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Engaging Middle School Transportation Engineering Unit

Explore transportation impact on daily lives, modes & factors, with lessons connecting math to real-life engineering problems.

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Engaging Middle School Transportation Engineering Unit

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  1. Transportation Engineering for Middle Level Math Trucking

  2. Transportation What is it?

  3. Transportation affects each of us in our everyday lives. Transportation is defined as ‘safe and efficient movement of persons and goods over time and space’.

  4. Transportation could be.....

  5. Trucking Trucking

  6. Flying Goods or People

  7. Shipping

  8. Walking/Pedestrians

  9. Or even complicated

  10. Or Just fun… Biking Monorail Busses

  11. This affects each of you in many ways, such as, how did you get to and from school today? How did the school supplies and food reach the school safely? Was this by car, bus, truck, boat, railcar or some other way? Although we take transportation for granted it affects each of us differently.

  12. Besides these different modes of transportation, there are many other factors that effect travel……One, that many of us take for granted are the…

  13. Roadways

  14. Bridges

  15. Shipping, Roads, Bridges

  16. Interesting Transporting

  17. Pause for group work

  18. Discussion Questions 1. How would a vehicle maker know what kinds of vehicles to make? 2. What color of car should they make? 3. What part does the US government play in deciding how vehicles should be designed? 4. What kind of safety factors have the car makers installed in the last 50 years? 25 years? 10 years? 5 years? 5. Is the cost of improving cars necessary? 6. Now that gasoline has become so expensive should other modes of transportation be designed and used? 7. What happens to old cars? 8. What happens to old tires? 9. Compare electric cars to gasoline cars. 10. Why is the need for cars so important in the 21st century?

  19. 11. How could people work and get along in the early 1900’s without cars? • 12. Who is the largest user of gasoline in the world? Should this country change? • 13. Are the materials used to make cars stronger or weaker than the first cars? Why is this important? • 14. Why do some people prefer cars vs SUV’s vs trucks? • 15. Are more roads needed? • 16. What are roads made of? Should roads be made of different materials? (Fact: as of 2000 NE had 188,273 total lane miles of road) • 17. How big should cars be? Why? If the families are becoming smaller why are cars becoming larger? • 18. Is it right to have lanes of traffic just for cars carry more than 1 person? Why do they do this? • 19. Why do some cities have subways, monorails, elevated railroads, better bus service?

  20. Continue for Teacher Information

  21. THIS UNIT INCLUDES MANY LESSONS

  22. After exploring these lessons you will be able to connect our middle school math to real life transportation engineering problems.

  23. Unit Content Lesson 1: Gathering Data: Vicki SorensenLesson 2: Walking Rates/Blinking Hands: Sarah CroseLesson 3: Proportions, Rates, Ratios and Percents: Vicki SorensenLesson 4: The Hallway Crush: Sarah Crose

  24. Lesson 1-Data Collection • Design bar and line graphs • Data collection • Frequency charts • Group work • Measuring • This lesson could be used for any middle school grade

  25. Lesson 2-Walking Rates/Blinking Hands • Algebraic Concepts/applying one step equations • Data Collection • Statistical interpretation • Interpretation of simulations • Mean, median, mode, range, maximums, minimums

  26. Lesson 3- Proportions(work in progress) • Uses all of the previous data • Rates, • Ratios, • Proportions • Circle graphs • Percents

  27. Lesson 4- Hallway Crush(Work in Progress) • Theoretical Capacity • Percent of Theoretical • Data Collection • Converting units of measurements

  28. THIS UNIT COULD BE EXPANDED TO BE A GREAT MIDDLE SCHOOL INTERDISCIPLINARY UNIT

  29. The unit could be broadened to include • Science • Family Consumer Science • Industrial Technology • Social Studies • Reading/English • Time frame can be shortened or expanded to meet the needs of student or class

  30. REMEMBERTeaching should be creative and interesting.Transportation can also be creative and interesting.

  31. A Culminating Activity • Design a mode of transportation, either people or goods • It has to use the current roadways/bridges • Note: do trucks have a maximum length/height? • Why are semi’s a rectangular cube? • What about safety?

  32. All of our materials are listed by lesson and the section. Remember with any unit to think out of the box! By Vicki Sorensen and Sarah Crose

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