Honors Geometry Projects

Project: On Folded Wings

Due Date: Thursday, Oct. 13

Some people look at a plain sheet of paper and see the hidden form of a swan or seashell waiting to be revealed. With a few meticulous folds, an origami artist can produce replicas of animals, owers, buildings, vehicles, and even people. The ancient art of paper folding comes from Japan, where it has thrived since at least the twelfth century. Every time you made a paper airplane or a paper hat as a child, you were practicing the art of origami. In this chapter project, you will use paper folding to explore geometric patterns. You will make origami models and then use the language of geometry to tell others how to make them. List of Materials Paper, scissors, ruler, pencil

Activities Activity 1: Paper Folding

Most origami models are made by folding a square piece of paper. You can make patterns while you practice paper folding.

Carefully fold a square piece of paper four times as shown. Write your name on the resulting triangle. Then unfold the piece of paper until it is back in its original square shape. Try to duplicate your pattern of folds so that after four successive folds your name is visible on the outside of the triangle. If you wish, you may use a pencil to lightly label points or creases on the paper. Trade unfolded squares of paper with a classmate. Give instructions to your classmate so that he or she can fold the piece of paper four times and end up with your name visible on the outside of the triangle. You may use diagrams, your written notes, or verbal instructions. Was the vocabulary you used in this chapter helpful in giving instructions?

Activity 2: Constructing Some artists make origami by experimenting. They fold and unfold a piece of paper until they see a resemblance to something in the real world. Take your folded square from the previous activity. Use the existing creases to construct the dog and the ower pictured at the right. Now make your own origami gure, starting with a fresh square of paper. Activity 3: Writing To communicate the origami model that you designed, you can use the language of geometry. Use geometric terms and symbols along with sketches to write directions for the origami gure you made in Activity 2. Test your directions by having a classmate use them to construct your model. Activity 4: Researching Research directions for a different origami model. Follow the directions to make the model.

Finishing the Project Prepare a Geometry in Origami display. Include the models that you made and instructions for making them. You may want to display origami models in a poster. Consider adding a scene of origami models, or writing a short report on the history of origami. Extending the Project Use paper folding to illustrate some of the geometric terms, such as midpoint, angle bisector, and perpendicular bisector, that you learned in this chapter.

Project: Tri, Tri Again

Due Date: Monday, January 9

Have you ever wondered how bridges stay up? How do such frail-looking frameworks stretch through the air without falling? How can they withstand the twisting forces of hurricane winds and the rumbling weight of trucks and trains? Part of the answer lies in the natural strength of triangles. In your project for this chapter, you will explore how engineers use triangles to construct safe, strong, stable structures. You then will have a chance to apply these ideas as you design and build your own bridge with toothpicks or craft sticks. You will see how a simple shape often can be the strongest one. Activities Activity 1: Modeling Many structures have straight beams that meet at joints. You can use models to explore ways to strengthen joints. Cut seven cardboard strips approximately 6 in. By 0.5 in. Make a square frame and a triangular frame. Staple across the joints as shown.

With your ngertips, hold each model at on a desk or table, and try to Change its shape. Which shape is more stable? Cut another cardboard strip, and use it to form a brace for the square frame. Is it more rigid? Why does the brace work?

Activity 2: Observing Visit local bridges, towers, or other structures that have exposed frameworks. Examine these structures for ideas you can use when you design and build a bridge later in this project. Record your ideas. Sketch or take pictures of the structures. On the sketches or photos, show where triangles are used for stability.

Activity 3: Investigating In the rst activity, you tested the strength of two-dimensional models. Now investigate the strength of three-dimensional models. Use toothpicks or craft sticks and glue to construct a cube and a tetrahedron (a triangular pyramid). Which model is stronger? Describe how you could strengthen the weaker model. Use toothpicks or craft sticks and glue to construct a structure that can support the weight of your geometry book.

Finishing the Project Design and construct a bridge made entirely of glue and toothpicks or craft sticks. Your bridge must be at least 8 in. long and contain no more than 100 toothpicks or 30 craft sticks. With your classmates, decide how to test the strength of the bridge. Record the dimensions of your bridge, the number of toothpicks or craft sticks used, and the weight the bridge could support. Experiment with as many designs and models as you likethe more the better. Include a summary of your experiments with notes about how each one helped you improve your design.

Project: Miami Models

Due Date: Friday, March 9

Miami, Florida, has one of the largest skylines in the world. Through the early 2000s the city has built more skyscrapers than just about anywhere else in the United States. As of 2008, Miami had 56 buildings over 400 ft and another eight buildings projected to be higher than 400 ft when completed. In your project, you will use similarity to nd the height and location of individual buildings, and to build a model of one of these buildings, helping your class recreate the Miami skyline. Activity 1: Height The map handout shows 15 of the tallest buildings in Miami. The table beside the map lists the names of the buildings in the image, and some of their heights and labels. Use the shadows of the buildings to nd the height and the name of each building on the map. Activity 2: Area The map shows the aerial view of these downtown buildings. If the footprint of a building is the amount of land it covers, what is the area of each footprint? Measure carefully and round your answer to the nearest 1000 ft2. Activity 3: Models With a partner, choose one of the 15 buildings in the map as the basis for your threedimensional model. Use your answers from Activities 1 and 2 to help you determine the amount of material you will need to build your model. Do research to nd more images of your building and to check your measurements so that your model will look like the actual building. Decide with your partner what you will use to build the model, and then build it according to the scale that your class and your teacher determine will work best. Take the time to work with your partner to build the model to scale and decorate it to look like the actual building.

Finishing the Project Write how you found the dimensions you used for this project, and provide a copy of any images (or tell exactly where you found the images) that you used, other than the one on this page.

Project: And Sew On

Due Date: Friday, May 25

Throughout history people in all corners of the world have used patterns in their clothing, rugs, wall hangings, and blankets. Some of these articles were symbols of wealth and power. Today, textiles and fabrics still reect social identity and cultural expression. In your project for this chapter, you will explore patchwork techniques used by Native Americans and American pioneers. You will use these techniques to design your own quilt. Activities

Activity 1: Modeling You can construct a quilt by sewing together congruent squares to form blocks. To model a quilt block, cut four 3-in.-by-3-in. squares out of 0.25in. graph paper. Place one square on top of another, and make a seam by stapling the two squares together 0.25in. from one of the edges. Unfold the square, and press the seam at in the back. Repeat this with two other squares. Then place the two sections on top of each other. Staple a 0.25-in. seam from one end to the other. Unfold and press the seams back. What is the total area of the four paper squares that you started with? What is the area of your nished quilt block? Why is the total area of the four paper squares different from the area of the nished quilt block?

Activity 2: Designing Your class can model a quilt by using the quilt blocks your classmates constructed in the previous activity. Here is one suggestion for a design. On each block, mark off a 0.25in border for seams. Draw the four diagonals provided for you on a separate piece of paper. Staple four blocks together in a row, keeping the orientation shown at the left throughout the row. Do this until you have four rows.

Staple the rows together, turning the second and fourth rows upside down. Color the blocks to make a three-dimensional illusion.

Activity 3: Researching In the early 1900s, the Seminoles of southern Florida developed a method of arranging strips of fabric to make geometric designs. These patchwork patterns sometimes serve to advertise the clan to which the wearer belongs. Research the patchwork techniques used by the Seminoles. Make your own Seminole patchwork design with colored paper, graphics software, or fabric.

Finishing the Project Design a quilt for your bed. Use one of the techniques you learned or one that you researched. Draw and color the quilt design on a sheet of paper. Include the dimensions of the quilt. List the size, shape, color, and number of each different piece. If available, use iron-on patches to color several small blocks that establish the design. Then iron the design on a T-shirt or a piece of fabric.

Rubrics
Project Manager: On Folded Wings Read about the project. As you work on it, you will need several sheets of square paper. You can make these by folding and cutting 8.5 X 11 sheets.

Checklist Suggestions Activity 1: folding triangles Activity 2: original design Activity 3: instructions Activity 4: researched design Geometry in Origami Scoring Rubric 4
Diagrams and written instructions are clear. Geometric language is used appropriately and correctly. Models are well constructed. The display is organized, attractive, and complete. 3
Models, diagrams, and written instructions make sense but may contain some unclear portions. Most geometric terms are used correctly. 2
Models, diagrams, and instructions all contain some errors. Some geometric terms are used incorrectly or are missing. 1
Diagrams and written instructions are hard to follow or misleading. Explanations are incomplete or incorrect. Geometric terms are misused. 0
Major elements of the project are incomplete or missing.

Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.

Teachers Evaluation of the Project

Project Manager: Tri, Tri Again As you work on the project, you will need a sheet of cardboard, a stapler, 100 toothpicks or 30 craft sticks, and glue. Keep this Project Manager and all your work for the project in a folder or an envelope. Checklist Suggestions Activity 1: cardboard frames Activity 2: observing bridges Activity 3: three-dimensional models Toothpick bridge Hints: Push or pull the models only along the plane of the frame. Look for small design features that are used repeatedly. Use glue that is strong but quick-drying. Test small parts of the bridge before building the entire structure. Also, decide in advance in what order you will assemble and glue the different sections. Scoring Rubric 4
The toothpick bridge meets all specications. The diagrams and explanations are clear. Geometric language was used appropriately and correctly. A complete account of the experiments was given, including how they led to improved designs. 3
The toothpick bridge meets or comes close to meeting all specications. The diagrams and explanations are understandable but may contain a few minor errors. Most of the geometric language is used appropriately and correctly. Evidence was shown of at least one experimental model prior to the nished model. 2
The toothpick bridge does not meet specications. Diagrams and explanations are misleading or hard to follow. Geometric terms are completely lacking, used sparsely, or often misused. The model shows little effort and no evidence of testing of preliminary designs. 1
0
Major elements of the project are incomplete or missing. Project is not handed in or shows no effort.

Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.

Project Manager: Miami Models Read about the project. As you work on it, you will need a calculator, a ruler, and building materials for your model. Keep all of your work for the project together along with this Project Manager. Checklist Activity 1: Height Activity 2: Area Activity 3: Modeling

Hint: Estimate area using triangles and rectangles

Scoring Rubric 4
All elements of the project are clearly and accurately presented. Your models are well constructed and your explanations are clear and use geometric language appropriately. 3
Your models and estimations are adequate. Some elements of the project are unclear or inaccurate. 2
1
0
Signicant portions of the project are unclear or inaccurate. Major elements of the project are incomplete or missing. Project is not handed in or shows no effort.

Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.

Teachers Evaluation of Project

Project Manager: And Sew On Read about the project. As you work on it, you will need colored markers and one or two sheets of graph paper. Geometry or graphics software also may be useful. Keep all your work for the project in a folder, along with this Project Manager. Checklist Suggestions Activity 1: quilt block Activity 2: class quilt Activity 3: Seminole patchwork Quilt design Hints: When calculating seam area, remember that some seams are doubled. You can make a three-dimensional illusion by choosing three different color intensities for the three visible sides of each cube. Choose a size and design that works for you, given your bed size, room decor, and so on. Scoring Rubric 4
Your information is accurate and complete. Your diagrams and explanations are clear. You use geometric language appropriately and correctly. Your quilt design species exact size, shape, color, number, and arrangement of each type of piece. Measurements correctly allow for quarter-inch seams. 3
Your information may contain a few minor errors. Your diagrams and explanations are understandable. Most of the geometric language is used appropriately and correctly. Your quilt design is partly complete, specifying to some extent the size, shape, color, number, and arrangement of each type of piece and how those pieces will be arranged. Measurements may fail to allow for some seams. 2
Much of the information is incorrect. Diagrams and explanations are hard to follow or misleading. Geometric terms are completely lacking, used sparsely, or often misused. The quilt design is sketchy, lacking most of the details needed for someone to actually make the quilt. 1
0
Major elements of the project are incomplete or missing. Project was not handed in, or work does not follow instructions.

Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.