Some of the projects currently being written for students.
Calculus, Physics, Ethics
Students will act as CSI Consultants to determine what happened during a car accident. They will be responsible for analyzing the crime scene, determining who is at fault, and all of the components that influenced the accident. Students must also investigate the impact of accidents on body systems both physically and psychologically. Finally, they will participate in ethical conversations regarding legislation for automotive manufacturers and roadways
Who Killed the World
English, Civics, Pre-algebra
During this project students will have the opportunity to build an understanding of dystopian themes by playing or interacting with games such as Fallout, Pandemic, or Fortnite. Then, students will analyze themes further through dystopic novels which they choose based on teacher recommendations, and use non-fiction text to compare and contrast their novels to true dystopian societies. Students will then create their own dystopian setting to explore governmental impacts on dystopian worlds and mathematically show how dystopian worlds are created, expanded, and become the reality. Students will evaluate the large-scale problems present in dystopian societies, asking questions like: Can these problems be solved? Why or why not? Finally, students will present a physical model demonstrating the problem, and will use the model to address the problem in the presentation.
Building a Great Foundation
During this project students will have the opportunity to build a working chassis while mastering geometrical concepts. Students will take a historical look at Leonardo de Vinci, Pythagorean theorem and the basic wagon. Then they will build a model chassis in three steps. Step 1: Students will construct a parallelogram steering and rack and pinion steering model with attention to all 5 angles (camber, caster, toe, thrust, SAI/KPID angles) and steering ratios. Step 2 will focus on circumference while adding wheels. Step 3 will apply additional angles during motion
Geography, Algebra, History
Part one: During this project students will work in groups and have the opportunity to use a variety of skills and experiences to plan, execute, and assess the success of travel from a starting point to a predetermined destination and back home with stops along the way.
Part Two: Students will develop an individual trip using acquired skills from group travel to plan, execute, and assess travel while solving a political, social, or natural problem with the country. Stops will be chosen according to the issue selected by each student. Student will start locally, visit a minimum of 10 researched destinations, and then return home.
This is Us
Career investigation, World History
This project begins by studying tribes in ancient societies. Then we will compare those tribes with modern society. Students will interview several people and analyze the career path they chose. Then students will have an opportunity to investigate their strengths and where they fit in their communities while solving problems. Students can earn concurrent enrollment credit for Public Speaking during this project.
Geography, Health, Character
More to come.
Game of Life
Career investigation, Statistics, Composition/Research, CAD, Marketing
During this project students will have the opportunity to investigate the different components of adulting then create personal finance/career/education goals. Students will then create a realistic version of “The Game of Life.” Students must design, create, write, and program each component of the game using statistical trends & CAD software. Finally, students will develop a marketing campaign to sell their team’s board game.
Electricity, Algebra, Geometry, CAD, Engineering, Sustainable Materials
During this project students will have the opportunity to learn about the different forms of energy, electricity, metallurgy, gear ratios, suspension, etc. while building an electric go-cart.
How Much Does and Hour Cost?
Algebra, Business, Finances
During this project students will have the opportunity to understand what the true cost of an hour in a typical service bay is. Starting with the dollar per hour charge to the customer for an automotive repair the students will define the business costs that are incurred to generate that amount of money. This will include the true cost of labor, equipment costs, facility costs, insurance, interest, depreciation, advertising and any other costs incurred by the business. Other revenue sources such as parts sales will also be defined.
English Comp I, Public Speaking, Intro to Business
During this project students will have the opportunity to evaluate existing products to determine the intention and practicality of a business. Students will analyze Shark Tank episodes, identifying persuasive techniques, the use of ethos, logos and pathos, and develop an understanding of why a product has failed. After analyzing a failure, with a group, students will revamp and re-present the product it make it more successful. Then, students will design a product that solves a problem or offers a convenience and build their own business plans by evaluating cost projections and market analysis. Students will develop the product from identifying resources, designing logos, determining profit, and marketing the product. They will make a commercial and participate in social media marketing to mass market their product. Students will receive feedback from peers as they do a primary interview for shark tank. They will research the market and write a letter to invite industry professionals to participate in the Shark Tank presentations. Students will give a memorized persuasive speech to sell their product. Student participants will engage in peer Shark Tank presentations by writing 1-5 star yelp reviews on classmates product. Finally, students will choose one of the presented Shark Tank products and write a memoir of use either supporting or critiquing the product.
The Pilgrim Project
Ecology, Evolution, Macroeconomics
During this project students will be sent to a new, uninhabited island that was just discovered. At first, they are sent to analyze the environment and identify new, unknown species. When 100 new people arrive on the island, they bring along invasive species and discover the effects on the environment and the evolution of species. The new community sets up regulations on protecting the environment as new infrastructure is created. They decide to separate from their home country and set up their own society – establishing economic parameters and understanding supply/demand. An industry/product is identified and students must determine if the product is sustainable economically to support their community. They will research other island nations as case studies. Their final product will be a computer model showing physical geography, developed infrastructure, and environmental impact, and a Declaration of Independence and economic statement.