Wilder

ANGLES IN ACTION:

Ramps for Accessibility

Henrico Learner Profile (HLP) 6C Focus

8th Grade - Geometry

SOL/Standard - G.8  The student will solve problems, including practical problems, involving right triangles.  This will include applying


Learning Experience

Students learned how to use right triangle properties (right triangle trigonometry and the Pythagorean Theorem) within the context of designing ramps. They began with Matchbox cars and ramps to help in sketching bike ramp ideas to establish how steepness, height and ground space work together to create ramps that are boring, fun or dangerous. They then completed challenges to drive a Sphero Bolt up wooden ramps of various lengths to establish limitations and practice with actual design. Within these activities, they learned to apply the Pythagorean Theorem to complete diagrams and right triangle trigonometry to find angle/side relationships that support required slopes. The final learning experience is to research ADA requirements for wheelchair ramps and design access to a fishing pier at Three Lakes Park across from our school. 

What did the student(s) learn about this experience:

"My classmates and I had the chance to do a project on ramps. We went to the park and explored different things.We also did some activities in the library building ramps and rolling the sphero in the cup. When we were in the library I learned that challenging yourself can be good and when I went to the park I learned how ramps were built and also saw some interesting things. We also did this thing in class where we played with cars going down the ramp. We see how different heights have different speeds.The ADA requirements for ramps in Virginia is curb ramps must have a slope of no more than 1:12 or 8.33%. Wheelchair ramps help the physically challenged and the elderly in wheelchairs. There are many places that make wheelchair friendly things like stuff in fast food restaurants. When going to the park we measured the distance and height. We even hit some confusing spots in this project but didn’t give up. We found out that drawing a ramp on a piece of paper and testing out different angles can give us different results and point of views." - Jamiyah

What did the teacher enjoy about this experience:

"This is the second iteration of this project for me, and I put several new activities at the front to better connect the learning to the project and prep the students to be able to deliver the end result. I felt like this project made a huge difference in my class’ ability to lock into a project, really try things out and identify the necessary math along the way. It was exciting for me on the library ramp day to watch them make connections (often without realizing it) between what we had learned and what they needed to do. Then seeing their excitement at the park to measure and take notes and then get creative on their designs really showcased how far their abilities have come. Overall, I loved this project from start to finish and I’m so proud of the way they were able to bring it together!" - Ara Duszak

Additional Pictures, Media & Artifacts

Thank you to the innovators who helped make this experience possible: