BUILDING A GEODESIC DOME
TEACHER PAGE
A WebQuest for 8th Grade Science and Engineering
Designed by Mr. Fournier and Mrs. Driscoll
Introduction
This lesson was developed as part of an integrated curriculum unit for the 2006-2007 school year in conjuction with the eMINTS technology grant.
Summary: The lesson was designed to investigate the origins, applications, and construction of a geodesic dome. Students will research, design, construct, and test a prototype double frequency geodesic dome. Scientific studies include strength of materials (compression and tensile strength) and forces applied to structural members.
Learners
This is an integrated lesson for eighth grade physical science, math and engineering technology.
Students need to be familiar with basic internet/computer navigation skills, measuring skills, metric measurement, and manipulating mathematical formulas.
Curriculum Standards
Science and Technology Standards Addressed
A1 Use systems to describe natural and manmade things and processes.
A4 Students will use notions of scale to describe objects, events, and processes.
B1 Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
B2 Students use a systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a specified need and using established criteria.
C2 Students describe the relationship between the nature of science and technology and the tradeoffs, constraints, and consequences associated with the designed world.
D4 Students will describe the nature of light, the motion of waves and the force of gravity. Describe the effects of different types of force on an object.
Students will also be using various critical thinking skills such as comparing and contrasting, investigating, experimenting, and analyzing. Collaboration and communication skills are also crucial for effective team work.
Process
A science and engineering technology interdisciplinary approach to studying atypical structural integrity and the transfer of forces and energy. The webquest was team-taught over the course of eight one hour class periods: 2 periods for research, 1 period for designing, 3 periods for prototype construction, and 2 for testing/error analysis. Students will be heterogeneously grouped.
Teachers should be familiar with structural forces and conservation of energy. They should also be able to perform the mathematics necessary to determine strut and chord length.
Variations
Alternative templates are available online instead of using the Appalachian Curriculum Consortium template. Please note that using an alternative template affects the procedures for testing strength to mass ratio.
Reporting of results can be presented through a multimedia medium versus written documents.
Resources Needed
- Digital video camera and tv with connecting cables
- Shared internet space for posting researched information (we used our Think.com accounts)
- Sand
- 5 gallon bucket (20 Liter bucket)
- 3 feet (1 meter) of nylon rope
- Appalachian curriculum consortium for dome template
- 1/4" x 1/4" pine wood for struts and chords
- cardstock for gusset plates (template photocopied onto cardstock)
- scissors
- balance or digital scale
- hobby saws/ mini mitre box
- formula for strut and chord length based on dome diameter
Although this webquest could be implemented by one classroom teacher, integrating science and engineering technology classes provide more meaning and application for students. Teacher aides and/or parent volunteers are suggested during wood preparation.
Evaluation
| Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
|---|---|---|---|---|---|
Research
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Several facts are listed about the expert area. | |
Solution Efficiency
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
Elegance or Creativity
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
Credits & References
Teacher page image from Growing Spaces http://www.geodesic-greenhouse-kits.com/
Student page images from http://www.sub-zero.mit.edu, http://www.mdmaterials.com, http://homepages.ihug.co.nz
For constructing the geodesic domes, use the Appalachian Curriculum Consortium
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on 3/1/07. Based on a template from The WebQuest Page