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Abstract
Basically, students have a hard time visualizing three
dimensional operations when it comes to working with volume. Why is
it cubed? Where did the third measurement come from? Sphereical
means what?? This acitivty came as a result of these and many other
questions when starting my unit on volume in my applied math class.
So, the night before, I came up with this fun lab while scooping ice
cream for my kids at home. Before this lab, we had covered the
formulas for volume of three dimensional objects. Given the name of
the object and formula with the various measurements given, the
students had no problem calculating the answer but given situations
(such as those described on various standardized tests) the students
did not know where to begin. This "lab" will give students an
experience to recall when working with volume or three-dimensional
problems.
Lesson fundamental understandings:
Essential
Questions:
Standards
National Standards Analyze
characteristics and properties of two- and three-dimensional
geometric objects
State Standards
Lesson
Prerequisite Skills
Students should have a basic understanding of formulas for two-
and three-dimensional objects.
Teacher
Information/Situations/Setting/Time Materials Needed:
ice cream cones, mini-chewy Sweet-tarts(or any small sperical
candy), gum balls(or any larger sperical candy), vernier calipers,
metric ruler, ice cream scoopers, ice cream, paper, pencil and
plenty of napkins.
**Special Note: This is an excellent lab
for students to work in cooperative groups.**
The most work
involved in planning this lesson is gathering the materials needed.
Several options are to check with your schools book-keeper and ask
if there are funds to cover the cost; check with several local ice
cream shops to donate the ice cream and/or cones; ask students to
each bring $.50 to help differ the cost.
When I did this lab
with my applied math students, I did not let them eat the candy.
That way, I used the same candy for all five classes. Those students
that brought in money for the ice cream, got to eat the ice cream.
Everyone did the calculations and participated in the lab but only
those that wished to eat the ice cream were asked to
pay.
This lesson is also an excellent 'Day Before Break'
activity. It's messy and adds to the pre-break festive mood(be it
Winter Holidays, Spring Break, Three-day Week-ends, etc.) but is
also great opportunity for students to have fun while 'talking and
working' math.
Assessment
Assessment would be first to check the accuracy of information
listed and calculations made on the student lab
sheet.
Further assessment would come from the class
discussion at the end of the lab as you are eating your ice cream.
A final assessment for my students was to write in a journal
entry a summary of their learning experience through this lab
activity. How did this activity help you better understand the
formulas for three-dimensional objects?
Student Activity/Tasks 1) CALCULATE THE
VOLUME OF ICE CREAM CONE. Each group gets a ruler, vernier caliper
and one ice cream cone. They are to measure the diameter and height
of the ice cream cone(amount of accuracy is up to them - explain
later).
2) CALCULATE THE VOLUME OF ONE GUM BALL. One student
from each group comes to the supply table and gets one gum ball.
Using the vernier caliper, measure the diameter of the gum ball and
then calculate the volume.
3) HOW MANY GUM BALLS WILL FIT
INTO THE ICE CREAM CONE? Once the group has calculated the amount of
gum balls that will fit into the ice cream cone, one member of the
group goes to the supply table and gets the number of gum balls
needed.
4) HOW MANY GUM BALLS ACTUALLY FIT INTO THE ICE CREAM
CONE? Students should write down how many actually fit into the ice
cream cone and discuss why that number is or is not the same as
calculated.
5) CALCULATE VOLUME OF ONE 'MINI CHEWY
SWEET-TART'. One student from each group comes to the supply table
and gets onw sweet-tart. Using the vernier caliper, measure the
diameter of the sweet-tart and then calculate the volume.
6)
HOW MANY 'MINI CHEWY SWEET-TARTS' WILL FIT INTO THE ICE CREAM CONE?
Once the group has calculated the amount of sweet-tarts that will
fit into the ice cream cone, one member of the group goes to the
supply table and gets the number of sweet-tarts needed.
7)
HOW MANY SWEET-TARTS ACTUALLY FIT INTO THE ICE CREAM CONE? Students
should write down how many actually fit into the ice cream cone and
discuss why that number is or is not the same as calculated.
Included in the discussion may be why this amount was more or less
accurate than that of the gum ball count.
8) CALCULATE THE
VOLUME OF ONE SCOOP OF ICE CREAM. For this calculation, you must
assume the scoop is a perfect sphere. Measure(best of your ability)
the diameter of the ice cream scooper. You may want to ask groups to
come up with ways to make calculation more accurate(use clay to
create the 'scoop', etc.).
9) CALCULATE THE NUMBER OF SCOOPS
IN EACH HALF-GALLON CONTAINER OF ICE CREAM. Of course, after
calculating, you must check your answers. Dip out the ice cream(into
the cones, one per student). How many scoops were actually dipped
out? Discuss with the class(as they eat their ice cream) the
accuracy of the calculated number of scoops. You may want to ask
various groups to what degree of accuracy did they make their
measurements? Would this be a factor?
Enrichment/Alternate Activity:
Cross-Curricular:
Technology
Requirements/Tools/Materials
Integration: This lesson could be team taught with a business
class. Teams could present reports written on businesses that use
volume and measurement to be successful. Example: Baskin Robbins Ice
Cream
Acknowledgements:
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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