Overview and Background: Unit: Video Camera Surveillance Project

 

Jim Gillett : Cheney USD 268

Mathematics. : Geometry : Geometry

Cheney : Grades 7 - 7 : Aug. - Jun.

 

Title:

Video Camera Surveillance Project

Topics:

Angle measurement and construction, scale drawings, cost estimate

Time Frame:

Two weeks

Start Date:

-

Status:

Draft

Date Revised:

 

 

Other Designers:

 

Summary:
Using video camera technology, create a proposal (including a map and a cost estimate) to install a surveillance system within and around the school complex.

 

Print Materials Needed:
Project Introduction page
Brochure from video camera company or access to web site listed in resources
School map (small scale - fits on 8.5 x 11 inch page)
School map (large scale - fits on 11 x 17 inch page)
Scrap paper & construction paper
Camera cabling worksheet

Resources:
Rulers
Protractors or Compass Cards
Colored pencils
Felt tip markers - black
Ink pens - red
Computers (1 per team) with spreadsheet capability

 

Resource Attachments:

http://www.cheney268.com/MSMath/Gillett/VideoSurveillance/VideoSurveillance.htm

Internet Resource Links:
Link 1:http://www.easyhomesecurity.com/
Link 2:http://www.ksbe.state.ks.us/Welcome.html

 

Stage 1: Identify Desired Results

 

State:

KS       Standard 3, Benchmark 1, 7th grade, Application indicator 1

Title:

Kansas Curricular Standards for Mathematics (March 1999)

Standard(s):

The student formulates and solves real-world problems by applying properties of geometric figures.

 

Understandings:

user

Geometry gives meaning to the world around us.

Mathematics is a vehicle which allows us to solve problems of an applied nature in many fields of work.

 

Essential Questions:

User

How does geometry apply to solve problems in the world around us?

Does mathematics have any connections to possible future careers?

 

Knowledge and Skills:

K
Reading a scale drawing

S
Angle measurement
Ruler measurement
Construct angles
Estimate distances
Apply field of vision
Create and use an angle template
Construct a cost estimate of needed materials
Decrease cost-estimate by a percent and re-adjust the budget

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
The student will research and design a camera surveillance system that will provide security for the important areas of the school complex. This system should have both an accompanying map detailing such things as the location of cameras and a cost estimate detailing the total anticipated cost of the surveillance system.

 

Task/Prompt: Video Camera Surveillance Project

 

Type: Performance Task

Topics: Angle measurement and construction, scale drawings, cost estimate

 

Summary:
The student will research and design a camera surveillance system that will provide security for the important areas of the school complex. This system should have both an accompanying map detailing such things as the location of cameras and a cost estimate detailing the total anticipated cost of the surveillance system.

 

Print Materials Needed:

 

Resources:

 

Resource Attachments:

 

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

 

 

Notes:

 

Student Directions:
You are a salesperson from a property protection firm. Using video camera technology information, create and present to the school board (or other representative of the administration) an oral proposal (including an itemized cost estimate and a scale drawing showing the location of cameras, the camera angles & fields of vision, cabling, and monitor room location) to install a surveillance system within and around the school complex. You will need to accurately present the proposal and justify its appropriateness by covering important areas of the school. An itemized cost estimate should accompany the proposal and include a description of and the number of items needed, a cost per item figure, an extended cost for each type of items, and the grand total cost of the proposal.



 

 

Other assessment evidence to be collected:

Process check

 

1. Construction of angle template.
2. Activity - application of field of vision and effective range on practice scale drawing.
3. Journal entries with reflections throughout the project.
4. Rough draft of cost estimate.
5. Cabling measurement and camera grouping sheet.
6. 11x17 map completion
7. Cost summary completion
8. Presentation and defense of proposal.
 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

W
Introduce the unit using essential questions. Post the essential questions. Have students round table in their teams how mathematics will play a part in designing a surveillance system for the school. Hand them a copy of the project description and rubric.

H
Pose the following questions for the teams to discuss: "What could the school do to safeguard the premises from vandalism and unauthorized people entering?" Teams then take their notebooks with them to jot down notes and a scale drawing of the school complex as the teacher takes them on a tour through the hallways and around the perimeter of the school complex. Students then write an individual journal entry discussing what areas of the school complex they feel would be necessary to safeguard.

E
Teacher leads mini-lessons in the following:
-Examining the costs of equipment using the security pamphlet (or web site).
-Learning what is meant by field of vision and effective coverage area.
-Leading the teams in construction of angle templates (35 degree normal lens & 70 degree normal lens) and camera placement on a practice scale drawing.
-Examining possible locations for a monitor room and what that entails.
-Demonstrate method to show camera groupings by color-coding and how to run cables at right angles in the hallway ceilings.
-Illustrate steps in creating a cost summary.
-Use scale drawing to determine length of cables.
-How to fill out the cabling worksheet.
-Review finding percentages.
Optional - near the end of the project, discuss the need to meet costs on their bids and have them take the necessary steps on their cost summaries (bids) to cut their proposals by a certain percent.

R
Students write a journal entry on what was learned, based on their experiences with the project. Student teams should also show their rough draft of the map showing camera locations, cabling, fields and ranges of vision, and monitor room location as well as the accompanying cost estimate to another team and request feedback prior to beginning their final drafts of each part of the proposal.

E
Teams present their finished proposals, including the 11x17 map and the cost summary to the class. Classmates are encouraged to question the validity of the proposal. Teacher will choose a project for the student team to share with the school board and/or administration.

 

Notes:

I came up with the idea for this unit while walking through the local Builder's Square some years ago. The use of a spreadsheet to create the spreadsheet is optional.