1. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

2. Table of Contents Introduction Task Process Resources Evaluation Conclusion Teacher Page

3. Introduction The World Federation of Bridges and Waterways has issued a Request for Expressions of Interest for a consultant to design a new bridge that will allow passage for the new and future ships of the 21 st century that are reaching new heights. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page BREAKING NEWS: Tallest new oil tanker in the world has a 300 foot beam!

4. This presents a problem for the bridges near the port cities that need to receive this visit from the oil tanker. If the bridges of the world are not tall enough to accommodate this new tanker, they could collapse. This could cause an oil spill which would lead to even bigger problems for the city and its people, wildlife and environment. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

5. Task Your job, as a group of consultants, is to design a bridge that is tall enough for this new oil tanker to clear. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

6. Each consultant group will consist of 4 members. Each group will combine their resources to create one final portfolio. Member #1- Equation expert: 1. Describe how each variable effects the visual look of the parabola. 2. Come up with a parabolic equation that mathematically explains the bridge to the architects. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page Process Y = - X 2

7. Member #2- Artist and graphic expert: 1. Graph the final parabola on graph paper and then 2. Artistically draw the bridge in color. (You will turn in two separate pages for this.) IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

8. Member #3- Statistic expert: 1. Create a spreadsheet using Microsoft Excel that includes your bridge’s statistics. 2. Document the height and length &Calculate how long it takes in minutes to walk over the bridge, ride a bike over the bridge and drive over the bridge and include this in your chart. **Use this given data** Average rate of speed for: a human= 3 miles/hr a bicycle= 20 miles/hr a car= 55 miles/hr IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

9. Member #4-Analytical expert: 1. Analyze current information. Find out which existing bridges in the world would currently fit this new oversized oil tanker. 2. These are the bridges that do not need to be replaced. Identify and label these bridges on a world map. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

10. Resources Bridges of the world: http://highestbridges.com Oil tankers height and width: http://people.hofstra.edu/geotrans/eng/ch5en/appl5en/tankers.html Parabolic equation review: 1. http://www.intmath.com/Plane-analytic-geometry/4_Parabola.phphttp://www.intmath.com/Plane-analytic-geometry/4_Parabola.php 2. http://www.algebra.com/algebra/homework/Quadratic-relations-and-conic- sections/Quadratic-relations-and-conic-sections.faq.question.79138.htmlhttp://www.algebra.com/algebra/homework/Quadratic-relations-and-conic- sections/Quadratic-relations-and-conic-sections.faq.question.79138.html Create/Print a Graph: http://nces.ed.gov/nceskids/createagraph Conversions: http://www.wsdot.wa.gov/reference/metrics/foottometer.htmhttp://www.wsdot.wa.gov/reference/metrics/foottometer.htm IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

11. Student performance and evaluation of the final portfolio from of this learning experience will be graded by taking the average of the following two grades: Individual grading rubric Group grading rubric Individual grading rubricGroup grading rubric IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page Evaluation

12. INDIVIDUALINDIVIDUAL

13. GROUPGROUP

14. The World Federation of Bridges and Waterways is very pleased with the diligence you have given this project. “The eventual replacement of old bridges is welcome news for the major cities that import/export oil and will also enhance motoring conditions for oil tankers to gain access to these area. Calling for designs of a new bridge is yet another example of the tremendous enhancements the World Federation of Bridges and Waterways is making in the world.” IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page Conclusion

15. Teacher Pages This lesson may be used for a High School Geometry class, or the level of difficulty can be adjusted as necessary to suit your specific classroom needs. *A suggestion for making this lesson more difficult would be to have each student complete all four group member tasks on his/her own. Also, the given rate of speeds for the statistic expert task can be calculated by the students themselves using a stop watch and measuring tape. *A suggestion for making this lesson less difficult would be to complete all four tasks together as a class with the teacher guiding the process. This WebQuest meets the following standards: NYS Standards ISTE NETS for Students IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

16. NYS Standards: Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies. Standard 3: Mathematics (Revised 2005) Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability. Standard 4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page

17. ISTE (NETS(S)) Standards: Standard 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 3: Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standard 4: Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Standard 5: Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. IntroductionIntroduction Task Process Resources Evaluation Conclusion Teacher PageTaskProcessResourcesEvaluationConclusionTeacher Page