The figure that I modelled was my bedroom closet and the scale factor that I chose was 0.1 or 1/10. Some of the things I took into account for my model was the size of the cabinets in my closet space and how large the closet volume would be. The tools I would use are a calculator and a tape measurer, so I did not really require outside resources other than the calculator. If the size of the cabinets is 20 feet in real life, then by using the scale factor to divide 20 by 0.1 , it would be 2 feet in my scale model. And the space I currently have is 5 ft. by 6 ft. by 2 ft. or 60 ft. So if I use the scale factor of 1/10, then the model's volume would be 6 ft.
Did the student fail to answer anything? Like I said before, you have to State the real-world figure you will model and the scale factor you will use.
Identify at least two different but significant items on your model.
Explain how you will determine the calculations and dimensions for these items to make them mathematically similar to the actual items.
Describe the specific mathematical skills you will need to create the design and give examples.
Describe some outside sources you may need for the calculations.
The student did not fail to answer anything. They provided information about the real-world figure they modeled (their bedroom closet) and the scale factor they used (0.1 or 1/10).
Two different but significant items on the model could be the cabinets and the overall volume of the closet space.
To make the cabinets mathematically similar to the actual ones, the student would measure the height, width, and depth of the real cabinets and then multiply each dimension by the scale factor of 0.1. For example, if the real cabinets are 20 feet in height, in the model they would be 2 feet.
For the overall volume of the closet space, the student would multiply the length, width, and height of the real closet space (5 ft. x 6 ft. x 2 ft.) to get the total volume in cubic feet. Then, using the scale factor of 0.1, they would divide the volume by 10 to get the model's volume. In this case, the model's volume would be 0.6 cubic feet.
The specific mathematical skills needed to create the design would include multiplication, division, and scaling. The student would need to multiply and divide dimensions by the scale factor to ensure similarity between the model and the real-world figure.
For the calculations, the student may need a calculator to perform the multiplication and division. They may also need a tape measurer to measure the dimensions of the real-world figure.
Overall, the student provided a comprehensive response addressing all the required elements of the question.
Describe what is effective about the design.
As the student has described, their design accurately and effectively reflects the real-world figure of their bedroom closet. By using the appropriate scale factor of 0.1, they have successfully scaled down the dimensions of the cabinets and the overall volume of the closet, creating a mathematically similar model.
The use of a calculator and a tape measurer as tools demonstrates a thoughtful and practical approach to creating the design. These tools help ensure accurate measurements and calculations, which are essential for creating a properly scaled and realistic representation of the closet.
The inclusion of specific measurements, such as the size of the cabinets and the overall volume of the closet, adds detail and specificity to the design. This attention to detail enhances the effectiveness of the model, as it reflects the unique characteristics and features of the real-world figure.
Overall, the student's design effectively captures the essence of their bedroom closet, demonstrating an understanding of scale factors and mathematical skills necessary to create a mathematically similar model.