Download Mega Mining Mart

Mega Mining Mart
Authors
Michelle Daniel
Bartley Richardson
Subject
Physical Science
Grade Level
9th
Duration
70 minutes (one class block)
Rationale (How this relates to engineering)
This activity will provide students with an introduction to Data Mining and Software
Engineering and their relation to the design of grocery store layouts.
Activity Summary
General Description
This introductory lesson to Chapter 2 (The Periodic Table) of the Active Chemistry text
gives students a hands-on practical experience with organizing; identify trends and
understanding correlations, in reference to a grocery store. Student will then relate the
arrangement of items in their “mega mining mart” to the arrangement of elements in the
periodic table. Student’s prior learning includes knowledge about elements, compounds,
states of matter, chemical and physical changes and density. This lesson will be made
relevant to student’s lives not only by revolving around a grocery store, a place most of
them are familiar with, but also with a new industry called Data Mining. Data Mining is
performed by software engineers, who use such things as the “Kroger Plus” card to track
what people are buying in grocery stores in order to determine how to increase sales.
Teaching Philosophy
This lesson was designed as a replacement for the introductory lesson to Chapter 2
(The Periodic Table) of the Active Chemistry textbook. To that end, we used the main
ideas and concepts from the lesson as a starting point and sought to add in engineering
applications. The basic teaching philosophy for this lesson is to give students
introductory information on Software Engineering and data mining, explain the activity to
them, and then have them apply the principles mentioned to their store layout. The
teacher needs to supervise the design phase of the activity to ensure students have an
adequate grasp of the required information. This information will prove essential when
students are asked to answer the Chemistry To Go questions at the end of the activity.
Objectives
1. Students will explore a state-of-the-art data storage technology known as Data
Mining.
2. Students will understand how Data Mining impacts society.
3. Students will apply the methods of inventive problem solving to plan the
arrangement of a store using their personal knowledge of grocery stores and the
data mining relationships provided to them.
4. Students will analyze trends in the arrangement of their “Mega Mining Mart.”
5. Students will relate the arrangement of the items in the store to the arrangement
of elements in the periodic table.
6. Students will recognize that the periodic table was formed as a result of the
repeating pattern of electron configurations and similar chemical and physical
properties.
Standards
Science
 Standard: Physical Sciences
Students demonstrate an understanding of the composition of physical systems and
the concepts and principles that describe and predict physical interactions and events
in the natural world. This includes demonstrating an understanding of the structure
and properties of matter, the properties of materials and objects, chemical reactions
and the conservation of matter. In addition, it includes understanding the nature,
transfer and conservation of energy; motion and the forces affecting motion; and the
nature of waves and interactions of matter and energy. Students demonstrate an
understanding of the historical perspectives, scientific approaches and emerging
scientific issues associated with the physical sciences.
o

Benchmark A: Describe that matter is made of minute particles called
atoms and atoms are comprised of even smaller components. Explain
the structure and properties of atoms.
o Indicator 4 (Grade 9): Show that when elements are listed in order
according to the number of protons (called the atomic number), the
repeating patterns of physical and chemical properties identifying families
of elements. Recognize that the periodic table was formed as a result of
the repeating pattern of electron configurations.
Standard: Science and Technology
Students recognize that science and technology are interconnected and that using
technology involves assessment of the benefits, risks and costs. Students should
build scientific and technological knowledge, as well as the skill required to design
and construct devices. In addition, they should develop the processes to solve
problems and understand that problems may be solved in several ways.
o
o
Benchmark B: Explain that science and technology are interdependent;
each drives the other.
Indicator 2 (Grade 10): Describe examples of scientific advances and
emerging technologies and how they impact society.
Technology
 Standard: Technology and Society Integration
Students recognize interactions among society, the environment and technology, and
understand technology's relationship with history. Consideration of these concepts
forms a foundation for engaging in responsible and ethical use of technology.
o

Benchmark A: Interpret and practice responsible citizenship relative to
technology.
o Indicator 5 (Grade 9): Provide examples of technology transfer from a
government agency to private industry, and discuss the benefits.
o Indicator 1 (Grade 10): Understand that the development of technology
may be influenced by societal opinions and demands, in addition to
corporate cultures.
Standard: Technology for Productivity Application
Students use computer and multimedia resources to support their learning. Students
understand terminology, communicate technically and select the appropriate
technology tool based on their needs. They use technology tools to collaborate, plan
and produce a sample product to enhance their learning and solve problems by
investigating, troubleshooting and experimenting using technical resources.
o

Benchmark A: Integrate conceptual knowledge of technology systems in
determining practical applications for learning and technical problemsolving.
o Indicator 1 (Grade 9): Explore state-of-the-art devices to store data that
will be used for researching projects.
Standard: Design
Students recognize the attributes of design; that it is purposeful, based on
requirements, systematic, iterative, creative, and provides solution and alternatives.
Students explain critical design factors and/or processed in the development,
application and utilization of technology as a key process in problem-solving. Students
describe inventors and their inventions, multiple inventions that solve the same
problem, and how design has affected their community. They apply and explain the
contribution of thinking and procedural steps to create an appropriate design and the
process skills required to build a product or system. They critically evaluate a design
to address a problem of personal, societal and environmental interests. Students
systematically solve a variety of problems using different design approaches including
troubleshooting, research and development, innovation, invention and
experimentation.
o

Benchmark A: Identify and produce a product or system using a design
process, evaluate the final solution and communicate the findings.
o Indicator 1 (Grade 9): Explain and apply the methods and tools of
inventive problem-solving to develop and produce a product or system.
Standard: Designed World
Students learn that the designed world consists of technological systems reflecting
the modifications that humans have made to the natural world to satisfy their own
needs and wants. Students understand how, through the design process, the
resources: materials, tools and machines, information, energy, capital, time and
people are used in the development of useful products and systems. Students
develop a foundation of knowledge and skills through participation in technically
oriented activities for the application of technological systems. Students demonstrate
understanding, skills and proficient use of technological tools, machines, instruments,
materials and processes across technological systems in unique and/or new contexts.
Students identify and assess the historical, cultural, environmental, governmental and
economic impacts of technological systems in the designed world.
o
Benchmark E: Classify, demonstrate, examine and appraise information
and communication technologies.
o
o
Indicator 1 (Grade 9): Describe the careers available in information and
communication technological systems and the training needed to pursue
them.
Indicator 6 (Grade 9): Investigate emerging (state-of-the-art) and
innovative applications of information and communication technology.
Background Knowledge
 Basic knowledge about food items and grocery store layout
Materials Required
 Mega Mining Mart Packet
o Step-by-step instructions
o Worksheets
o Career sheet
o Feedback survey
 Store Layout
 Envelope with cut-out store items
 Clear tape
Activities
When the students enter the room they will be grouped into teams of 2-3. It is best to
only have groups of 2 if resources are available to ensure that all students participate.
1. Data Mining Introduction
a. To begin class the teacher will begin class by reading the Mega Mining
Mart activity Introduction. This introduction will be read using “skip
reading.” Skip reading is when the teacher reads the introduction and
stops at words in which the students are to say that word. This way all
students are forced to follow along and actively read the intro.
b. Then the teacher will discuss Data Mining and its relation to the Mega
Mining Mart activity.
2. Software Engineering Career Sheet
a. The teacher will then direct the students’ attention to the software
engineer career sheet and relate this career to Data Mining and the Mega
Mining Mart activity.
3. Mega Mining Mart Design
a. After the discussion about software engineering and data mining, the
students will be directed to the Mega Mining Mart handout in which they
will begin their store design by spending three minutes coming up with
categories for the food items provided to them. It is important that the
students only spend three minutes or else they will not have enough time
to complete the activity. Remind students about freezer sections and
refrigerator sections.
b. The students will then complete the activity by organizing their store.
Students should keep in mind their store categories as well as the data
mining associations when organizing their stores.
c. The teacher will circulate the room to ensure that all students are on task
and to make sure they are following the directions of the activity.
d. Check Point: Students must show their final store design to the teacher to
ensure that they take into account their store categories and the data
mining associations before they are permitted to tape down the food
items on their store layout.
4. Mega Mining Mart Questions
a. After students have completed their store design they should complete
the Chemistry to Go questions.
5. Compare Mega Mining Mart to the Periodic Table
a. After the students have completed the Chemistry to Go questions, the
teacher will hold a discussion about comparisons between their store
layout and the periodic table.
b. The main point to be discussed will be the idea of trends and correlations.
Assessment of Student Learning
Student assessment will be based upon class participation, class discussion, student
Mega Mining Mart designs and their Mega Mining Mart handouts
1. Student exploration of the state-of-the-art data storage technology known as
Data Mining will be evaluated through their use of the data mining relationships in
their store design.
2. Student understanding of the impact of Data Mining on society will be assessed
through a class discussion about Data Mining.
3. Student application of the methods of inventive problem solving to plan the
arrangement of a store using their personal knowledge of grocery stores and the
data mining relationships provided to them will be assessed by their Mega Mining
Mart design.
4. Student analyzing of trends in the arrangement of their Mega Mining Mart will be
assessed through their completion of the Mega Mining Mart handout.
5. Student understanding of the relationship of the arrangement of items in their
store to the arrangement of the elements in the periodic table will be assessed
through class discussion and the students Mega Mining Mart handout.
6. Student recognition that the periodic table was formed as a result of the
repeating pattern of electron configurations and similar chemical and physical
properties will be assessed through class discussion and the students Mega
Mining Mart handout.
Assessment of the Activity
A student feedback form is provided with the activity. Students complete the form at the
end of the lab and give it back to the teacher. The results are compiled and used to
determine the effectiveness of the activity. In addition, the teacher will be watching the
students while they complete the activity in order to gauge their interest.
Reflection
This week, I helped Michelle with the Mega Mining Mart activity (a lesson on the periodic
table). We presented the lesson on Monday (02/29/05) to Debra Hutchinson’s 9th grade
Physical Science classes.
Block 3
Michelle said that this group was much more quiet than normal. While they were much
quieter than the last time I was in their class, I don’t typically see these students (so I
have very little data to use for behavior comparison). I thought Michelle did a great job
explaining the lesson. I was able to add a few points about software engineering and
data mining, and then the students were set loose with the activity. As is typical for a
hands-on activity at Hughes (in any classroom), the students spent way too much time
on small issues of the activity (such as what to name the store). They also spent way to
much time brainstorming categories for the products. However, once they started the
real body of the activity, they worked very consistently. Michelle and I circulated to the
various groups and assisted as needed. Since the students took too long with the initial
portions of the activity, they didn’t get finished in one day. Debra let them finish the next
day, and Michelle collected the packets later in the week.
Block 4
Block 4 was much more animated than the previous block. While I presented essentially
the same information to this class as the previous class, I was able to cut a few minutes
out in order to give them more time to spend on the activity. We decided to give them a
time limit (three minutes) to brainstorm categories for their store items. However, this
had little to no effect on their final progress. This class worked much slower than Block
3, and they ended-up completed just as much work as the previous block (even though
they should have been able to get further into the activity). With the exception of one or
two groups, neither class started the Chemistry to Go questions on Monday. It seemed
like the groups in Block 4 needed more individual guidance than Block 3. I’m not sure if
this is typical or not.