Bill Brenner February 15, 2010

EDN 303 Project #4 Budget Assignment

Project # 4 – Budget Assignment

NETS-T 1b, 2a, 2b, 3d, 4b, 5a, 5b

Complete one of the grant application and include a budget. Describe the equipment and
provide a rationale for why you want to purchase the items based on the NCSCOS standards
and the NETS-T.

http://www.srainternational.org/sra03/grantsweb/index.cfm

http://www.teachersnetwork.org/Grants/grants_technology.htm

Grading Rubric

Criteria Points Points

Possible earned

Specify grade level/subject area 1

Complete grant application thoroughly, neatly, and 2

accurately

Detailed Budget Narrative. Description of the technology to 2

be purchased and rationale. Demonstrate critical thinking
by incorporating knowledge about computer hardware and
software

Use of monetary resources on technology (hardware, 3

software, peripherals) and materials to facilitate teaching
and learning in the classroom

Alignment with NETS-T and NC Standard Course of Study 2

Standards (max. 2 points)

10
Total Points
 - GRANT APPLICATION -

Awards for Excellence in Educating Students About Math, Science, Technology &
Engineering

American Institute of Aeronautics and Astronautics Foundation Classroom Grants are

awarded to encourage excellence in educating students about math, science, technology,
and engineering. Eligibility: current AIAA Educator Associate or AIAA Professional
members actively engaged as K-12 classroom educators.
Maximum Award: $200.
Deadline: N/A.
www.aiaa.org/content.cfm?pageid=244

Grant proposal guidelines:

A. a full one-page synopsis of project including

i. how the project relates to the AIAA purpose
ii. how the funds are to be used
B. itemized price list of the items proposed for purchase

A.

With funding from the AIAA grant, my classroom will exercise their fundamental
knowledge in the areas of science, math, technology, and engineering. Together, two students
will create, from the blueprint to the product, a “to-scale” version of a wooden bridge. The
objective of the project is to fabricate a bridge (with a partner) that will support a fair amount of
weight on all areas. Each pair of students will be given the following: three different types of
glue (rubber cement, wood glue, and liquid glue), two different types of material for the structure
of the bridge (balsawood and paulownia), a bridge-building computer program, a Xacto knife, a
protractor, and blank blueprint.

The students will first be able to use the computer program to learn and experiment with
already established designs as well as simulate their own design. From this point on, the
students will have a rough knowledge on both engineering and science Also, through the
computer program, my students will receive a great deal of exposure to technology.

Secondly, after using the program on the computer, the couples will experiment with the
different types of glue and structural material in order to determine what they will use for their
own bridge. The students must take into consideration that they will only be able to use no more
than five feet of structural material. Also, depending on the glue of choice, the students will only
be able to use a certain amount of glue, ranging from liquid glue being the most allowed to wood
glue being the least allowed. Once the groups have come to a conclusion, they will then design
their bridge on the blueprint paper. This will become a mathematical process involving trial and
error – due to the fact that the students can only use five feet of structural material. Most likely,
the students will be forced to modify their original design in order to satisfy the project
requirements.

Thirdly, once the students have a blueprint for their bridge, they will begin measuring and
trimming the wood accordingly. This section of the project gives the students free reign of the
project – they will learn on their own, demonstrate on their, create on their own, and enjoy on
their own.

Finally, when the students complete their bridge, they will put it to the test – the weight
test! In five pound increments, the bridge will be tested on overall strength and durability. To
enhance the project, the students will compete in a contest centered on structural integrity.

The AIAA Grant will ensure that my students find passion in any or all of the areas; math
(protractor), science (gravity/force), technology (the computer program), and engineering (the
creation of a bridge, both on paper and with wood).

B. The grant will be an appropriate amount to cover the expenses for:

 West Point Bridge Building Program = FREE

 75 packs of 1/16x1/4x36 Balsa Wood Sticks = $13.50
 75 packs of 1/16x1/4x36 Paulownia Wood Sticks = $15.75
 12 protractors = $4.68
 Blueprint Paper (100 sheets) = $26.11
 Xacto knife (12) = $107.98
 Rubber cement glue (6) = $10.14
 Wood glue (6) = $14.99
 Liquid glue (6) = $6.45

_____________________________________________________

TOTAL ……………………………………………… = $199.60

- PROJECT CRITERIA -
Grade Level: 7–8

Subject Area: Science, Math, Industrial Arts

Grant App.: Attached

Budget Narrative: The technology purchased is simple but very resourceful.

The computer program consists of tutorials, examples, and crucial information about
engineering and science. Also, the program lets the student simulate their own bridge
design.

The computer program relates science and math to everday careers and professions.

The two types of wood gives the groups an opportunity to analyze the crucial aspects of
building a bridge – weight, strength, and resiliency.

The three types of glue reiterate the implementation of critical thinking.

The protractors ensure the students that their mathematical calculations need to be as
dependable as their measuring skills.

The Xacto knife is an easy, quick, and accurate way for the students to trim their balsa
wood. (Emphasize the practice of safety prior to using the knife)

The blueprint paper will already be familiar with the student seeing that the program
already will show students how to utilize the benefits of a blueprint.

Toshiba America Foundation

Grants Program for K-6 Science & Math Education
 Helping Improve Science and Mathematics Education One Classroom at a Time

ELIGIBILITY
Teacher/School Eligibility

Any K-6 teacher in a public or private (not-for-profit) school is eligible. Grants will be awarded to the teacher’s
school and will be restricted for use by the teacher in his/her classroom. Not more than one application per teacher is
allowed.

Project Eligibility
 Projects must advance the teacher’s science and math teaching units in grades K-6.
 Projects must occur during the school day. Before-school, after –school or take home projects are not eligible.
 Projects must be completed by May 1st so that a project final report can be submitted by May 15th.
 Projects should take place over at least three class sessions.
 Projects should not be based solely on the purchase of a pre-packaged kit.

Budget Eligibility
Funds may be requested for the purchase of project materials for student use only. Computer hardware, audio-visual
equipment, and field trip expenses may not be included in the budget.

CRITERIA
The following criteria will be significant in determining successful proposals:

Clarity. Does this project description make sense? The proposal must be written so the reader has a clear
understanding of the project activities, goals, material needs and evaluation components.

Completeness. The application must adhere to the guidelines and provide all of the requested information.

Timeline. Can the project be completed in the time allotted? In order to achieve its objectives within the suggested
implementation dates, the project description must be reasonable in scope.

Evaluation. The proposed project must demonstrate an evaluation component that will present clear educational
outcomes to be discussed in the final project report.
Cost Effectiveness. Are the project materials excessive in cost or number requested? The project cost should appear
reasonable and appropriate for the activities and outcomes described.

Creativity. To what extent is this an innovative approach? The proposed project must demonstrate an effort to
engage young people in hands-on learning in ways that enhance the current curriculum.

Impact. The project should be challenging and should actively engage students in a positive learning experience.

RECOMMENDED RESOURCES

All applicants are encouraged to review national mathematics and science standards when designing a project. For
more information visit the following web sites: www.nctm.org (National Council of Teachers of Mathematics) and
www.nsta.org (National Science Teachers Association).

DEADLINE:

Applications must be received by October 1. When October 1st falls on a weekend or holiday, applications will be
due on the first business day of the month.

NEED HELP?
Please call Toshiba America Foundation at (212) 596-0620 or email foundation@tai.toshiba.com for answers to
questions about your proposal.

APPLICATION FORM

Please type your application on this page or reproduce application of equal length on your computer. Please prepare
proposals in a minimum of 10-point font.

Teacher (Title, First Name, Last Name) Teacher E-mail Address

Mr. William Brenner web9997@uncw.edu
School Name
Richard M. Teitelman
School Mailing Address City State Zip Code
213 Route 9 Cape May NJ 08204
School Phone # School Fax #
609-673-3902 910-345-5431
School Principal (Title, First Name, Last Name) Principal’s Phone#
Dr. Scott Oster 910-345-3421
Project Title
“Bridging” the Gap Between Math and Science
Project Grade(s) No. of Children Involved Project Start Date (no earlier Project End Date (no later than)
than 12/1)
7-8 24 3/1 4/1

Please describe the following in as much detail as possible within the space provided:
 Student Learning Objectives

MATH

The student will develop methods for solving problems involving proportions.
The student will perform critically which will encourage mathematical mental computation.

SCIENCE
The student will demonstrate process skills by analyzing and measuring.

 Methods of Instruction (What do you intend to do in your classroom with your students?)

The students will use technology ( research on the internet, videos through software, etc.) for learning in two
different ways. They will become familiar with the concrete mathematical and scientific concepts that deal with
bridges and they will also be forced to problem solve their way to the complete product.
The Bridge Design software simulates the abuse their bridge would actually go through. This supports the NC
Standards of Course study by having the students constantly measuring, as well as taking form and function into
heavy consideration.

 Project Timeline (What activities happen and when?)

Over the course of three weeks, three times a week, forty-five minute session, the students will gradually go from
having no understanding of the mathematics and science behind the structure of a bridge, to creating a bridge of
their own – with both mathematics and science in mind.

 Method of Evaluation
 Evaluation will be based on the group’s ability to build a free standing bridge with the supplies given. Also, the
structural integrity of the bridge is taken into consideration. The competition is not an assessment so to speak,
however it will give me a better look at the integrity of the structure.

BUDGET
List items to be purchased and costs. Combine like items so that there are no more than six categories.

1. Balsa / Paulownia Wood Sticks $29.25

2. 12 protractors $4.68

3. Blueprint Paper (100 sheets) $26.11

4. Xacto knife (12) $111.98

5. Glue $27.58

Total Request (may not exceed $1,000) $199.60

Please summarize your project idea and explain how the materials listed in the budget above will be used.

With funding from the AIAA grant, my classroom will exercise their fundamental knowledge in the areas
of science, math, technology, and engineering. Together, two students will create, from the blueprint to the product,
a “to-scale” version of a wooden bridge. The objective of the project is to fabricate a bridge (with a partner) that
will support a fair amount of weight on all areas. Each pair of students will be given the following: three different
types of glue (rubber cement, wood glue, and liquid glue), two different types of material for the structure of the
bridge (balsawood and paulownia), a bridge-building computer program, a Xacto knife, a protractor, and blank
blueprint.
The students will first be able to use the computer program to learn and experiment with already
established designs as well as simulate their own design. From this point on, the students will have a rough
knowledge on both engineering and science Also, through the computer program, my students will receive a great
deal of exposure to technology.
Secondly, after using the program on the computer, the couples will experiment with the different types of
glue and structural material in order to determine what they will use for their own bridge. The students must take
into consideration that they will only be able to use no more than five feet of structural material. Also, depending on
the glue of choice, the students will only be able to use a certain amount of glue, ranging from liquid glue being the
most allowed to wood glue being the least allowed. Once the groups have come to a conclusion, they will then
design their bridge on the blueprint paper. This will become a mathematical process involving trial and error – due
to the fact that the students can only use five feet of structural material. Most likely, the students will be forced to
modify their original design in order to satisfy the project requirements.
Thirdly, once the students have a blueprint for their bridge, they will begin measuring and trimming the
wood accordingly. This section of the project gives the students free reign of the project – they will learn on their
own, demonstrate on their, create on their own, and enjoy on their own.
 Finally, when the students complete their bridge, they will put it to the test – the weight test! In five pound
increments, the bridge will be tested on overall strength and durability. To enhance the project, the students will
compete in a contest centered on structural integrity.

CERTIFICATIONS
“I certify that the proposed project is in addition to what I usually do to teach science or math to my students.”

Signature of Applicant (teacher) Date

“I certify that the applying teacher is employed by my school, that I am aware of his/her project and that I will
provide the support necessary to allow the project to take place in a timely fashion.”

Signature of School Principal Date

Please check one below:

__X___ I teach at a public school; or

_____ I teach at an eligible private (non-profit) school. Private school teachers must attach a IRS 501(c )(3) tax
exemption letter or qualifying state tax exemption notice to the application. Applications without this
documentation cannot be accepted.

MAILING ADDRESS
Please mail application and required documentation to:

Grants Program for K-6 Science and Math Education

Toshiba America Foundation

1251 Avenue of the Americas, 41st Floor

New York, NY 10020

Attachments or other supporting materials cannot be accepted. Applications sent by fax or

E-mail will not be accepted.

Toshiba America Foundation is a non-profit grant making organization that has been supporting
improvements in science and math education through its grants program since 1990. The Foundation was
created by Toshiba Corporation, Toshiba America, Inc. and the Toshiba America operating companies.
Toshiba Corporation is a world leader in the development of high technology products.
 Toshiba America Foundation
Grants Program for K-6 Science & Math Education

Helping Improve Science and Mathematics Education One Classroom at a Time

 Grants of up to $1,000 each will be made to encourage hands-on teaching of science and mathematics.

 Application Deadline: Applications must be received by the Foundation no later than October 1st.

 Project Timeline: Projects must occur between December 1st and May 1st of the current school year.