WWW.SA.I-PDF.INFO
FREE ELECTRONIC LIBRARY - Abstracts, books, theses
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 2 | 3 || 5 |

«Phosphate: A Florida Resource Mined for Math A middle school grade level unit created by Donna Ellis Lake Alfred Middle School Polk County, FL 2012, ...»

-- [ Page 4 ] --

Students will produce the data chart, calculations, and circle graph with key and write a brief statement that summarizes the purpose of the circle graph.

Extension:

Have students create the circle graph on the computer using Excel® or other spreadsheet software.

Teacher Notes:

Copy Major Finished Products sheets Gather materials for each student—colored pencils, the Percent Protractor, black pen, white paper

–  –  –

1998 Major Finished Products of the Florida Phosphate Industry Phosphorus, in the form of phosphate, is an essential nutrient used to fertilize crops around the world. It is mined as insoluble phosphate rock and is then processed into soluble phosphoric acid.

In Florida, ammoniated phosphate fertilizer is the primary product manufactured. Phosphate rock is reacted with sulfuric acid to produce phosphoric acid, and ammonia and is added in varying amounts to create different types of fertilizer. Why add ammonia? Because it provides nitrogen, another essential nutrient for crops. Diammonium phosphate, or DAP, is the most commonly produced fertilizer product. Next is monoammonium phosphate, or MAP. MAP and DAP are similar in terms of phosphorus availability, but MAP has a lower concentration of nitrogen.

Triple superphosphate, or TSP, is made by reacting phosphate rock primarily with phosphoric acid rather than sulfuric acid, resulting in a more concentrated product.

Animal feed supplements made up 6% of the products manufactured by the phosphate industry in 1998. Animal feed phosphates are defluorinated because fluorine can cause adverse health effects to animals eating it.

Major Finished Products of the Florida Phosphate Industry in 1998

–  –  –

Lesson 5: Grid Model Phosphate Problem Author: Donna Ellis

Introduction:

640 acres is equal to one square mile. Polk County consists of approximately 2,010 square miles (1,286,400 acres). Approximately 1,874 square miles (1,199,360 acres) of this are land and 136 square miles (87,040 acres) are water. The total number of acres mined for phosphate from 1888-2003 is roughly 296,690.

A grid is a network of evenly spaced, parallel, horizontal and vertical lines. It can be useful to estimate relationships between graphical objects such as those on a map.

Some of the land mined in Polk County was done in the early “pick-and-shovel” days, but most was done with modern draglines or early steam shovels. Before July 1, 1975, the phosphate companies were not required to reclaim the land they mined, but since that date all land must be returned to a useful state after mining is completed.

Polk County is at the heart of the phosphate industry in Florida. While there is a decreasing amount of phosphate mining in the county, an enormous amount of land was mined in previous years.

Students will already know how to calculate the area of surfaces and use general operations skills to add, multiply and divide multi-digit integers.

Activity:

To fully understand the acreage of land involved and the impact of mining on the environment, students will calculate square miles of mined lands in Polk County using their measurement and estimation skills, and will convert the square mileage figure into acres.

Estimated Time:

One—90-minute class

Grade Level:

6-8

Standards:

MA.6.A.5.3 MA.6.G.4.2 SC.6.N.1.1 MA.7.G.4.1 SC.7.N.1.1 SS.7.G.3.1 SS.7.G.5.1 SC.8.N.1.1

Objectives:

The students will…

1. Understand the purpose of grids and scale.

2. Understand the relationship between square miles and acres.

3. Create a grid to represent mined land in Polk County, Florida.

4. Calculate the number of square miles of land mined for phosphate in Polk County.

FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE

Phosphate: A Florida Resource Mined for Math 49

5. Convert this figure to acreage and determine what percentage of total Polk County acreage this represents.

6. Compare mining land use with other land uses in the county, such as agriculture and residential.

7. Write an analysis of land use in Polk County based on the grid they created. How do various types of land use affect the environment?

Vocabulary:

grid square mile acre quarter-inch square

Materials:

Polk County map showing formerly mined areas Calculations for Estimation of Aces of Mined Land in Polk County ¼” graph paper Rulers Calculators Large Polk County map showing area in square miles

Procedure:

1. Show the students the map of Polk County and the area of mined land.

2. Begin by explaining what a grid is: a network of evenly spaced, parallel, horizontal and vertical lines; and how it can be useful in estimating relationships between graphical objects such as a map.

3. Explain the difference between the terms “acre” and “square mile”—“acre” is a unit of area while “mile” is a unit of distance. Thus, saying “square acre” is incorrect.





4. Explain that you will be using a ¼” grid to estimate the acreage of mined phosphate land in Polk County, Florida using a scale of ¼” = 2 miles, or 1 box = 4 square miles. Partial boxes should count as 2 square miles each.

5. Have the students trace the map of Polk County and the mining area on the grid paper.

6. Have students count and calculate the number of squares in the grid to represent the square mileage of Polk County. Estimate as necessary.

7. Have students count and calculate the number of squares in the grid that represent the number of square miles that have been mined in Polk County. Estimate as necessary.

8. Lead a discussion about the impact of the county’s land use. Discuss both positive and negative impacts of using this much land for mining. Compare the county’s mining acreage with the acreage used for agriculture. (For purposes of comparison, in 1998 alone approximately 621,000 acres in Polk County were used for agriculture.*) Also bring up the subject of hydrology and native habitats being disturbed by man as the land is developed for various uses.

9. Have students write a short analysis of land use for phosphate mining and other uses in Polk County.

10. Collect the map, math calculations, and the written analysis together.

–  –  –

Analysis/Conclusion:

Students’ successful completion of the grid map showing their estimations of square miles and a brief written analysis of the impacts of land use.

Teacher Notes:

Copy maps Make copies of the Calculations for Estimation of Aces of Mined Land in Polk County (1 per student) and 1 teacher copy of the answer sheet Get a Polk County map showing area in square miles.

Sources:

*Acres of Polk County land used for agriculture:

http://www.economicimpact.ifas.ufl.edu/publications/polkcoag.pdf

–  –  –

Source: Florida Department of Environmental Protection, Bureau of Mine Reclamation. Map created by FDEP Consolidated Web Mapping Application, at http://ca.dep.state.fl.us/imf/caFrameset.jsp?browser=IE5up.

–  –  –

Calculation of Phosphate Mined Land in Polk County Worksheet Directions: Trace the map of Polk County and the mining area onto the grid paper. Fill in the squares on the grid paper as closely as possible to the original map. Now count how many blocks you have completely filled in, and how many blocks you have partially filled in. Each block that is completely filled in should be counted as 4 square miles, and each block that is partially filled in should be counted as 2 square miles.

1. Number of squares within the mined area that are completely filled in ______ × 4 = _______ square miles.

2. Number of squares within the mined area that are partially filled in ______ × 2 = _______ square miles.

3. Total number of square miles in the mining area that you have calculated _____________

4. Number of square miles you calculated × 640 = _________________ acres of phosphate mined land in Polk County.

5. Polk County has a total of 1,286,400 acres of land. (2,010 square miles of land in Polk County × 640 = 1,286,400 acres) What percentage of the county’s land has been mined for phosphate?

Your calculation of mined acres _______________ ÷ 1,286,400 = ________.

Multiply this answer by 100 to get the percentage. _____________

–  –  –

Calculation of Phosphate Mined Land in Polk County Answer Key

1. Number of squares within the mined area that are completely filled in 84 × 4 = 366 square miles.

2. Number of squares within the mined area that are partially filled in 64 × 2 = 128 square miles.

3. Total number of square miles in the mining area that you have calculated 336 + 128 = 464 square miles.

4. Number of square miles you calculated (464) × 640 = 296,960 acres of phosphate mined land in Polk County.

5. Polk County has a total of 1,286,400 acres of land. (2,010 square miles of land in Polk County × 640 = 1,286,400 acres) What percentage of the county’s land has been mined for phosphate?

Your calculation of mined acres (296,960) ÷ 1,286,400 =.23 Multiply this answer (.23) by 100 to get the percentage. 23%

–  –  –

Introduction:

A dragline is a giant crane with a huge bucket on the end. The bucket can hold 45-75 cubic yards of material. This is about the size of a large van or pickup truck. Every scoop of dirt and rock the bucket digs up weighs about 70 tons. The entire dragline is about six stories high and weighs as much as 4,000 tons. It can “walk” using giant legs that step forward at the same time, but because it is so heavy it can only walk 600 feet per hour. It runs on electricity and works day and night. The price of a dragline is about $100,000,000 (or more).

The dragline is the main tool the phosphate industry uses to extract phosphate rock. Students will practice solving word and FCAT problems based on information about the dragline.

Students should know how to apply multiplication and division, and how to solve linear equations.

Activity:

Students will read a handout about the phosphate industry and solve math word problems and do FCAT practice in small groups.

Estimated Time:

One—90 minute class

Grade Level:

6-8

Standards:

SC.6.N.1.4 LA.7.1.7.3 LA.7.2.2.2 MA.7.A.3.2 MA.7.A.3.3

Objectives:

The students will…

1. Read the handout Florida Phosphate Mining: The Real Scoop.

2. Participate in a discussion concerning draglines and mining.

3. Work cooperatively within a group to solve word problems.

4. Work cooperatively within a group to write the equations for word problems.

Vocabulary:

equation

Materials:

Florida Phosphate Mining: The Real Scoop Dragline Details worksheet Calculators Paper and pencils Overhead projector

–  –  –

Procedure:

1. Have students read the handout Florida Phosphate Mining: The Real Scoop individually.

2. Discuss some of the details about phosphate mining and draglines used for extracting phosphate.

3. Allow students to form groups of three or four and work together to solve the math problems on the Dragline Details Worksheet and FCAT Problem Solving Worksheet.

4. In a whole group setting, call for a speaker from each group to show the solution for one of the problems. Have them write the answers and show their work on the board or a transparency.

5. Check students’ work shown on the board. If it is correct, have the other students correct their papers against this example and copy the work if they got it wrong. If it is incorrect, solve the problem, step by step, writing out every step on the overhead or chalk board. Have students write the correct steps on paper as you do each problem.

Analysis/Conclusion:

Students’ completed math worksheets.

Teacher Notes:

Florida Phosphate Mining: The Real Scoop Dragline Details worksheet

–  –  –

Florida Phosphate Mining: The Real Scoop

FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE

Phosphate: A Florida Resource Mined for Math 57

FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE

Phosphate: A Florida Resource Mined for Math 58

FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE

Phosphate: A Florida Resource Mined for Math 59

–  –  –

Directions: Read the problems below. Solve the word problems and show your work in the space provided.

1. A dragline has just completed mining its assigned area. It will be moving to a new site to dig. The new site is five miles away. How long will it take to get to the new site?

2. A dragline works day and night. If it averages one scoop every 5 minutes, how much rock and dirt can it move in a week?

3. A company has 5 draglines at present. They are older models and cost $50,000,000 each.

The company plans to purchase 2 additional machines at today’s higher prices. How much will it have spent on draglines?

4. If an operator works 8 hours a day for 50 weeks a year, how many hours would he work in 35 years?

5. A dragline runs on electricity. A reel of electrical cable has 1,210 feet of cable. If the dragline is 2¾ miles from the power source, how many reels of electrical cable are required to be able to connect the dragline to the power source?

–  –  –

Directions: Read the problems below. Solve the word problems and show your work in the space provided.

1. A dragline has just completed mining its assigned area. It will be moving to a new site to dig. The new site is five miles away. How long will it take to get to the new site?

–  –  –

3. A company has 5 draglines at present. They are older models and cost $50,000,000 each.

The company plans to purchase 2 additional machines at today’s higher prices. How much will it have spent on draglines?

–  –  –

5. A dragline runs on electricity. A reel of electrical cable has 1,210 feet of cable. If the dragline is 2¾ miles from the power source, how many reels of electrical cable are required to be able to connect the dragline to the power source?

–  –  –

Introduction:

Board games have been played throughout history in most cultures and societies. Some board games even predate literacy skills in the earliest civilizations. The first board game, known as Senet, was found buried in an ancient Egyptian tomb and was also depicted on a wall painting in a tomb of the First Dynasty. Board games can be based on luck, strategy or diplomacy but they all have the same elements of moving pieces on, around, or off a pre-marked “board” or surface.

Activity:

Students will create a game that uses their math skills and new knowledge of the phosphate industry.

Estimated Time:

Two—90-minute classes

Grade Level:

6-8

Standards:

LA.6.4.2.1 SC.6.N.1.1 SC.6.N.1.4 SC.6.N.3.4 LA.7.4.2.1 SC.7.N.1.6 LA.8.4.2.1 SC.8.N.1.1

Objectives:

The students will…

1. Work cooperatively with their group to create and design a game using phosphate mining facts.



Pages:     | 1 |   ...   | 2 | 3 || 5 |


Similar works:

«After the Offer, Before the Deal: Negotiating A First Academic Job http://www.aaup.org/publications/Academe/1999/99jf/GOL_JF99.HTM By Chris M. Golde What is a fair salary? Can I ask for moving expenses? When can faculty members negotiate reductions in their teaching loads? These are the kinds of questions graduate faculty often hear from their students who have just been offered academic jobs. Besides training young scholars as teachers and researchers, we also mentor them in their search for...»

«Seven Frequently Asked Questions About Children and the Sacrament of Reconciliation Written for the Archdiocese of Milwaukee by Kathleen D. Beuscher Season of Mercy Lent 2010 Seven Frequently Asked Questions About Children and the Sacrament of Reconciliation Introductory Note These questions and answers are intended for teachers, catechists and parents of children in grades 1-8. We hope they lead to further discussion and understanding of the Sacrament of Reconciliation.1. How can we tell if a...»

«A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF HORATIO ALGER, JR.’S RAGGED DICK OR, STREET LIFE IN NEW YORK WITH THE BOOT BLACKS By JEANNE M. McGLINN AND JAMES E. McGLINN SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED TA B L E O F C O N T E N T S Introduction List of Characters Synopsis of the Novel Teaching Ragged Dick Prereading Activities I. Building Background Knowledge II. Genre Study III....»

«Law & Ethics Republic of Ireland 1st Year Examination May 2012 Paper, Solutions & Examiner’s Report 1st Year Paper Law & Ethics (ROI) May 2012 NOTES TO USERS ABOUT THESE SOLUTIONS The solutions in this document are published by Accounting Technicians Ireland. They are intended to provide guidance to students and their teachers regarding possible answers to questions in our examinations. There are often many possible approaches to the solution of questions in professional examinations. The...»

«& Educating Inspiring Children through THE ARTS From Kindergarten through High School and Beyond Karen Montanaro Contents I Saw You Turn Green! 2 Another Boring Lecture? 3 Looking For Love In All The Wrong Places 5 The Arts: Channels Of Self-Expression 6 The Bird Of Education 7 The Art Standard 8 Nothing Random About It! 11 The Arts, Technology And Self-Expression 13 Examples Of Arts Education 14 Rumi’s Field 16 The Best Teachers Are Artists 18 Two Wings Of The Educational Bird 19 The...»

«Minutes of the meeting of the full governing body held in the Birch Room at Meadow Lane on Monday, 25th March 2013 at 7.30pm MEMBERS Petronella Spivey (Chair) PRESENT: Sarah Franklin (Vice-Chair) Liz Burton (Head Teacher) Rodney Burr Joan Clanchy Chimѐne Bateman Billy Khan Jo Lyle Julia Cairns Chris Williams Ned Wells Paul Jepson (left at 9:30pm) Ataullah Khan Saima Raza Tom Ross Adam Romanis Richard Youdale Kay Griffiths (Associate member) Elaine Tilley (Associate member) ALSO Alan Stannard,...»

«1“I did not come with excellency of speech or of wisdom, declaring to you the testimony of God. For I determined not to know anything among you except Jesus Christ and Him crucified”(1 Corinthians 2:1-2) Definition of False Teacher: One who presumes to teach in the Name of the Lord when God has not sent him. False Teacher Rick Joyner An Ungodly Mixture Rick Joyner claims that God has spoken to him. What he reports hearing, however, is from his own imagination, mixing together the Scriptures...»

«e-Journal of Instructional Science and Technology Volume 8, No. 1, 2005 SOME STRATEGIES FOR BALANCING ECONOMIES OF SCALE AND INTERACTION IN ONLINE/DISTANCE EDUCATION COURSES Celeste M. Walls Oregon State University drwalls@orst.edu Abstract After reviewing the literature on interaction in distance education/online learning contexts, I offer some suggestions for balancing students’ and teachers’ needs for greater interaction with the economies of scale often achieved in such learning...»

«AC 2009-2480: THE UNDERSTATED VALUE OF FREEHAND SKETCHING IN TECHNOLOGY EDUCATION Diarmaid Lane, University of Limerick Diarmaid Lane is a teaching assistant and PhD student in the Department of Manufacturing and Operations Engineering at University of Limerick. He is currently responsible for teaching Design and Communication Graphics to trainee teachers of Engineering Education. His special interests include freehand technical sketching and pedagogical approaches in Engineering Graphics...»

«Journal of Sustainability Education Vol. 9, March 2015 ISSN: 2151-7452 A Pedagogy of Love Joan Clingan, Prescott College Abstract: This opinion/editorial presents the belief that love is present in all human lives as an emotional experience and may be present in all human lives as an intellectual idea as well. It considers possible actualities that lie behind some common thoughts (clichés) about love. The author presents the idea that even though love is central to our lives, the word love, if...»

«STVK01 HT07 Instructor: Axel Hadenius Department of Political Science India Changing Horizontal mobilization, patronage, and socioeconomic development among the states of India Per Olsson Abstract Two schematic modes of political mobilization of the electorate, and patterns of patronage, have been historically common in Indian politics; indirect vertical mobilization and broad horizontal mobilization. This thesis examines the impact of these modes of mobilization on socioeconomic development...»

«Dorota Ruszkiewicz Children’s Upbringing in the Perception of Engaged Couples Pedagogika Rodziny 5/1, 103-119 Pedagogika Rodziny. Family Pedagogy nr 5(1)/2015, ss. 103–119 DOI: 10.1515/fampe-2015-0009 Dorota Ruszkiewicz The Jan Kochanowski University in Kielce Subsidiary in Piotrkow Trybunalski Children’s Upbringing in the Perception of Engaged Couples Abstract: The period of engagement is vital to discussions on the issues connected with marriage. One of such issues is children’s...»





 
<<  HOME   |    CONTACTS
2017 www.sa.i-pdf.info - Abstracts, books, theses

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.