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**You could use other building materials of your choice. In this case you will need to research the costs involved, and state why you decided to use these materials.**
1. Size of an average family in your allocated country. 2. Food and water needs for an average family in your country. 3. Political/Military/Geographical realities of the country. 4. Cost of building supplies in your country. 5. Designs of water and grain storage facilities. //You should collect your research, including sources, on your group’s wikispaces page. You will also need to use wikispaces to collaborate with your group while designing your facility.// 1. Calculate how much space is needed to store the grain and water. 2. Design your storage spaces. Decide on shape and materials. It is important that you consider a few options and make an informed decision regarding which one to choose. 3. Calculate the total cost of the building materials. Don’t forget that buildings often need concrete foundations. 4. Write your proposal, clearly communicating your process, design and justifications. All four members of the group will present the proposal. Groups will be assessed by all other students in the class on their ability to communicate mathematically. The proposal will be broken down into four parts. The presentation must consist of both audio and visual components. For example your group could present verbally using a slideshow or you could use a poster, a video, a model of your proposal or a combination of all of these. Part One · Results of research. Introduction to the task. Calculations for space needed to store grain and water. Part Two · Chosen design, dimensions and volume. Part Three · Chosen design, Surface Area, Total cost. Part Four · Other options – why were they rejected as designs.
 * __Group Work: RESEARCH__**
 * __Group Work: DESIGN__**
 * __Group Work: PRESENTATION__**

If there are three members in a group then Part One must be shared equally between the members.

__**Due date: 8th November**__ Write a reflection, focusing on:
 * __Individually you will need to:__**

a. Is the cost that you came up with in your proposal likely to be the real cost of the project? Why or why not? (Consider all the calculations that you had to make in order to find the cost) **b. Do your results make sense? Why or why not?** c. How do you think the work you have done could benefit a real community? d. To what degree of accuracy did you give your calculated lengths (nearest metre, centimetre, millimetre, micrometre) surface areas (nearest square metre, centimetre, millimetre, micrometre) volumes (nearest cubic metre, centimetre, millimetre, micrometre OR Litre, millilitre, MegaLitre) and costs (nearest dollar, nearest 100 dollars, nearest $0.01). Why did you use this degree of accuracy? (Consider the effect of measurement uncertainties in building your facility) e. How would you improve your design and method for determining costs if you were set a similar task again?


 * __Due date: 12th November__**
 * __Criterion D: Reflection in mathematics__**

The student attempts to describe the importance of his or her findings in connection to real life. || Comments on whether cost is likely to be realistic. Attempts to explain why or why not the results make sense.
 * ** Achievement level ** || ** Descriptor ** || ** Indicator ** ||
 * 1–2 || The student attempts to explain whether his or her results make sense in the context of the problem.

Comments on use of storage facility by communities. || The student attempts to justify the degree of accuracy of his or her results where appropriate. || Makes brief, valid comments about whether cost is likely to be realistic.Explains why or why not the results make sense. Makes brief, valid comments on usefulness of mathematics when designing storage facilities. States degree of accuracy of at least two measurements and explains briefly why that degree of accuracy was chosen. || The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to the method when necessary. || Makes valid and detailed comments regarding whether cost is likely to be realistic, using both mathematical principals and real world factors to justify their answer.Critically explains why or why not the results make sense.
 * 3–4 || The student correctly but briefly explains whether his or her results make sense in the context of the problem and describes the importance of his or her findings in connection to real life.
 * 5–6 || The student critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life.

Makes valid and detailed comments regarding the usefulness of mathematics when designing facilities with reference to cost minimisation and volume maximisation. Details the effects that this type of work can have on a community.

Gives correct degree of accuracy for all calculations and explains using measurement uncertainties and other reasons why they have chosen this degree of accuracy.

Makes reasoned and useful suggestions regarding improvements to the design and/or costing process. ||