*TüŸ@>šHHð@ÿÜÿîôR(üHHð@H @ @'xxxx€CÔ`ÿUNIT 10--REVIEW 6/30/93 SUMMER CONFERENCE WORKING WITH SCALE DRAWINGS €LÔ   1. KEY CONCEPTS`0 ÿ1. Read and use the scale of a drawing > 2. Find the dimensions of an object from a scale drawing 3 3. Find distances and directions on land maps $ 4. make simple scale drawings.` 5. Review Chapter 9ÿ  `*2. VOCABULARY  ÿ (UNIT EMPHASIS)ÿ` ÿ  Working with Scale Drawings  Unit 10-----Vocabulary   Define the following Terms:   1. Scale--  2. Congruent--  3. Deminsions--  4. Square Concept--  '5. Corresponding parts (measurements)--  6. Reduced models--  7. Scaled up--  8. Scaled down--   9. Ratio--  10. Blueprint--  11. Graphic Scale--  112. Actual measurement vs Drawing measurements--  13. Graphic scale--  14. Relief Map--  15. Contour Map--  16. Topographical Map--  17. Nautical Map--  18. Aeronautical Charts-- `ÿ  3. Practical examples (video) €LÝ6QD`  ÿ ÿAPPLIED MATHEMATICS WORKING WITH SCALE DRAWINGS VIDEO QUESTION SHEET`ÿ`L ÿ  ÿName ____________________  E 1. When aerial photographs are being taken, the scale of the map to > be made determines: the time of flight,__________________, & fuel, _____________________________.   2. Define scale:     3. A scale of 1:8000 means:      # 4. Name two methods of map making:     . 5. Where would you find the scale of the map?       ' VIDEO PROBLEM (print on back of sheet)   Given: % 1. scale of the photo is 1"= 400'.  2. the field is 1 1/2" X 2".  3. 1 acre = 43,560 sq. ft. ) 4. 1 Mile = 5,280 ft.   FIND:  1 1. The area of the field in sq. ft. and acres.`A 2. the area covered by the complete photo, in sq. miles.ÿ€LÔ   `34. Study Guide Worksheets  ÿ (additional)ÿ €FÔ`) ÿ 1. Handout of Conversion factors D 2. Come up woth new drawings (reduce the drawing on 12 and have `Lÿ  ÿstudents figure out new dimensions by reducing the picture)`ÿ€LÔ 5. Lab usefulness/applicabity` ÿ`"  ÿLAB ACTIVITY 1 ÿ  1. work in pairs  2. draw a simple mapC **** Keep this simple and make it of an area that would be pretty Jwell know to all students---you might give several choices of places they Kcan map. Insist that the sketch map (not to scale) is done. The need to 3follow directions carefully (refer to page 23-24) `  ÿLAB ACTIVITY 2 ÿ  1. work in pairs 7 2. have them follow direction carefully, step by step. / 3. do not allow them to trace around the disc. `  ÿLAB ACTIVITY 3 ÿ  1. Work in pairs  2. follow directions  €LÝ6QD@;ÿUNIT 10 MODEL DREAM HOME PROJECT ÿ ÿAPPLIED  MATHEMATICS WORKING WITH SCALE DRAWINGS VIDEO QUESTION SHEET`ÿ`L ÿ  ÿName ____________________  E 1. When aerial photographs are being taken, the scale of the map to > be made determines: the time of flight,__________________, & fuel, _____________________________.   2. Define scale:     3. A scale of 1:8000 means:      # 4. Name two methods of map making:     . 5. Where would you find the scale of the map?       ' VIDEO PROBLEM (print on back of sheet)   Given: % 1. scale of the photo is 1"= 400'.  2. the field is 1 1/2" X 2".  3. 1 acre = 43,560 sq. ft. ) 4. 1 Mile = 5,280 ft.   FIND:  1 1. The area of the field in sq. ft. and acres.`A 2. the area covered by the complete photo, in sq. miles. ÿ€LÔ JStudents will draw a layout model of their dream house. The project will Jcontain a written plan, drawn floor plan, physical model (to scale), time Hlog. Takes 2-3 weeks. Students may want to plan an open house to show off their projects.  Writing component ( What would you like your project to be?  Why did you choose that?< What components will your project contain (ie landscape,  decorations, pools, etc)  Where is it located?  (town, mountains, Hawaii?) % What is the purpose of the duilding?  How many stories?  How many rooms?  What types of rooms?  Layout component  scale (choose appropriately)  key  label all measurements (real)  any size paper  clean and unwrinkled  compass rose` ÿ *APPLIED TECHNOLOGY MATH NAME_____________ PROJECT EVALUATION SHEET `ÿDaily On-Task Points  (16 possible)  Monday: _____  Tuesday: _____  Wednesday: _____  Thursday: _____  Friday: _____  Monday: _____  Tuesday: _____$ Wednesday: _____ _____ (total)  Writing Component  (20 possible) _____  Drawing/Layout  (20 possible) _____  Physical Model  (20 possible) _____  Group Evaluation  (10 possible) _____  Individual Time Log  (5 possible) _____  Scale Conversion Sheet  (5 possible) _____  Participation in Open House  (4 possible) _____` ÿ `&ÿ6. RESOURCE PERSON  ÿ (Type)   1. Architect or draftsman ( 2. Cartographer or aerial photographer  `#ÿ7. GAPS (MISSING INFORMATION)€CÔ  %Unit 10----WORKING WITH SCALE DRAWING  €LÔ@K ÿ--As you read through learning the skills and study activities, read Hcarefully and determine if what is being presented makes sense to you. FSee if it's the concept you want the students to learn and see if its Icorrect. **On page 11, when 3.2/118.5 is changed to 1/37, it seems very Fcumbersome to use. We would suggest that simply reducing to simplest Gterms is better or easier for the students to understand. What number ?goest into 3.2 and 118.5? Its 3.2 which = 1/37 ( rounded off). KOn page 15 , when the scale involves centimeters, we find it confusing, as Gon page 12 & 13 it states that 1" = 4', which was changed to inches or L1" = 48", but on page 16, it states that 1 cm = 48". We would assume from this that 1 cm. = 1", Not So. GOn page 20 the question: what is the scale is confusing, Kilometers or miles. FPage 24--Check out 17 degrees South of West, In reading a compass, it "should read 17 degrees South West. MEach person will see things differently and will find other gaps, Good luck Gand let us know how this helps you and what suggestions you might have.   €CÔ  €LÔ`&ÿ8. Recommended student exercises`L  ÿ1. The following exercises were considered hard for the students to  work or understand; H Problem 10--Lengthy, students may baulk at this problem because E the directions are so long and detailed. There will 3 be some confusion. The problem can be solved. A Problem 16-- Students will need to be reminded how to calculate  area of circle. C Problem 20--Too long, problem will take too much time to complete 3 if assigned with other problems. Would make a , good lab activity, if slightly expanded. A Problem 21--askes about "MAGNIFICATION" which is not discussed. 2 Problem 25--Can't measure squares in centimeters. / Problem 38--May need to explain "COMPASS ROSE" ) Problem 40--need circumference equations ` ÿ9. Teaching Schedule €LÝ6QD`ÿ APPLIED MATHEMATICS #UNIT 10 WORKING WITH SCALE DRAWINGS` ÿ % Day 1 Read introduction, pages 3-11.   Do reading Study Guide #1  Do exercise 1, part A only.  8 Day 2 Read pages 12-14, do example 1 and Study Activity 1 Return to Exercise 1 and complete parts B & C.  @ Day 3 Complete Lab Activity 1, Finding dimensions from a scale  drawing.  D Day 4 Assign students to groups of 3. Do student exercises 8,9,11,  & 23. Turn in all problems.  ! Day 5 QUIZ- Exercise 18, pg. 40 ' Read pages 15-18 & discuss in class.  ? Day 6 Lab Activity #1 from text "Working with Scale Drawings.  : Day 7 Show Video (show twice to facilitate comprehension)  Answer the video questions (. Solve the video problem and turn in.  # Day 8 Read pages 18-24, Example 3.  Do Study Reading Guide #2.  4 Day 9 Complete the Lab Activity "Meandering River".  ! Day 10 Quiz (Exercises 14 & 29)  / Day 11 Complete the Lab Activity "Swauk Pass". C Day 12 Assign one exercise, to a group of three students, from a = previous assignment to review. Choose one person from each < group at random to present the problem to the class for a  group grade.  DAY 13 Review for test    Review Glossary.   Day 14 Unit test. `  ÿ€LÔ` ÿ ` ÿ10 Evaluation `E  ÿ1. Recomend placing previous unit questions in unit test as a  continuing review. ? 2. Need a local map that can extent 100 miles in all direction % 3. RULERS----TRIANGLES-----COMPASSES  4. Copies fo students use of:  a. Brick wall on page 10  b. Sewing Center on page 12  c. U.S. map on page 22 & 23 €LÔ`' ÿ ÿ Name________________  Date_______ Period___   Working with Scale Drawings`'  ÿUnit 10-----Vocabulary ÿ   Define the following Terms:   1. Scale--  2. Congruent--  3. Deminsions--  4. Square Concept--  '5. Corresponding parts (measurements)--  6. Reduced models--  7. Scaled up--  8. Scaled down--   9. Ratio--  10. Blueprint--  11. Graphic Scale--  112. Actual measurement vs Drawing measurements--  13. Graphic scale--  14. Relief Map--  15. Contour Map--  16. Topographical Map--  17. Nautical Map--  18. Aeronautical Charts-- €LÔ` ÿ