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"Greene says that we have paralyzed our children with the fear of being wrong. Risk-taking and making mistakes are critical to the scientific process. This fear of being wrong has resulted in disengagement from science and mathematics: learning science and math is a drag!"

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. To display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved.

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. To display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved.

In a period of six weeks, students must develop a site plan, a scale model, floor plans, a perspective drawing, a cost estimate, and a written proposal. They must then make an oral presentation to local school architects who judge the projects and "award" the contract -- all making use of geometric and mathematical concepts. Also see: Article

In a period of six weeks, students must develop a site plan, a scale model, floor plans, a perspective drawing, a cost estimate, and a written proposal. They must then make an oral presentation to local school architects who judge the projects and "award" the contract -- all making use of geometric and mathematical concepts. Also see: Article

A demonstration of 3d shape drawing in Yenka Software http://yenka.com

A demonstration of 3d shape drawing in Yenka Software http://yenka.com