Ohio
Virtual Tour: Wright-Patterson Air Force Base
Wright-Patterson Air Force Base Measures Up — Making
a Runway
Overview
The runways at Wright-Patterson Air Force Base need to
be resurfaced. Students draw diagrams, write reports and
use calculations to determine the quantity of surface materials
that are needed for the project.
Outcome
Students will use a real-life scenario to practice
finding perimeter, surface area and volume.
Standards
Addressed — Mathematics
Grade 4
Measurement Units, Benchmark C
02. Demonstrate and describe perimeter as surrounding
and area as covering a two-dimensional shape,
and volume as
filling a three-dimensional object.
Use Measurement
Techniques and Tools, Benchmark D
06. Write, solve and verify solutions to multi-step
problems involving measurement.
Grade 5
Measurement Units, Benchmark G
03. Demonstrate and describe the differences between
covering the faces (surface area) and filling
the interior (volume)
of three-dimensional objects.
04. Demonstrate
understanding of the differences among linear units,
square units and cubic
units.
Materials
Procedure
-
On a map of Ohio, show the
class Wright-Patterson Air Force Base and/or use
the Google Earth feature
to find
the satellite view.
-
Reference the History
of Wright-Patterson Air Force Base handout as a resource
for
teaching the
class about
its history.
-
Hand out the Airport Diagram page
and discuss how the shorter of the two runways is surfaced
with asphalt
and
the longer is part concrete and part
asphalt. It might be worthwhile to
take students outside
to show
them
the difference between asphalt and
concrete, if possible.
-
Tell the class that Wright-Patterson
has decided to resurface its runways
so that they
are entirely
concrete.
The class is going to act as if they
are various companies competing for
the job, which would
pay a great deal
of money.
-
Divide the class into teams,
each of which represents a concrete company.
If
you’d like, have the
students decide on a company name.
-
Describe
how the jets that land there are
particularly heavy and
will need
a very solid
base. Airport runways
are generally 1 foot of concrete
with 2 feet of base material beneath
that.
-
Model the drawing of a three-dimensional
rectangle, with the top third scored
to represent a different
material. Leave that drawing visible
for students as a pattern
while you are working. (You could
also make a sample by using
a shoe box with clear wrap on one
side and three layers of different
types
of material.)
-
Students should be told
that the Wright-Patterson people are Air Force
people, not concrete
workers. Therefore, when the
students present their
information, they must
do it in three separate ways — pictures,
words and numbers — to
make sure the Wright-Patterson
people
will understand what they are
talking about.
-
Use the classroom floor’s
dimensions as a model, using
pictures, words and numbers
to depict
how it would be resurfaced with
1 foot of stone and
1 foot
of concrete. (The students can help determine the measurements.)
This example also can be used
to set the standard for
what is necessary in order to
complete the project correctly.
-
If necessary, work through the
shorter runway together as a class to model the procedure
and processes again.
Then remind students
that the
second runway
is already part concrete, so there will be some necessary
new steps in that example.
-
Allow the teams to work together
to complete their drawings, descriptions and computations.
-
Have
students present findings to the class and discuss
results.
- Enhancement: Students who have
a good grasp of this might convert their square foot
measurements
to square
yards of
cement. They can
do the How Much
Cement? handout.
Student Handout Answers
View the Wright-Patterson
Air Force Base “Numbers” answer
sheet and How Much Cement? answer sheet.
Evaluation
Category
|
4
|
3
|
2
|
1
|
| Diagrams and Sketches |
Diagrams and/or sketches are clear and greatly add
to the reader’s understanding of the procedure(s). |
Diagrams and/or sketches are clear and easy to understand. |
Diagrams and/or sketches are somewhat difficult to
understand. |
Diagrams and/or sketches are difficult to understand
or are not used. |
| Explanation |
Explanation is detailed and clear. |
Explanation is clear. |
Explanation is a little difficult to understand,
but includes critical components. |
Explanation is difficult to understand and is missing
several components OR was not included. |
| Mathematical Concepts |
Explanation shows complete understanding of the mathematical
concepts used to solve the problem(s). |
Explanation shows substantial understanding of the
mathematical concepts used to solve the problem(s). |
Explanation shows some understanding of the mathematical
concepts needed to solve the problem(s). |
Explanation shows very limited understanding of the
underlying concepts needed to solve the problem(s),
or is not written. |
| Neatness and Organization |
The work is presented in a neat, clear, organized
fashion that is easy to read. |
The work is presented in a neat and organized fashion
that is usually easy to read. |
The work is presented in an organized fashion but
may be hard to read at times. |
The work appears sloppy and unorganized. It is hard
to know what information goes together. |
|
