EDT Car Buyer's Guide
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Summary
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Project Title: EDT Car Buyer's Guide Teacher(s): Kathy Banuelos, Robert Garcia, Lourdes Sanchez, Elizabeth Wilkie and Leo Zarate School / Academy: Engineering Design Transportation (EDT) @ Morse High School Grade Level(s): 10-12 Core Subject(s): English 3-4, American Literature, World Literature, Contemporary Voices, Geometry, Unified Algebra/Geometry, Intermediate Algebra, Pre-calculus, Biology, Chemistry, Anatomy/Physiology, World History, U.S. History, Government/Economics, Introduction to Engineering and Design, Principles of Engineering and Autobody Repair/Refinishing Technology Career Technical Education (CTE) Class(es): {{{classes}}} |
Theme
The challenge of creating a car buyer's guide becomes an avenue for exploring how design impacts the cost of purchasing and maintaining a vehicle. By practicing math skills, critical thinking and research skills students will need to synthesize what they have learned from gathering data. While researching how prices have evolved, students will investigate history, apply their understanding of environmental factors and demonstrate their ability to research problems and articulate their ideas in a formal research report.
Students will be asked to assess their own transportation needs and will investigate the most cost effective way of reaching their desired automobile needs. Students will learn how design/engineering impacts transportation costs and will learn how the economy and industry drive political decisions. Students will have the opportunity to get feedback from our business partners Farmer's Insurance, Car Quest, Drew Ford and Courtesy Chevrolet.
Content Standards
| Subject | Content Standard | Assessment |
| Language Arts | 2.3 Generate relevant questions about readings on issues that can be researched (9th/10th)
2.6 Write technical documents- create a car buyer's guide that compares the different costs of vehicles(9th/10th) 1.7 Use systematic strategies to organize and record information (11th/12th) 2.4 Write historical investigation reports (11th/12th) | Research report, use of text features, organized buyer's guide. |
| Algebra I | 15.0 Students apply algebraic techniques to solve rate probability, work probability and percent mixture problems.
16.0 Students understand the concepts of a relation and function, determine whether a given relation defines a function and give pertinent information about given relations and functions. | Graphs, illustrations and statistics. |
| Geometry | 3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement.
16.0 Students perform basic construction with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line. | Illustrations and graphs. |
| Statistics | 6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.
8.0 Students organize and describe distribution of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots. | Bar graphs and tables. |
| Engineering | 1.7 Solve problems that involve discounts, commissions and compute interest.
3.b Learn the difference between heat flow into an engine and heat flow out of an engine. 1.a Select and use spreadsheets and calculators to perform tests and collect data. 12.2.2 Discuss the effects of changes in supply and demand on the scarcity, price and quantity of products. 2.6 Combine text, images and sounds. Draw information from many sources. A4.3 Know the components of structures including lighting, heating, air conditioning; mechanical; electrical and communication. | Tests, quizzes, presentations and instructional manuals. |
| Autobody | B1.1 Understand industry environmental conservation practices and their applications.
B2.2 Use tools, equipment, and machines to safely measure, test, diagnose, and analyze components and systems. B5.1 Understand the recommended procedures and practices of various manufacturers. | Create a recommendations page that emphasizes environmental conservation practices. |
Habits of Mind
1. Questioning and Posing Problems- Students will need to fill in the gaps between what they know and what they don’t know. They will need to probe for more information to find explanations for how the design of vehicles impacts the cost of transportation. They will need to pose difficult questions to find out how gas prices impact political decisions.
2. Thinking Interdependently- This project will require students to work collaboratively to piece together their findings from research. Since there are many different modes of transportation and many different vehicle designs, students will need to divide the work to find information regarding cost effectiveness. Some students will deal with environmental issues, others will deal with economic issues and others will help synthesize their findings in an articulate, concise manner.
Expected Schoolwide Learning Results
1. Communicate effectively: Students must write, speak, listen and respond thoughtfully. They will utilize technology appropriately for communication and demonstrate career knowledge and job acquisition skills.
2. Think critically and problem solve: Students must demonstrate the ability to use reasoning skills to solve complex problems within content-area standards. Students will demonstrate intellectual curiosity and independent learning.
3. Practice response citizenship through positive social and interpersonal skills: Students will demonstrate the ability to work productively as members of a local community and global society.
Begin with the End in Mind
- A. What is being produced?
- A car buyer's guide that emphasizes environmental impact and cost effectiveness.
- B. How is that being assessed?
- presentations, industry panel, self-assessments, research report and community presentations
- C. What is the individual student producing?
- Small components of research such as raw materials, import vs. export, analyze aerodynamic design of vehicles etc. Students will also be submitting illustrations of vehicle designs and create graphs/charts that display their findings from research.
- D. How is that being assessed?
- research reports, graphs, illustrations and synthesis of information. Rubrics will be created for each individual assignment. (Graphing Rubric, Scale Drawing Rubric, Text Features Rubric) Media:Graphing Rubric.doc Media:Scale Drawing Rubric.doc Media:Text Features Rubric.doc Media:Insurance Research Rubric.doc
- E. What is the group producing?
- Various sections of the car buyer's guide. Students will also work collaboratively to produce a multimedia presentation.
- F. How is that being assessed?
- We will create rubrics for individual parts of the buyer's guide.
SCANS Skills
| SCANS Skill | Assessment |
| Resources | Fundraisers, meeting minutes with location listed and list of materials that explains what resources students used to obtain the materials. |
| Interpersonal skills | Team meeting minutes, feedback from community members and business partners. |
| Information | Graphs/charts showing data acquired through research, group organization system files, use of technology to design the car buyer's guide. |
| Systems | Students will edit their work after receiving feedback from teacher, community members and business partners. |
| Technology | Use technology to create graphs and text features in the buyer's guide and to create a multimedia presentation to the business advisory board. |
Driving Question
How does car design affect society and the environment?
Significant Question
As a consumer, how can your purchases have an impact on the environment and society? How can vehicle design and choice of gas affect the U.S. and global economy?
Plan the Assessment
Step 1
Early in the Project:
Divide into groups within classes.
Divide research tasks
Identify research questions
During the Project:
Students work on independent research projects
Research raw materials for building cars-stock market
Research import vs. export-impact of cost and environment
Research insurance costs
Students will create budgets
Students will analyze aerodynamic design of vehicles and create illustrations.
Analysis of research
End of the Project:
Data Analysis:students will analyze data they have gathered through research
Students will create graphs to visually represent the information.
All parts of the buyer's guide will be edited and assembled by students deciding the layout. All information will be edited by project managers and EDT teachers.
Step 2
Product: A car buyer’s guide that emphasizes environmental impact and cost effectiveness.
Criteria:
Must include a table of contents.
Text features clearly make the guide reader-friendly.
Must have an index page at the back.
Must have illustrations that show vehicle designs.
Must include visual representations such as graphs to compare fuels and environmental impact.
Must include a Quick Tips page for making your vehicle environmentally friendly
Must include a synthesis page that includes recommendations for buyer's based on all of the gathered research.
Product: A visual representation such as a Power point
Criteria:
Must combine text, images and sound from many source (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMS, the Internet, electronic media-generated images)
Students select an appropriate medium for each element of the presentation.
Use the selected media skillfully, editing appropriately and monitoring for quality.
Students must test audience's response and revise the presentation accordingly.
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: EDT Car Buyer's Guide | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Research skills(library use, databases, citation etc.) | x | ||
| Graphing skills (including reading graphs) | x | x | |
| Proofreading skills | x | ||
| Problem-solving skills | x | x | |
| Critical thinking skills | x | x | |
| Knowledge of car parts | x | x | |
| Interpersonal skills (working as a team, communicating effectively etc.) | x | x | x |
| Basic skills (reading, writing, arithmetic, and mathematics) | x | x | |
| Personal qualities (individual responsibility, self-esteem, self-mangagement, sociabilty, and integrity. | x | x | |
What project tools will you use?
Rulers, dial calipers, frame pullers, MIG welder, ratchet, sprayguns, computers, overhead projectors, compass, straight edge, various hand tools, wrenches and screwdrivers.
Project Timeline
September: Identify Research Questions
English: Distribute project info, teach research methods, discuss project management goals, identify components of research and identify laws/contracts/warranties involved in car purchase.
Math: Identify operating costs/budget for car purchase, teach graphing skills, create charts for emissions, create graphs showing cost of steel, rubber, aluminum and magnesium.
Science: Biology: Research the environmental impact of smog on metropolitan areas such as San Diego, Los Angeles and New York. Physiology: Identify safety/health aspects.
History: Identify demographics and map out car dealerships, used car lots, repair facilities, gas stations etc. in the Morse Community. Research the impact of real world events vs. gas/oil prices. Study car design throughout the decades.
Engineering: Identify parts of the purchase contract. Study car design world wide.
Autobody: Identify insurance and maintenance costs. Learn locations of safety features on vehicles.
Fieldtrip: Autobody students visit State Farm Insurance.
October: Research and Analysis
English: Students will analyze issues around laws/contracts. Students update Tiger Paw Newsletter, and take photos of work on EDT Car Buyer's guide.
Math: Students will analyze operating costs and analyze different sources of funding (credit union vs. dealership credit). They will complete a cost analysis of five chosen cars.
Science: Students will analyze safety/health issues. They will analyze cancer rates in smog areas. Students discover correlations and draw conclusions from data.
History: Students will learn European history of car design, study history of accidents and learn about vehicle registration and licensing. Students will analyze demographics/geographics of the Morse Community.
Engineering: Students will analyze purchase contract vs. lease. Create stock portfolio. Analyze performance of Ford, Honda and Chevy.
Autobody: Students will analyze factors that impact insurance rates. They will learn environmental parts location.
Possible Fieldtrips: Ford Hybrid Center, Car Museum, Calliber Collision and car dealerships.
November: Gather Data and Create product
English: Distribute Tiger Paw Newsletter. Write a report on laws/contracts/warranties. Begin drafting the research information for the car buyer's guide.
Math: Students will create graphs/charts comparing operating costs. They will create a budget analysis (spreadsheet). They will focus on geometric applications of automotive shapes.
Science: Students will write environmental impact reports. Students will write a report illustrating the results of health research. Compare fuels. Analyze chemicals in airbags/paint finishes and learn how oil is made. Students learn human factors/safety in physiology.
History: Students will create information pages listing demographics of the Morse Community. Learn smog laws by state. Learn how the advent of the vehicle impacts religious views and technology.
Engineering: Create information sheet comparing purchase contracts vs. leasing.
Autobody: Create a report that explains the factors that impact insurance rates. Students will study the first accident in the U.S.
Possible Fieldtrip: Visit the Midway, Star of India and Marine Museum.
December: Assemble and Revise
English: Assemble and revise all components of the car buyer's guide. Students will add text features to buyer's guide.
Math: Create budgets and assemble graphs/charts into the buyer's guide.
Science: Students will edit/revise environmental reports and compile with other reports.
History: Edit/revise and compile reports.
Engineering: Create multimedia presentation for use in the advisory board presentation. Edit/revise and compile reports.
Autobody: Edit/revise and compile reports.
EDT EVENT: Parent/community meeting. Students present to parents and receive
feedback for revising their car buyer's guide.
Guest speakers: Farmer's Insurance, OSHA, and Engineering students from UCSD or SDSU.
January: Evaluating and Refining the Product
Students will practice presenting in all of their classes. We will focus on presentation skills such as eye contact, voice projection, enthusiasm in addition to teaching students to utilize their multimedia presentation to market the EDT Car Buyer's guide to the advisory board.
- What challenges or problems might arise in the project?
Coordinating deadlines and making sure that the finished product has been edited by the end of the semester will be a challenge.
Since all of the parts are coming from different groups, it may be a problem if one or more groups do not complete their portion.
Printing the car buyer's guide may be a challenge since we do not have a printing press on campus. It may be challenging to raise funds for printing a large quantity of car buyer's guide.
Manage the Process
Group work: Working collaboratively will teach students to work with others from diverse backgrounds.
Cornell Notes: Taking notes in this way will enable students to organize information and use the notes as a tool for studying.
Graphic organizers: This will help students organize information and visualize concepts.
Visuals: This will enable students with visual learning modes to understand concepts
Peer tutoring: Strong team members will assist those with difficulties while reinforcing what they already know.
Learning logs: This will help groups evaluate their goals and decide next steps. It will also be a way to record concerns/questions and help students articulate what they have learned.
Group contribution self-assessment:This will be used periodically used to help students self-monitor their contribution to the group work.
Fishbowl method for evaluation and reflection: Students will discuss outcomes of the project and group discussions.
Research logs: This will help students manage the information they have gathered from research.
How will you and your students reflect on and evaluate the project?
Students will create questions or a survey and test the cost effectiveness of various vehicles.
Teachers will create scenarios and ask students to evaluate the buyer's guide.
Parents and community members will evaluate the buyer's guide.
Students will present their car buyer's guide along with a multimedia presentation that markets the product.
