Freshman Year- Geometry Packaging Project
Performance Outcomes:
In my freshmen geometry class, we were given the task to find, redesign, and present a packaged product to increase the efficiency. My partner and I chose cocoa pebbles. To start the project, we filled a bucket of water and measured the height and radius of it to find the volume, which helped us find the volume of the submerged bag of cereal (1746.7cm3). Then, we subtracted that volume from the cereal box's volume, and we found the airspace was 20.13%. After this, we found the amount of cardboard used to manufacture the product. Later on, we had to redesign the trite layout and transformed it into a cylinder wich had 12% less airspace and minimized the cardboard from 1429.2cm2 to 881cm2. This project exemplifies the overhead pillar of AGS, because we had to develop a plan implying mathematical methods and our skills to find a final product, that tested our self-management and responsibility because we were granted plenty of freedom. Conducting this project taught me how to use the displacement method, and improved my volume and surface area calculating skills. Update: September 4th, 2014 Today, my project partner Jack and I received a letter attached to a box that was apparently shipped from the cereal company Post. And, inside the box was two "sleeker" boxes of cereal containing honey bunches of oats. Unfortunately, the cereal and box was full of sand and ants, and apparently it was shipped ion June 4th and got lost. On the up side, the letter addressed Jack and I in a very professional manner, such as " dear mr. Romero", which was neat, and they said they did take into consideration our idea. This result exemplifies the idea of taking action, and making a difference with it. Sophomore Year- AGS TGPLAN |
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Performance Outcomes:
- Identifies and creates opportunities for personal or collaborative action using language arts skills to address situations, events, or issues, in a way that is likely to improve conditions.
- Reflects on the effectiveness of own language arts skills in supporting the ability to take action and con- tribute to the improvement of a local, regional, and/or global situation.
For Sophomore year, we were tasked with finding a global issue, and formulating a solution. We were split into groups of about 6, then we had to brainstorm different problems plagued our community and the globe. We decided to work with including kids with special needs into the majority of students. At our school , we never get to really see or interact with kids with special needs, so we coordinated with the special needs teachers to set up lunch bunches. Before we started any of this, we had to conduct thorough research on kids with special needs, network with people who may be helpful in our project, and formulate a product to showcase our work. The research stage took about 2 weeks, then we had to execute our plan and interact with the students with special needs. It was heartwarming and rewarding to work with the kids, because they were so excited to get to talk with us. The next stage was creating a product such as a brochure, website, or poster that informed our audience of the issue and displayed our work. To wrap up the project, we all hosted a showcase to professionals of the community, parents, students, and teachers. At the showcase night, we presented a powerpoint, had talking points, and answered any questions from the audience. In the end, I learned that people with special needs are very capable of being independent, and carrying a conversation. Our whole group was very pleased with our end product, and effectively took a problem and acted on in it in our community. In my opinion, TGPLAN is one of the best examples of AGS students taking action, since it is on us to choose the path our project will take, and what we do with the solution.