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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
1. List your personal understanding, ideas or hunches.
Now that you are familiar about the BSA Pinewood Derby, you will write everything you know about gaining a competitive advantage. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about what it takes to win the Pinewood Derby. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about what it takes to win.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
7. Present Findings
Using a multimedia presentation Web 2.0 tool, such as Prezi, Slideshare, or Glogster your team will address what it takes to be a Pinewood Derby Race Car winner. If able present your own Derby race car, and provide images highlighting all sides that document your creativity. Include in your presentation images of what a winning Derby race car should look like. As indicated earlier your team must provide reasoning as to why they think their car has a competitive advantage. If able provide solutions to the sample questions that will be asked in the interview process. Your presentation will be fowarded to the BSA mentorship council and to all campus teachers.
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(7.5) Patterns, relationships, and algebraic thinking. The student uses equations to solve problems.
The student is expected to:
(A) use concrete and pictorial models to solve equations and use symbols to record the actions
(7.9) Measurement. The student solves application problems involving estimation and measurement.
The student is expected to:
(A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes
7.12) Probability and statistics. The student uses measures of central tendency and range to describe a set of data.
The student is expected to:
(A) describe a set of data using mean, median, mode, and range; and
(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.
The student is expected to:
(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
(7.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models.
The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.
(7.15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.
The student is expected to:
(A) make conjectures from patterns or sets of examples and nonexamples; and
(B) validate his/her conclusions using mathematical properties and relationships
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