# Door Closer Damage Control - Teaching Guide For Illinois Transportation, Distribution and Logistics

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Teaching Guide For Door Closer Damage Control Illinois Transportation, Distribution and Logistics Math and Science Project 2008 Door Closer Damage Control Module 1 IL Career & Technical Ed Math & Science Project 2008

Table of Contents Acknowledgements Jed A. Miller, structural designer, Smurfit-Stone Container Corporation Amanda Nixon, Galesburg High School, Galesburg, IL Problem Solving Activity Overview of Module Scenario Focus (Pathway, Job Titles, Related Subject Matter) Description of the Problem to be solved TDL Cluster Knowledge and Skills and Performance Elements Addressed Illinois Learning Standards Addressed Objectives Measurement Criteria Teacher Notes Time Required to Complete Problem Support Materials and Resources Necessary for Completion of Scenario Lesson 1 with Handout 1 and 2 Lesson 2 with Handout 3 and 4 Lesson 3 with Handout 5 Lesson 4 with Handout 6 Lesson 5 with Handout 7 Lesson 6 with Handout 8 Lesson 7 Teacher Assessment Materials • Final Evaluation • Rubric • Sample Student Work Appendix • Glossary of Terms • Toolbox Bibliography • Pre/Post Test and Answers Door Closer Damage Control Module 2 IL Career & Technical Ed Math & Science Project 2008

Scenario Focus Primary Career Pathway: Logistics Planning and Management Occupation/Job Titles Related to this Scenario: structural designer and quality control engineer Recommended Teaching Subject Areas: math, industrial technology Teacher/Writer Information Amanda Nixon, anixon@galesburg205.org, (309) 343- 4146 Business/Industry/Government Partner Smurfit-Stone Container Corporation, 1-800-331-7838 Scenario Problem Statement and Performance Elements You are a structural designer for Smurfit-Stone Container Corporation. LCN, the maker of door closers, has had problems with damage occurring to the cover box of the door closer during shipping. LCN’s quality control engineer has determined the damage can be reduced by a different corrugated cardboard insert. You need to design a new insert that will reduce damage without increasing costs. You have 2 weeks to develop a new insert and present the model to LCN’s representative. Cluster Knowledge and Skills and Performance Elements • Determine packaging, transporting, storage, and handling requirements • Identify and evaluate alternative solutions • Present and explain information on packaging and material handling solutions Illinois Learning Standards: Mathematics: • Calculate by an appropriate method the length, width, height, perimeter, area, volume, surface area… of common geometric figures or combinations of geometric figures. (I- 7C.6) • Construct, read, interpret, infer, predict, draw conclusion, and evaluate data from various displays, including histograms and scatter plots. (H-10A.1) • Justify the results of symbol manipulations, including those carried out by technology. (I- 8A.7) Door Closer Damage Control Module 3 IL Career & Technical Ed Math & Science Project 2008

Science: • Create and conduct technological design testing objectively, sketching schematic of design or predictions, or incorporating the appropriate safety, available technology, and equipment (H-11B.2) • Represent results of analysis to produce findings comparing data sets according to the design criteria, evaluating multiple prototype solutions to the overall design success criteria, or proposing explanations for sources of error in the data set with regards to product design flaws, or model limitations (H-11B.4) What I want students to Know What I want student to be Able to Do • Corrugated cardboard vocabulary • Calculate failure rate of a corrugated • LCN’s door closer vocabulary cardboard box • Definition of logistics and • Calculate scoring allowances for transportation dimensions of box • Career opportunities in • Interpret schematic drawing to find logistics/manufacturing dimensions of box • Make a model of recommended insert • Present recommendations in professional manner Objectives: • Use McKee formula to determine failure rate of a corrugated cardboard box • Write and solve polynomial equations involving volume of rectangular prisms. • Present recommended insert • Make a model of recommended insert • Learn about role of logistics and distribution within manufacturing/retail industry Measurement Criteria of an acceptable solution 1. Developed a schematic drawing of a model in proper dimension. 2. Developed a model of the recommended insert. 3. All calculations were correct and utilized McKee formula calculations. 4. Presented solutions in oral presentation that • Was interesting • Covered topic in depth with details and examples 5. Workload was divided and shared equally by all team members. 6. Product showed original thought and creativity. Door Closer Damage Control Module 4 IL Career & Technical Ed Math & Science Project 2008

Teacher Notes: Students should have a good working knowledge of math and formulas. If you would like to give a pre and post test on the math skills taught in this problem solving activity, there is a test in the appendix with answers. Please review the materials needed prior to starting the problem solving activity. These can be found in the Overview section and in the Toolbox Bibliography in the Appendix. You will need to make copies of some of the handouts for students to use. Time Required to Complete Problem: approximately 12 hours if include pre and post test administration Types of Materials included in this Module: 1. Lesson plans for each topic with student activities 2. A copy of student handouts for duplication. 3. Problem Statement and Helpful Website Handouts 4. Static compression Packet 5. Door Closer Rubric for Assessment Support Materials and Resources Necessary for Completion of Scenario: • Fibre Box Handbook, Great Northern Packaging Corporation • Computer lab with internet access • Distribution DVD—What in the World is the Global Supply Chain? (Available from CSCMP, Council of Supply Chain Management Professionals, 2805 Butterfield Rd., #200, Oak Brook, IL 60523 or www.cscmp.org.) • Calculators are required for the Algebra II course where I implemented the module. (I recommend a TI-30X IIS or B – solar or battery) • Larson et al, Algebra II (2004), McDougal Littell, - incorporated into Ch.6 on Polynomials • Tinker Toys • Florist foam • Graph Paper Door Closer Damage Control Module 5 IL Career & Technical Ed Math & Science Project 2008

Lesson 1 TOPIC Problem Introduction TIME ESTIMATE 85 minutes OBJECTIVES • Students will be able underatand problem statement and develop list of questions needed to solve the problem. • Students will discover the products made by Smurfit-Stone and LCN and how the companies need each other. MATERIALS & RESOURCES • Handout 1 – The Problem Statement • Handout 2 – Information about Smurfit-Stone and LCN • Websites: http://www.smurfit-stone.com:8080/content/ . http://www.lcnclosers.com/ Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 15 - Introduce Problem Based Scenario - View DVD on Logistics/Transportation 2 20 - Distribute Handout 1, Problem Statement and brainstorm questions. 3 25 – 40 - Go to computer lab to explore the websites and answer KWHL questions using Handout 2, Information About Smurfit-Stone and LCN. - If needed, add more questions to research as a result of brainstorming. 4 25 - Return to the classroom and discuss answers to KWHL questions on Handout 2. (I used these to jumpstart our intro into McKee formula) Door Closer Damage Control Module 6 IL Career & Technical Ed Math & Science Project 2008

Lesson 1, Handout 1 Door Closer Module Problem Statement: You are the structural designer for Smurfit-Stone Container Corporation. LCN, the maker of door closers, has had problems with damage occurring to the cover box of the door closer during shipping. LCN’s quality control engineer has determined the damage can be reduced by a different corrugated cardboard insert. You need to design a new insert that will reduce damage and reduce costs. K W H L What do I KNOW? What do I WANT to HOW do I learn? What did I LEARN? know? Door Closer Damage Control Module 7 IL Career & Technical Ed Math & Science Project 2008

Lesson 1, Handout 2 Door Closer Module Information about Smurfit-Stone and LCN 1. What does Smurfit-Stone company produce? (List at least 4 different PRODUCTS, not model types). 2. What product/division does our problem involve? 3. What does LCN door closer company produce? (List at least 4 different PRODUCTS, not model types). 4. How can Smurfit-Stone meet the needs of the LCN’s problem? 5. Other websites to share? Door Closer Damage Control Module 8 IL Career & Technical Ed Math & Science Project 2008

Lesson 2 TOPIC Examine Insert/Intro to McKee Formula TIME ESTIMATE 85 minutes OBJECTIVES • Students will examine current insert to develop ideas about possible modifications. • Students will use McKee Formulas and compression Strength to verify LCN findings that the damage is occurring based on the insert not the outside container. • Students will compute the compression strength of a box made by Serv-A-Lite. • Students will be able to write and solve polynomial equations involving volume of rectangular prisms (boxes). MATERIALS & RESOURCES • Handout 3, Static Compression Load (provided by Smurfit Stone from their publication, Corrugated Solutions: Warehousing Stacking Performance Evaluation) • Handout 4, Solving Polynomial Equations • Sample of current insert Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 10 - Distribute to class current insert for examination to determine what changes can be made. - Discuss as a class or in group, changes that could be made. 2 15 – 20 - Distribute McKee formula packet and work through example together on Handout 4, Solving Polynomial Worksheet 3 55 - Present lesson from text Larson et al, Algebra II, McDougal Littell, 2004 on §6.1 Exponents. - Assign homework: p. 326 ( 2 – 14 all, 16 – 46 even, 48 – 51 all) Door Closer Damage Control Module 9 IL Career & Technical Ed Math & Science Project 2008

Lesson 2, Handout 3 Door Closer Module Door Closer Damage Control Module 10 IL Career & Technical Ed Math & Science Project 2008

Door Closer Damage Control Module 11 IL Career & Technical Ed Math & Science Project 2008

Door Closer Damage Control Module 12 IL Career & Technical Ed Math & Science Project 2008

Door Closer Damage Control Module 13 IL Career & Technical Ed Math & Science Project 2008

Lesson 2, Handout 3 Answers Door Closer Module Door Closer Damage Control Module 14 IL Career & Technical Ed Math & Science Project 2008

Lesson 2, Handout 4 Door Closer Module Solving Polynomial Equations Review: Find all real solutions to the polynomial equation. 1. x ( x + 4 )( 3x − 8 ) = 0 2. x3 + 8 x 2 − 3 x − 24 = 0 3. x 4 + 2 x3 − 125 x = 250 Example 1: Write an equation to find the volume of the figure and solve for x. 1. Volume of the box = 440 in3 (Choices for x = 8, 5, 3) x+3 x 2x +1 2. The length of a box is 4 more than the width. The height is 2 more than three times the width. If the volume is 96 m3, solve for the width. (Choices for width: 7, 3, 2) Door Closer Damage Control Module 15 IL Career & Technical Ed Math & Science Project 2008

Lesson 3 TOPIC McKee Formula II TIME ESTIMATE 85 minutes OBJECTIVES • Students will use the McKee formula to analyze the insert. MATERIALS & RESOURCES • Handout 3, McKee packet handouts from Lesson 2 • Handout 5, Polynomial Word Problems—Static Compression Load • Original insert Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 25 - Discuss results of McKee formula from yesterday. - Redo formula for insert conditions (see Handout 5 for conditions). Even though our inserts are B flute, we only have data for C flutes, so we can determine the type of fibreboard to use in C flute. 2 15 - Discuss vocabulary, especially the difference between score lines and actual cuts through the fibreboard. - Pass around original insert and let students touch it and play with. - Then, demonstrate how it folds around the “model closer pieces” 3 55 - Present lesson on §6.2 Evaluating Polynomials from Larson et al, Algebra II, McDougal Littell, 2004 - Assign for Homework: p.333 ( 15 – 36, 90 -110) Door Closer Damage Control Module 16 IL Career & Technical Ed Math & Science Project 2008

Lesson 3, Handout 5 Door Closer Module Polynomial Word Problems – Static Compression Load LCN Door Closer Insert: A = weight of box and contents B = layers per unit Let C = units per stack . If the weights of each box is 8 lbs and there are 6 boxes D = weight of pallet E = boxes per layer per layer and 4 layers per unit. Each pallet weighs 5lbs and the forklift can stack 2 units per stack. See picture to the right. layers per unit units per stack Complete the McKee Formula to determine if the box will crush. Step A:1. Determine the pallet factor (PF): PF = D ÷ E 2. Determine the static weight (SW): SW = A ( B C − 1) 3. Determine the static compression load: SL = PF (C − 1) + SW 4. Based on other factors that have been determined, the safety factor (SF) is 6.0. Find the dynamic strength requirement (DSR): DSR = SL + SF Step B: 1. Determine the size adjustment factor (SAF): SAF = L / W factor • Depth factor (see tables) The L/W ratio is 2.3 to 1and the box depth is 5.5 inches . Step C: 1. Determine the perimeter factor (PERI): See table. The perimeter is 43 inches DSR Step D: 1. Determine the board compression factor (BCF): BCF = SAF • PERI Determine the type of corrugated cardboard to use: Lesson 3, Handout 5 Door Closer Module 1. Use the BCF to determine the type of cardboard to use. C Flute ECT Grade Combination Door Closer Damage Control Module 17 IL Career & Technical Ed Math & Science Project 2008

Lesson 3, Handout 5 Answers Door Closer e Door Closer Damage Control Module 18 IL Career & Technical Ed Math & Science Project 2008

Lesson 4 TOPIC Make Model Inserts TIME ESTIMATE 85 minutes OBJECTIVES • Students will make a model of the improved insert. MATERIALS & RESOURCES • Graph paper • Rulers (inches) • Tinker toy models of door closer arms and green rectangular florist foam to model size/shape of door closer cover • Handout 6, Sketch Layout Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 10 - Distribute Handout 6, Sketch layout of original insert. - Have students analyze score lines, flute, wall size to find improvement options 2 25 – 40 - Assuming the same overall length and width, make a new layout for your insert, include flute size, score lines, and wall size 3 25 - Present lesson from text, Larson et al, Algebra II, McDougal Littell, 2004 on §6.3 Adding, Subtracting, Multiplying Polynomials. - Assign homework: p. 341 (12 – 63) Door Closer Damage Control Module 19 IL Career & Technical Ed Math & Science Project 2008

Lesson 4, Handout 6 Door Closer Module Door Closer Damage Control Module 20 IL Career & Technical Ed Math & Science Project 2008

Lesson 5 TOPIC Examine reject model TIME ESTIMATE 85 minutes OBJECTIVES • Students will sketch on graph paper revised model showing adjustments made. MATERIALS & RESOURCES • Graph paper • Rulers (inches) • Tinker toy models of door closer arms and green rectangular florist foam to model size/shape of door closer cover • Handout 7, LCN Door Closer Insert Layout Version II • pieces of cardboard to cut inserts from Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 10 - Distribute Handout 7, Layout of Insert Version II and discuss differences and changes. Since this was rejected, brainstorm what worked and what didn’t work to make changes to group’s initial sketch. 2 25 – 40 - Allow groups time to change sketch and make final changes to insert 3 25 - Using text, Larson et al, Algebra II, McDougal Littell, 2004 , present lesson on §6.4 Factoring & Solving Polynomial Equations. - Assign Homework: p. 348 (19 - 67odd, 88,89) Door Closer Damage Control Module 21 IL Career & Technical Ed Math & Science Project 2008

Lesson 5, Handout 7 Door Closer Module Door Closer Damage Control Module 22 IL Career & Technical Ed Math & Science Project 2008

Lesson 6 TOPIC Make final changes for presentations TIME ESTIMATE 85 minutes OBJECTIVES • Students will prepare report on new/revised insert. MATERIALS & RESOURCES • Pieces of cardboard • Access to computers • Handout 8, Rubric for Presentation Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 20 - Distribute Handout 8, Rubric, and discuss grading scale and presentation expectations: dress up, be respectful, etc. 2 45 - Allow time for students to use computer lab and library tables to prepare and finalize their reports for presentation. 3 20 - Review as a class, Chapter 6 of Larson et al, Algebra II, McDougal Littell, 2004 p. 947 ( 1 – 28, 35 – 59) Door Closer Damage Control Module 23 IL Career & Technical Ed Math & Science Project 2008

Lesson 6, Handout 8 Door Closer Module RUBRIC FORMAT – Door Closer Presentation CATEGORY 4 3 2 1 Oral Interesting, well- Relatively Delivery not smooth, Delivery not smooth Presentation rehearsed with interesting, but able to hold and audience smooth delivery that rehearsed with a audience attention attention lost. holds audience fairly smooth delivery most of the time. attention. that usually holds audience attention. Content Covers topic in-depth Includes essential Includes essential Content is minimal with details and knowledge about the information about the OR there are several examples. Subject topic. Subject topic but there are 1- factual errors. knowledge is knowledge appears 2 factual errors. excellent. to be good. Workload The workload is The workload is The workload was The workload was divided and shared divided and shared divided, but one not divided OR equally by all team fairly by all team person in the group several people in the members. members, though is viewed as not group are viewed as workloads may vary doing his/her fair not doing their fair from person to share of the work. share of the work. person. Originality Product shows a Product shows some Uses other people's Uses other people's large amount of original thought. ideas (giving them ideas, but does not original thought. Work shows new credit), but there is give them credit. Ideas are creative ideas and insights. little evidence of and inventive. original thinking. Door Closer Damage Control Module 24 IL Career & Technical Ed Math & Science Project 2008

Lesson 7 TOPIC Present Sample TIME ESTIMATE 85 minutes OBJECTIVES • Students will make presentation to class concerning cardboard insert. MATERIALS & RESOURCES • Grading Rubric – see attached in Final Evaluation Lesson Description & Activities Steps No. of ACTIVITIES Minutes 1 85 - Have each group present their solutions. - Discuss pros and cons. - May choose to have classmates grade as well. (I did this but didn’t use them in their final grade. ) Door Closer Damage Control Module 25 IL Career & Technical Ed Math & Science Project 2008

Teacher Assessment Materials Door Closer Damage Control Module 26 IL Career & Technical Ed Math & Science Project 2008

FINAL EVALUATION Problem Statement to be Solved: You are a structural designer for Smurfit-Stone Container Corporation. LCN, the maker of door closers, has had problems with damage occurring to the cover box of the door closer during shipping. LCN’s quality control engineer has determined the damage can be reduced by a different corrugated cardboard insert. You need to design a new insert that will reduce damage without increasing costs. You have 2 weeks to develop a new insert and present the model to LCN’s representative. Performance element and academic learning standards being assessed. Career Clusters • Determine packaging, transporting, storage, and handling requirements • Identify and evaluate alternative solutions • Present and explain information on packaging and material handling solutions Mathematics: • Calculate by an appropriate method the length, width, height, perimeter, area, volume, surface area… of common geometric figures or combinations of geometric figures. (I- 7C.6) • Construct, read, interpret, infer, predict, draw conclusion, and evaluate data from various displays, including histograms and scatter plots. (H-10A.1) • Justify the results of symbol manipulations, including those carried out by technology. (I- 8A.7) Science: • Create and conduct technological design testing objectively, sketching schematic of design or predictions, or incorporating the appropriate safety, available technology, and equipment (H-11B.2) • Represent results of analysis to produce findings comparing data sets according to the design criteria, evaluating multiple prototype solutions to the overall design success criteria, or proposing explanations for sources of error in the data set with regards to product design flaws, or model limitations (H-11B.4) Measurement Criteria of an acceptable solution 1. Developed a schematic drawing of a model in proper dimension. 2. Developed a model of the recommended insert. 3. All calculations were correct and utilized McKee formula calculations. 4. Presented solutions in oral presentation that Was interesting Door Closer Damage Control Module 27 IL Career & Technical Ed Math & Science Project 2008

Covered topic in depth with details and examples 5. Workload was divided and shared equally by all team members. 6. Product showed original thought and creativity. RUBRIC FORMAT – Door Closer Presentation CATEGORY 4 3 2 1 Oral Interesting, well- Relatively Delivery not Delivery not rehearsed with interesting, smooth, but able to smooth and Presentation smooth delivery rehearsed with a hold audience audience attention that holds audience fairly smooth attention most of lost. attention. delivery that usually the time. holds audience attention. Content Covers topic in- Includes essential Includes essential Content is minimal depth with details knowledge about information about OR there are and examples. the topic. Subject the topic but there several factual Subject knowledge knowledge appears are 1-2 factual errors. is excellent. to be good. errors. Workload The workload is The workload is The workload was The workload was divided and shared divided and shared divided, but one not divided OR equally by all team fairly by all team person in the group several people in members. members, though is viewed as not the group are workloads may vary doing his/her fair viewed as not doing from person to share of the work. their fair share of person. the work. Originality Product shows a Product shows some Uses other people's Uses other large amount of original thought. ideas (giving them people's ideas, but original thought. Work shows new credit), but there is does not give them Ideas are creative ideas and insights. little evidence of credit. and inventive. original thinking. Sample Student Solution: On the following pages are examples of one groups solution to the problem. There could be multiple answers but this is just one example of an acceptable product. Door Closer Damage Control Module 28 IL Career & Technical Ed Math & Science Project 2008

Student Sample Door Closer Module 12" by 16" 1 scale: " = 1 inch 4 B flute, single walled dashed lines = score lines solid lines = cut lines Door Closer Damage Control Module 29 IL Career & Technical Ed Math & Science Project 2008

Photos of Student Sample 1: Door Closer Damage Control Module 30 IL Career & Technical Ed Math & Science Project 2008

A P P E N D I X Door Closer Damage Control Module 31 IL Career & Technical Ed Math & Science Project 2008

GLOSSARY of TERMS: For all cardboard related vocabulary, see Fibre Box Handbook. (This book was indispensible and worth the $20 on www.amazon.com). a. Box dimensions: always stated in order length, width, depth, determined by inside dimensions of the box; b. Compression strength is the weight limits of a fibreboard box. c. Depth is the distance between the innermost surfaces of the box measured perpendicular to the length and width d. Flute: One of the waves shapes in the inner portion of combined corrugated fibreboard. The most common flutes are shown below: Flutes per Approx. Name linear foot height A- 3 33 ± 3 inch flute 18 B- 3 47 ± 3 inch flute 32 C- 9 39 ± 3 inch flute 64 D- 3 90 ± 4 inch flute 64 e. Length is the larger of the 2 open face measures f. McKee formula: The formula used to determine the compression strength of a fibreboard box. g. Pallet layers: Number of rows able to be stacked on a safely stacked on a pallet h. Score line: An impression or crease in corrugated fibreboard to locate and facilitate folding i. Stack units: Numbers of pallets that can be stacked safely on a forklift j. Wall type (Single, Double, Triple): The number of layers of corrugation in a box. k. Width is the smaller of the 2 open face measures Door Closer Damage Control Module 32 IL Career & Technical Ed Math & Science Project 2008

Toolbox Bibliography • Internet Websites: Business Partners: 1. http://www.lcnclosers.com/ 2. http://www.smurfit-stone.com:8080/content/ 3. http://webstore.ansi.org/ 4. http://www.astm.org/index.shtml 5. http://www.tappi.org/s_tappi/index.asp TDL Research: 1. http://www.curriki.org/xwiki/bin/view/Main/WebHome Worksheets: 1. http://www.edhelper.com/teachers/General_graphic_organizers.htm 2. http://rubistar.4teachers.org/index.php • Books: Fibre Box Handbook (1984) Grand Rapids, MI: Great Northern Packaging Corporation. Larson, Boswell, Kanold, Stiff, Algebra II (Illinois Teacher’s Edition), 2004, McDougal Littell • DVDs: Council of Supply Chain (2005) What is World is the Global Supply Chain? Oakbrook, IL: A Madtown Media Production ITMS Pre/Post Test on following pages Door Closer Damage Control Module 33 IL Career & Technical Ed Math & Science Project 2008

Pre/Post Test Door Closer Module Name: IMSP Pre/Post Test Directions for Taking the Test Write your name on the top of the test sheet. The test contains 20 multiple choice items. Each item has only one correct or best answer. Do not mark more than one response. If some items seem difficult to answer, it may be wise to skip them until you have attempted all the items on the test, and then return to the skipped items. When you are finished check your work. There is no time limit. Reference Sheet for Mathematics Test A reference sheet of formulas has been printed on the last page of the test. You may use the reference sheet while taking the test. Sample Test Item Try the sample test item written below. Sample Multiple Choice Test Item The same rule is applied to each number in the pattern below. 1, 9, 25, 49, 81, … th What is the 6 number in the pattern? A. 40 B. 100 C. 121 D. 144 E. 169 Door Closer Damage Control Module 34 IL Career & Technical Ed Math & Science Project 2008

For 1 – 20, circle the letter of the best answer. 3. The diagram is part of a scale drawing of 1. Which of the following could NOT be folded into a house. a cube? A) B) C) D) What is the length, in feet, of the side whose dimension is not given in the diagram? A) 12 B) 24 C) 30 2. Alan says that if a figure has four sides, it must be a rectangle. D) 36 Gina does not agree. Which of the following figures shows that Gina is correct? E) 40 A) 4. When the rectangle above is folded along the dotted line, point P will touch which of the lettered points? B) C) A) A D) B) B C) C D) D E) E Door Closer Damage Control Module 35 IL Career & Technical Ed Math & Science Project 2008

8. If a measurement of a rectangular box is given as 5. 48 cubic inches, then the measurement represents the A) distance around the top of the box B) length of an edge of the box C) surface area of the box D) volume of the box E) diagonal of the box The squares in the figure above represent the faces of a cube which has been cut along some edges and flattened. When the original cube was resting on face X, which face was on top? 9. The farm where you just started working has A) A a vertical cylindrical oil tank that is 2.5 feet across B) B on the inside. The depth of the oil in the tank is C) C 2 feet. If 1 cubic foot of space holds 7.48 gallons, D) D about how many gallons of oil are left in the tank? E) blank A) 37 B) 59 C) 73 D) 230 E) 294 6. It takes 64 identical cubes to half fill a rectangular box. If each cube has a volume of 8 cubic centimeters, what is the volume of the box in cubic centimeters? It takes 64 identical 10. You are preparing to tile the floor of a centimeters, what is A) 1,024 rectangular room that is 15½ feet by 18½ 1,024 feet in B) 512 size. The tiles you plan to use are square, 512 C) 128 measuring 12 inches on each side, and are128 sold in D) 16 boxes that contain enough tile to cover 25 square E) 8 feet. How many boxes of tiles must you order to complete the job? 16 A) 11 B) 12 7. A rectangular pool 24 feet long, 8 feet wide, and 4 feet deep is filled with water. Water is leaking C) 34 from the pool at the rate of 0.40 cubic foot per minute. At this rate, how many hours will it take D)59 for the water level to drop 1 foot? A) 4 E) 287 B) 8 C) 12 D) 16 E) 32 Door Closer Damage Control Module 36 IL Career & Technical Ed Math & Science Project 2008

11. 13. The graph shows the percentage of hemoglobin that combines with carbon monoxide (CO) at various concentrations. Exposure to 400 parts per million of The graph shows mercury levels found in sediments, CO in air can cause people to experience nausea and a prey animals, and adult shorebirds in a bay along the throbbing headache. According to the graph, about Gulf Coast. What inference can best be drawn from what percentage of hemoglobin is bound to CO at a these data? concentration of 400 parts per million? A) Mercury levels are elevated by the presence of A) 25% shorebirds B) 35% B) Mercury concentrations are highest in shorebirds C) 40% C) Mercury is produced by sediments D) 55% D) Mercury assures the survival of prey animals 14. 12. This statement is a poor hypothesis because it is NOT A) a question Male sea lions can be twice the size of female sea B) testable lions. Which best explains the difference in size C) observable between the male and the female sea lion? D) a comparison A) Orcas and sharks prey on sea lions B) Male and female sea lions hunt on land and at sea C) Sea lions hold their breath while diving D) Males compete with one another for females Door Closer Damage Control Module 37 IL Career & Technical Ed Math & Science Project 2008

15. 17. The graph shows the distance traveled by a vehicle over a certain period of time. Which segment of the graph shows the vehicle moving with the greatest speed? A) L B) M In what part of the process should safety C) N precautions be planned? D) O A) Q 18. B) R The table below gives additional information about C) S the planets: their periods of revolution about the D) T Sun and rotation about their axes. Mean Distance Period of Period of from the Sun Revolution Rotation 16. An unusual type of fossil clam is found in rock (million (Earth (Earth layers high in the Swiss Alps. The same type of fossil Planet kilometers) time) time) clam is also found in the Rocky Mountains of North America. From this, scientists conclude that Mercury 58 88 days 59 days A) glaciers carried the fossils up the mountains Venus 108 225 days 243 days B) the Rocky Mountains and the Swiss Alps are both volcanic in Earth 150 365 days 23.9 hours origin Mars 228 687 days 24.6 hours C) clams once lived in mountains, but have since evolved into sea-dwelling creatures Which planet has the longest year in Earth time? D) the layers of rocks in which the fossils were found are from the same geologic age A) Mercury B) Venus C) Earth D) Mars Door Closer Damage Control Module 38 IL Career & Technical Ed Math & Science Project 2008

20. 19. The following question refers to the topographic map below, which shows Willow Hill (elevation 312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation. What is the elevation at point X ? A) 240 feet The diagram above shows a food web in a large park. Each circle represents a different species in B) 250 feet the food web. Which of the organisms in the food web could be referred to as primary consumers? C) 280 feet A) 7 only D) 300 feet B) 5 and 6 only C) 2, 3, and 4 only D) 2, 5, and 7 only End of Test Door Closer Damage Control Module 39 IL Career & Technical Ed Math & Science Project 2008

Pre/Post Test Answer Sheet School Year 2007 – 2008 Question Source Answers 1. NAEP B 2. NAEP D 3. NAEP D 4. NAEP D 5. NAEP A 6. NAEP A 7. NAEP B 8. NAEP D 9. WorkKeys C 10. WorkKeys B 11. Texas B 12. Texas B 13. Texas B 14. Texas D 15. Texas C 16. NAEP D 17. Texas A 18. NAEP D 19. NAEP C 20. NAEP C Grouping of Questions by Math Descriptor 7C 8A 10A 3 10 1 6 2 7 4 8 5 9 10 Grouping of Questions by Science Descriptor 11A 11B 12D 13A 13B 12 13 14 15 16 17 18 19 20 Door Closer Damage Control Module 40 IL Career & Technical Ed Math & Science Project 2008

Door Closer Damage Control Module 41 IL Career & Technical Ed Math & Science Project 2008

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