INTEGRATED SCIENCE, MATH AND TECHNOLOGY ACTIVITIES:

There are numerous math competencies incorporated into these activities. The activities provide a number of opportunities to cover basic measurements, scale, and angles and the use of rulers and protractors, Model construction normally requires a great deal of measuring and attention to ratios and proportion. The use of standard measurements, as opposed to the metric system, provides a practical opportunity to calculate and use fractions. You may decide to also use metric measurements to provide opportunities to calculate and apply decimals.

You will find it easier to assess the work of your students if you have them develop a design portfolio. Students can use a portfolio to capture the design and problem solving process that they used and to record the completion of the required criteria. This documentation can provide a clearer view of the competencies acquired by the students.

PROBLEM SOLVING PROCESS:

These steps may be helpful to students in approaching their activity.

• Form cooperative groups - three to four students per group
• Select a team leader
• Assemble necessary materials
• Construct the sewer line
• Present the work

Intermediate Challenge/Activities

1. Secure from your teacher the Sewer Layout Diagram for the problem. Note that there are no dimensions provided. With your ruler determine the distance between each manhole. Measurements should be rounded to the nearest quarter inch (1/4, 1/2, 3/4, or whole inch) Using the Horizontal scale of 1" = 40", convert each measurement to feet and mark the distance on the drawing. (For example, refer to the distance between manholes #1 and #2. This distance is 2" which is equal to 80".)
2. Determine how far below the ground the sewer line is at each manhole. To start you need to know the depth of the sewer line at manhole #1. That information is provided as 30 feet (30?).   You can now determine the depth of each manhole and the bottom measurement for each. To do this, you will need to allow for the downhill slope of the sewer line. (In this case you will use a slope of 2%.) You can then use the formula that indicates the slope will equal the amount of rise (or fall) divided by the horizontal distance. Written in symbols the formula is: S = R/HD, where slope equals S, rise equals R, and the horizontal distance equals HD) As indicated, in this case, we will use a slope of 2% or .02. (For example refer to the distance between manhole #1 and #2, which is 80?. A 2% slope for 80? equals .16?.) Substitute the numbers you have for the symbols in the formula (S = 2% or .002, and HD = 80?) and calculate the rise/fall. Do you agree that the rise/fall is .16 of a foot" 
3. With your ruler, measure the height of each manhole to the nearest quarter inch and mark this on the drawing. Convert this measurement to a decimal.  Now add this number to the bottom measurement This new number represents your top measurement. Place the top measurement on top of each manhole.
4. Refer to the information sheets provided in the Appendix, and secure a copy of the "take off" sheet. If this sheet is not available, see your teacher for a copy. Use your protractor and measure where the inlet and outlet holes should be. Mark the degree measurement between all holes and indicate which holes are inlets and outlets. (Pay particular attention to the arrows on the lines of the planning drawings.)
5. Transfer the information that you know about each manhole (manhole #, top, bottom and height) to the take off sheets. This completes step 1. Follow the next few steps on the take off sheet and the manholes are now ready for the construction of the sewer line model.

RESOURCES:

The intended challenges were designed to be open-ended and flexible to accommodate various learning levels. Please feel free to incorporate additional material(s) to enhance each lesson. The categories of Exploratory, Intermediate, and Advanced provide a context in which students can understand the social and personal meaning of each challenge.

Additional materials may be found at the following locations:

• History of World Plumbing - Plumbing and Mechanical Magazine  http://www.theplumber.com/H_index.html
• History of Plumbing (Roto-Rooter company) http://www.rrsc.com/rr_history.html
• Water Conditioning and Purification Magazine http://www.wcp.net/current.htm
• "Paris Sewers and Sewermen" by Donald Reid (Harvard University Press, 1991).

PROPOSED CURRICULUM STANDARDS CONNECTIONS:

The following Curriculum/Standards Connections for grades 5-8 are intended to aid in the use and assessment of the design challenge projects.  NOTE: These connections have been extracted from the National Standards.  You should check their correlation with your own State Curriculum Standards to ensure consistency with your curriculum goals.

Note on Assessment:  We strongly recommend using the Student Reflection Sheet and the Rubric provided in the Appendix to enhance the learning process, by encouraging student awareness and participation in the assessment of their work.  These tools can help students to understand the context, meaning, and value of undertaking these challenges.