Introduction:

    This webquest is designed to expand the beginning level geometry student's knowledge of common geometric definitions/terms and their applications. In addition, this webquest will provide the student with an opportunity to utilize a software program called The Geometer's Sketchpad. This program is a powerful tool which exposes students to the technology that is available for the study of Geometry and significantly enhances students' understanding of geometric concepts.

    In part 1, students will be asked to choose a minimum of 8 terms from the list provided. Using the links provided, or others, students will formally define the terms they have chosen, citing from where they obtained the definition. In part 2, students will form their own definition of the terms. To supplement their own definitions, students will use Geometer's Sketchpad as a means of providing a picture along with their definition. Lastly, in part 3, students will be asked to find instances of how and where these terms and/or topics are used in nature or in the real world. In other words, where can they be applied. A few links will be provided to get students started with this section of the webquest. However, this step is considered to be the research portion of the webquest and will be relatively difficult and time consuming. It will also provide students with valuable practice using search engines to find information on the web.

PART 1:    The following is a list of some of the geometric concepts students have discussed in class over the past several weeks. The student's job is to choose any 8 of the following terms and find the formal/mathematical definition of each term. Once a definition has been found, it is the student's job to copy down the definition on his or her own paper and cite in parenthesis from what website the definition came. I suggest you use at least two different websites to obtain your definitions. Note: This is not an exercise on how to cut and paste from a website. I expect the definitions to be typed on a word document. If the print is in different formats or sizes you will loose points. Here is the list of terms from which you are to choose 8.

    Line                                    Some helpful websites to get you started:
    Segment                         Interactive Math Online
    Parallel Line                   Online Math Dictionary
    Perpendicular Line
    Bisector
    Perpendicular Bisector
    Angle
    Angle Bisector
    Square
    Rhombus
    Circle
    Rectangle
    Midpoint
    Median
    Triangle (Any type)
    Ray
    Arc

PART 2:    To supplement their own definitions students are to use The Geometer's Sketchpad software program. Students will be required to schedule time in the computer lab themselves to use this software. Perform the necessary constructions one at a time and be sure to reference the pictures with the definitions. Since this software has been used extensively in class, students are expected to have a working knowledge of it. However, the software does have an extensive help menu if necessary. If that is not enough, students can contact me by email with questions at Email Mr. R!

PART 3:    In this part of the assignment, students are asked to research real world applications of each of the geometric concepts they have defined. The links below are the most popular search engines on the web. Students will then provide a detailed explanation of how to find this application on the web (i.e. How do you get there?). In addition, explain the application and solve it if applicable.

Altavista
Yahoo
Hotbot
Excite
Infoseek
Lycos
Webcrawler
LookSmart
AskJeeves

Note: To get students started, I have provided a sample search which was performed using Infoseek. Students may not use this example as one of their own. It is simply to provide a reference as to what is required in this part of the webquest. The steps performed were as follows:
    Step 1: Clicked on Infoseek link
    Step 2: Searched for +geometry+applications
    Step 3: Chose #10 Mathematics Page
    Step 4: Clicked on "The Geometry Center"
    Step 5: Clicked on Search
    Step 6: Searched for "applications"
    Step 7: Clicked on "Applications of the Pythagorean Theorem" (2nd one)
    Step 8: Clicked on "Baseball"
    Summary: I chose triangles as one of my definitions. This search yielded an application of right triangles, specifically involving the Pythagorean Theorem. On a baseball diamond, we know it is 90 feet between the bases(i.e. home to first, first to second, etc.). However, do we know how far it is between home and second or third and first. If we did, we would know exactly how far the catcher needs to throw the ball to reach second or how far the third baseman needs to throw the ball to reach first. We can determine this in essentially two different ways. Recognizing that a baseball diamond is really just a tilted square, what we are actually looking for is the lengths of the diagonals of the square which are equal. This can be found in two different ways:

               Method #1 (Pythagorean Thr.)  90^2 + 90^2 = c^2 and solving for c to get 127.3
               Method #2(Special Right Tri.) Recognizing that you are dealing with a 45-45-90 right triangle you realize that the diagonals of the square (diamond) are actually the hypotenuse's of the special right triangles. The hypotenuse in a 45-45-90 right triangle is always the length of the legs(which are equal) times the square root of 2. So 90 times the square root of 2 gives you  127.3.

SUMMARY

    Students are given one week to complete this webquest. When completed, the student should have the following:

        1) A typed list of  definitions of at least eight (8) of the geometric terms given. I expect there to be both a formal definition properly referenced and a personal definition.
        2) A printed picture (construction) from Geometer's Sketchpad to accompany each definition
        3) A detailed explanation (such as my example above) for each definition on how to find the application, a summary of what the application is about, and how to solve the application problem.

GEOMETRY WEBQUEST is a project based on the instructional model of the WebQuest developed by Bernie Dodge.  This webquest is an individual effort of Tom Rohnkohl a mathematics teacher at Silverado High School.
 

Objectives:
 

•  To foster a deeper understanding of basic geometric concepts for high school Geometry students
•  To introduce and involve students with the use of technology in the field of Geometry
•  To develop skills in working on the web (i.e. the use of search engines)
• To allow students to become better learners through discovery

Overview:
           One of the most difficult aspects of being a mathematics teacher is providing a means of allowing students to discover applications to the material they are learning. This webquest is designed with this in mind. I have always felt that if a concept and/or theory cannot be used in the real world, then what good is it? The infamous questions, "When is this stuff ever used in the real world, and when are we going to have to use it" don't have to continue to go unanswered thanks in part to the use of webquests. I completed this webquest as an assignment for a class I took during the 2000 summer term at UNLV. It is the first one I have ever done, and I'm sure it needs significant improvement. Please feel free to email me with comments and/or suggestions. Thank you.

Email me
 
 
 
 

STUDENT EVALUATION RUBRIC
 
 
 

	Poor (1 point)	Good (2 points)	Excellent (3 points)
Proper referencing was used when listing formal definitions	Essentially few or no definitions were referenced properly	Nearly all definitions are referenced properly	All definitions are referenced properly
Personal definitions were clear and accurate	Personal definitions are inaccurate and show obvious confusion and/or lack of knowledge	Personal definitions are accurate and show strong comprehension of the concepts	Personal definitions are extremely accurate and show near mastery of the concept described
Sketchpad pictures were properly associated with the definitions and exemplified good use of the technology	Drawings or constructions have numerous errors and clearly show an inability to use the software	Drawings or constructions have minimal errors and show competency with the use of the technology	Drawings or constructions are exemplary and demonstrate a true comprehension of the concept
Application descriptions were detailed and demonstrated an understanding of the concept.	Instructions lead to the wrong location or the solution provided is entirely incorrect The application is misunderstood	Instructions are nearly error free and result in well thought out applications and solutions	Instructions are perfect and applications are mastered and advanced.
			Total Points:

Back