Unit 4 Cross Curricular - Internet Project

Memorials Help Us Pay Tribute

Introduction | Task | Process | Guidance | Conclusion | Questions

Introduction
Have you ever visited a memorial dedicated to the people who lost their lives defending our country or its principles? The Vietnam War was fought from 1961 to 1973. During that time, 3,415 Texans lost their lives. In memory of the service of these people in the Vietnam War, Texans built the memorials shown in the table below.

     In this project, you will use scale drawings, surface area, and volume to design a memorial to honor war veterans.

The Task
You work as an architect for an architectural firm. The city in which your firm is located wants to construct a monument to honor the war veterans from your city. The monument needs to be a unique building with a maximum of 1000 square feet of interior floor space. They also want a unique, creative tile pattern to be used on the floor inside the monument. You need to present a design for this building to the others in your firm. Your proposal should be in a portfolio that contains a design for the building and a pattern to be used for tiling the floor inside the building. If you prefer, you can prepare a Web page with this information for the members of your firm to view. Be sure that your portfolio or Web page contains the following information:

• a scale drawing of the front and side views of your proposed building;
• a scale drawing of the floor plan, which has a maximum of 1000 square feet;
• a scale drawing of the tile pattern to be used inside the building;
• calculations that show the surface area of the walls and ceiling for the building;
• calculations showing the volume of the building.

• Decide upon the type of building you will design. To view some existing monuments, try these Web sites.
  www.vietvet.org/vietmems.htm
  www.yahoo.com and search for "veterans and memorials"
  www.neto.com/allenw/pb.htm
  www.barton.cc.ks.us./b29/
  www.rockies.net/~spirit/grief/grief05.html
  history.acusd.edu/gen/ww2_links.html
  ns.kreative.net/cooper/TourOfDC/monuments/
• Make a scale drawing of the front and side views of your proposed building.
• Make a scale drawing of the floor plan for the building.
• Make a scale drawing of a tiling pattern to be used for the floor of the building. For ideas for patterns, try these Web sites.
  library.thinkquest.org/11750/
  www.tabletoptelephone.com/~hopspage/HopsTiles.html
  www.frognet.net/~janos1/
  www.msn.fullfeed.com/~jpdesign/MPR.html
• Find the surface area of the walls and ceiling of the building.
• Find the volume of the building.
• Be creative. Add some additional data, information, or even pictures to your portfolio or Web page.

1. Design an unusual building, such as a pyramid or hemisphere.
2. Draw a mural to be painted on a wall of the monument.
3. Write a poem to be used as a tribute to the war veterans.
4. Design a garden to surround the monument.
5. Research a particular monument you find on the Internet. Find out why the monument was constructed.
6. Research tessellations. Find out about the various classifications for tessellation patterns.
7. Research artists who use tessellations in their work.

Conclusion
Here are some ideas for concluding your project.

• Present your project to your class or at a family night.
• Present the information on a Web page. Have other students critique your project and help you to make improvements to your project.
• Interview an architect. Find out how this person comes up with creative ideas for architectural designs.

Lesson 10–1
Tyrone decides to have a circular patio at his monument. At the center of the patio will be a flagpole, and around the edges will be benches for visitors to sit on. He wants to have at least 6 but no more than 12 benches, and he wants them 2 feet apart. The benches are 5 feet long.

1. What is the smallest circumference the patio can be? The largest?
2. Based on your answers from Exercise 1, what is the smallest distance each bench can be away from the flagpole? The largest distance? (Hint: This is the radius of the patio)
3. Choose a number of benches other than 6 or 12. Calculate the circumference of the patio and the radius. Then draw a diagram of your patio including all benches and the flagpole.

1. Identify the polygons in the tessellation.
2. Find the degree measures of the interior angles for each polygon in the tessellation.
3. Determine whether the tessellation is uniform, regular, or semi–regular. Name all possibilities and explain your reasoning.

1. Make a sketch of the pyramid structure.
2. To the nearest hundredth, find the slant height of a face of the pyramid.
3. Find the lateral area of the pyramid using your answer to Exercise 2. (Do not include the area of the floor.)
4. Will the area of the floor be less than the 1000 square feet specified for the project? Explain.

1. Make a sketch of the hemisphere.
2. Will the area of the floor be less than the 1000 square feet specified for the project? Explain.
3. To the nearest square foot, find the surface area of the hemisphere.
4. To the nearest square foot, find the volume of the hemisphere.

Memorials Help Us Pay Tribute

TEACHER NOTES

In this project, students will use design a unique building and a tiling pattern to be used as a memorial to war veterans. Encourage students to use creativity in designing unusual buildings and patterns. Students may be interested in researching war veterans’ memorials located across the U.S. and around the world. The project can be expanded to include the design of an entire park that would serve as a setting for the memorial. You could also have a war veteran visit your class as part of this project. You may want to collaborate with a social studies teacher and/or art teachers at your school for this project.

The Guidance section of the project contains questions that would be good for a whole-class discussion. If you prefer, have each student research one of the questions and add the information they find to the final presentation of their project.

Several Web sites are included in the project to help students in completing the project. Encourage students to find additional sites and to share those sites with other students.

Students will work on this project in Unit 4.

Lesson	10–1	11–4	12–4	13–3	13–5
Page	559	659	701	744	764

ANSWERS
Lesson 10–1

1. Smallest: 42 feet
   Largest: 84 feet
2. Smallest: 6.68 feet (about 6ft 8inches)
   Largest: 13.37 feet (about 13 feet 4 inches)
3. See students’ work.

Lesson 11–4

1. triangles, quadrilaterals (squares), and dodecagons
2. triangles: 60°; quadrilaterals: 90°; dodecagons: 150°
3. The tessellation is not uniform because there is not the same combination of polygons at each vertex. It is not regular because it used three types of polygons, so it is semi-regular.

1. 
   
2. 42.72 ft
3. 2563.2 ft²
4. yes; 30° = 900, which is less than 1000

1. 
   
2. No: it is about 963 square feet greater than specified in the project.
3. 3927 ft²
4. 32,725 ft³