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P R O J E C T D E S I G N : O V E R V I E W Name of Project: Ghost Town/How Long Do We Stay? Subject/Course: Quantitative Literacy page 1 Duration: 2 weeks Teacher(s): Darrell Lewis Grade Level: 12 Other subject areas to be included, if any: Statistics, Writing, Reading HS.S-ID.A.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and Key Knowledge and spread (interquartile range, standard deviation) of two or more different data sets. Understanding (CCSS or other standards) HS.S-ID.A.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). HS.S-IC.A.1. Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population. HS.S-IC.B.4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Success Skills (to be taught and assessed) Critical Thinking/Problem Solving: - Use Excel spreadsheets to group and analyze data - Disseminate data to calculate the means and compare those means Communication: - The project will end with a shared PowerPoint which will be presented to classmates, some faculty, administrators, and guests brought in from FMI. - Students will keep work and create posters & additional visual aids to explain their findings Collaboration: -Analyze different data sets and share/collaborate on the meaning and significance Creativity: - Simulations - Presentation For more PBL resources visit bie.org ©2015 BUCK INSTITUTE FOR EDUCATION Project Summary (include student role, issue, problem or challenge, action taken, and purpose/beneficiary) Scenario: Freeport-McMoRan Inc. (FCX) is a natural resources company with headquarters in Phoenix, Arizona. FCX operates large, long-lived, geographically diverse assets with significant proven and probable reserves of copper, gold, molybdenum, cobalt, oil and natural gas. FCX is the world’s largest publicly traded copper producer, the world’s largest producer of molybdenum, and a significant gold, oil, and natural gas producer. The mining of raw materials and processes used to collect the desired materials has a direct impact on the lives of mine workers and their families, as well as, the community of Bagdad, Arizona. The price of copper and molybdenum and the cost of mining these materials determines whether or not people in the community of Bagdad can continue to provide a comfortable lifestyle for their families. All of the businesses in the community are depended upon the ratio of the cost to mine, versus the price, of copper and molybdenum per ton. The global price of copper and molybdenum (moly) per pound drive the operations at the Freeport-McMoRan copper mine in Bagdad, Arizona. In the mid 2000’s moly reached its all-time high around $45/lb. It has declined rapidly since then to its current price of a little more than $6/lb. In 2011 copper reached its high of about $4.50/lb. and has fallen since then to its current price of $2.05/lb. Due to the sharp declines in the price of copper and moly the company has been researching ways to extract higher grades of minerals from their mines, and at the same time, find and develop more productive ways to extract these metals. If this doesn’t happen, people will lose their jobs and the copper mine may be forced to stop operations. Therefore, Freeport-McMoRan is constantly looking at the tonnage of material being extracted from each of their mines on a daily and even per truckload basis. The amount of raw material that is extracted from the mine is measured in tons per truckload. Only a small percentage of this is actually copper and moly and it fluctuates throughout different locations in the mine. The mine has a milling process that separates desired material form waste and that is a constant. Therefore, the weight of each truckload is a significant indicator of the amount of usable and sellable material being extracted from the mine on a regular basis. It is realized by every Freeport-McMoRan employee that if copper and moly prices continue to decline worldwide, that means workforces will be reduced and mines will be closed. With that in mind, what can you, as an employees of Freeport-McMoRan, do to report the daily truckload weights in the safest and most efficient way possible? (Role) You are a mining engineer at the Freeport-McMoRan mining operation in Bagdad, Arizona and you are assigned(Situation/Challenge) to gather data from three different sources( on board truck scales, Caterpillar Inc. weight scales, and surveying data from blasting patterns) to find, if any, significant differences in each of these measurements and find a usable average truckload weight. (Goal) This weight is to be given to the dispatch department, which counts each truckload, to use in a daily report of tonnage of material extracted from the mine. These reports will be sent to (Audience) corporate headquarters and compared with the mining operation costs to determine if the mining operation at Bagdad, Arizona is productively efficient enough to continue operating. For more PBL resources visit bie.org ©2015 BUCK INSTITUTE FOR EDUCATION Driving Question How do the graphs of mathematical models and data help us better understand the world in which we live? Can we predict the future? Entry Event As an entry event I will show video of several mine blasts. I will then move to a discussion of how the exploded material is moved to places in the mine where the copper and molybdenum are extracted from the raw material. From this I will explain how the amount of raw material in the truck is used to calculate an average amount of copper and molybdenum mined. I will show pictures of the mine and the mine trucks. I will ask them to think about why this truck load weight would be an important number to know. Then I would explain their project to them about coming up with a number that the mine can use to calculate truck load weight, called the truck load factor. Products Individual: Written evaluation by each group member for their specific interpretation of study results. Specific content and success skills to be assessed: Did each student successfully address the question of how the truck load factor is used in the mine (content)? Written evaluation of the group media project. Did each student collaborate with the group and communicate their thoughts reasonably and effectively? Anonymous peer survey of the rest of the team’s performance in the task, looking for the 21st century core competencies. Did each student express innovation and creativity in their posters and visual aids? Was each student self-directed as judged by their peers? Team: Media presentation of PowerPoint project Was each person able to articulate and communicate their thoughts and ideas about the group project? Specific content and success skills to be assessed: Was the question of truck load factor and its relevance to mine operations clearly addressed? Was the truck load factor that was calculated justified adequately? As a group, how well did they communicate their results? P R O J E C T For more PBL resources visit bie.org D E S I G N : O V E R V I E W page 2 ©2015 BUCK INSTITUTE FOR EDUCATION Making Products Public (include how the products will be made public and who students will engage with during/at end of project) - Your patron is your company, Freeport McMoRan, FMI. - The target audience is your general manager who is looking for the most effective and indistinct data presentation that will make sense to other employees, and enable management to assess the long term efficiency of the mine. - You will need to convince the management team (classmates) that your set of equations are true given any circumstance, with a PowerPoint presentation of your findings and that the set of equations will make sense to all fellow employees and departments. Resources Needed On-site people, facilities: Administrators, and/or community/mine reps to help judge the final project/presentations. Computer lab days to research previous Truck Load Factor reports Computer lab time or laptop cart to explore and work with Excel data Equipment: Computers/Internet Graphing calculators Materials: Posters, markers, laptops (with PowerPoint & excel abilities) Community Resources: Guest from FMM to answer questions about the mine. Reflection Methods (how individual, team, and/or whole class will reflect during/at end of project) Journal/Learning Log Students will write daily in a journal and reflect on what they have learned that day. I will check journals daily for content. Whole-Class Discussion Panel discussions about the surveyed data and what has been learned Survey All students will be asked to complete a peer evaluation survey For more PBL resources visit bie.org Focus Group Within focus groups students will be asked to give a proposal concerning the projected truck load factor. They will need to support their proposal with data spreadsheets. Fishbowl Discussion Students will be given two opportunities to question others in the class to gather information and peer ideas Other: Daily exit tickets ©2015 BUCK INSTITUTE FOR EDUCATION Notes: Mine field trip/Schedule/Permission slips Contact FMM HR and try to schedule someone to visit classroom. PROJE C T DE SIGN: ST UD E NT LEARNING GUIDE Project: Truck Load Mean Weight Driving Question: How does the weight of each truck become a predictor of Freeport McMoRan Bagdad operations? Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners Presentations, Performances, Products and/or Services knowledge, understanding & success skills needed by students to successfully complete products to check for learning and ensure students are on track provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments (individual and team) Peer Evaluation Self Evaluation PowerPoint Group Presentation with Charts and graphs of data Presentation must answer the question of how HS.S-ID.A.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. HS.S-ID.A.3. Interpret differences in economics shape, center, and spread in the context drives what of the data sets, accounting for possible we do and effects of extreme data points (outliers). how we do For more PBL resources visit bie.org Group check-ins: As in students work Show examples of finding mean, median, with data in Excel, evaluate progress and and standard deviation in Excel understanding, answering questions. spreadsheets, if necessary have students collaborate on inserting data into Excel Peer evaluation: Each student will fill out an evaluation sheet about each other. Question 1: Rate the level of (insert each other group member name) contribution from 1 to 4 with 1 being the lowest and 4 being the highest. Self-evaluation: What is one thing you discovered in todays work? Students will be asked to create frequency tables and box-plots of their data to compare the different data sets. Discussion of how economics drives what we do and how we do it (in relation to mining) – I will have to discuss copper value, haul trucks/routes, drilling, Think-Pair-Share: Near the end of class blasting, and shovel costs. ©2015 BUCK INSTITUTE FOR EDUCATION it (in relation to mining) students will be paired off and compare calculations and graph constructions. They will share with each of their groups what has been discovered. HS.S-IC.A.1. Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population. Students will analyze trend lines to see if any predictions can be made about the three different data sets involving truck load weights (i.e. are there significant differences?, is the data changing in a way that is causing the three data measurements to spread further apart?, what does this mean in terms of vehicle maintenance?) Align a lesson that shows how and why means and differences are a necessary part of data analysis. Use real-life FMI data and Excel/TI-83 to model simulations and data input. Show students how to make corresponding charts and graphs in Excel. HS.S-IC.B.4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Students will use Excel spreadsheets and If possible have a mine representative TI-83 calculators to find means of data come and address the class about mine sets and calculate a margin of error. The operations. margin of error will be used to construct confidence intervals. All data analysis results will be presented Plan a field trip to the mine and have in a PowerPoint presentation. students be ready with pertinent questions Daily exit tickets that ask: What do you now know? What do you need to know? For more PBL resources visit bie.org ©2015 BUCK INSTITUTE FOR EDUCATION