Why can't they all be green?
Mrs. Michelle Vulgamott (Primary)
Students will use d = rt to determine when lights should turn green for continuous traffic. They will also solve systems of equations to determine when a light needs to be red to avoid collision.
timing of traffic lights
Transportation, Distribution, and Logistics Curriculum Framework Components Addressed:
Transportation Systems/ Infrastructure Planning, Management and Regulation
Suggested Grade Levels:|
12.6.2 Math 2006
12.6.3 Math 2006
Students will use map scales, measurement, proportions and distance = rate x time to determine the sequencing of lights when traveling on Dodge Street for 14 blocks. Students will then consider a cross street, 13th street, and determine what conditions result in both vehicles reaching the intersection at the same time.
Plan Of Action:
Give students an over view of what they are to be doing for the lesson.Â Distribute the "Timing Traffic Signals" handout. Split students into groups to work out the problem.
Data Set Used:
Data will be gathered from a Google Map of downtown Omaha.
Rulers, 4 function calculators, pencils, paper, map of downtown Omaha
Preparation will involve projecting a copy of the map on the board.
Science, Math, Engineering and / or Technology Implications:
Students will also apply the mathematical distance formula to calculate distances.
Considerations for Diversity in Education:
The area under consideration is near the school so all students, regardless of their background are familiar with the area.
Handout for students to use with the lesson.
[size: 67012] [date uploaded: Jun 22, 2008, 1:25 pm ]
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