to your method. Is there anything you have not considered?
Part III – Report Monday, April 15th, 2013
1. Each student does an Individual Report, but do include your partners’ name(s) on the cover page
2. Typed or hand-written is ok, but I must be able to read it
3. Make sure any charts, tables, diagrams, etc are clearly labeled and titled
4. Your explanations should be clear and thorough, but don’t ramble on and on and on and on and….
5. Your report will be graded against Criteria C and D (see clarifications below)
6. You must describe your process clearly for taking measurements, and include detailed sketches and calculations that communicate to me how you figured out the various heights of 2 objects (1 from ISU, 1 from your choice)
7. All measurements taken must be presented in an organized way (table, chart, etc) and clearly indicate whose clinometer was used, units (cm, m, ft), etc
8. Use appropriate ‘math language’ in your report
Part IV – Reflection
Respond to each of the following as best you can and include within your report
1. Do your results make sense? Are they what you expected? Justify your response.
2. Are your results accurate? Justify the degree of accuracy you have arrived at. (i.e. decimal places, estimations, etc)
3. How could trigonometry be used in other ways in real life? Try to describe other situations where this kind of math could help with real life problems.
4. In general, could you make improvements to the way you collected measurement and calculated heights? Explain.
5. Also comment on and describe any difficulties you had with creating your Clinometer and how you made improvements (or suggest improvements) to your design.
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