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Geodome LSN

Students construct scale model geodesic domes from colored straws and pipe cleaners to understand the geometric properties that make dome structures unique and efficient buildings. They measure the height, surface area, and footprint of their dome models. After taking measurements, students compare the surface area of the domes to a standard square building style surface area, finding that domes cover the same footprint area with less exterior surface and building materials.

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Vidican Laura Florin
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© Attribution Non-Commercial (BY-NC)
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103 views3 pages

Geodome LSN

Students construct scale model geodesic domes from colored straws and pipe cleaners to understand the geometric properties that make dome structures unique and efficient buildings. They measure the height, surface area, and footprint of their dome models. After taking measurements, students compare the surface area of the domes to a standard square building style surface area, finding that domes cover the same footprint area with less exterior surface and building materials.

Uploaded by

Vidican Laura Florin
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Authentic Teaching Alliance

Geodesic Dome
Santa Fe South High School Spring 2003

Lesson Information Summary


• Grade Level
Geodesic domes are unique building structures that are used throughout
10-11 the world due to their many efficient benefits. This activity is designed to
• Subject areas allow students to research geodesic domes using the internet and
Geometry construct a scale model. From the models the students will be able to
• Duration fully understand the
(65 minute class periods) geometric properties of
1-3 periods to build the models the dome structures that
1-2 days to take measurements and
complete problems make them unique.
• Setting
Students will measure the
height, surface area, and
Classroom
footprint of their scale
• Vocabulary
model domes. After taking
Circumference
Surface area
measurements, the
students will compare the
• Materials (per group of 2-3)
surface area of the domes
Paper cutter or scissors
Minimum 120 colored plastic
to a standard square
drinking straws (not flexible) building style surface area. The students of Santa Fe South High School
(note: 30 yellow, 40 blue, and 50 red construct scale model geodesic domes from colored straws.
straws)
61 pipe cleaners
One roll of masking tape
One freezer bag (to store materials)
• Background Knowledge
Objectives
Be familiar with using a ruler or tape Students will:
to measure a line.
Know the formulas for the area of a • Research geodesic domes on the internet
triangle, square, and a circle. • Construct a scale model geodesic dome
• Take measurements of the dome (height, surface area, and footprint)
• Additional Resources
• Compare the surface area of the dome to a standard square building style surface area
Web sites consulted to create this
lesson:
Pictures, building instructions, and
dome calculator
www.desertdomes.com
Oklahoma Priority Academic Student Skills Objectives
(see Appendix A, B, and C)
(Note: the model is based on the 5/8 Process Standards, Grades 9-12
3-frequency dome from this I.A: Apply a wide variety of problem-solving strategies (identify a pattern, use
website.)
Blake, Trevor. “How to Build a equivalent representations) to solve problems from within and outside mathematics.
Geodesic Dome Model.”
http://architecture.about.com/library/ V.D: Use a variety of mathematical representations as tools for organizing,
ucdome.htm recording, and communicating mathematical ideas (e.g., mathematical models, tables,
“History of Geodesic Domes.”
http://www.domeincorporated.com/ graphs, spreadsheets).
history.html
“Geodesic Dome.” http://pbskids. Geometry Content Skills, Grade 9-12
org/zoom/sci/geodome.html II.B.1: Use properties of 2- and 3-dimensional figures to determine unknown values
(e.g., given the perimeter/circumference, find the area).
PAGE 2 GEO DESIC DO ME S AN TA FE SOU TH

Procedures
Day 1: Research and Preparation
Research:
• Have students search the internet to answer the following questions concerning geodesic domes
(see Appendix E for reference)
• What is a geodesic dome?
• What are the benefits to building a geodesic dome?
• Who uses geodesic domes?

Preparation:
• Cut the straws to the appropriate lengths given below.
• Using the actual length of the straw for strut C will save cutting that length. (most straws are 7.75” in
length)
Straw Lengths Used:
A = 6.55” (30 yellow)
B = 7.58” (40 blue)
C = 7.75” (50 red)
These lengths were determined using the 3 frequency reverse calculator, located at: www.desertdomes.
com/rev3calc.html
(see Appendix A and C)
Use pipe cleaners to make 4-way, 5-way, and 6-way connectors.
Number of pipe cleaners used:
4-way connectors = 15(cut 15 pipe cleaners in half and twist together to make an X)
5-way connectors = 6 (cut 6 pipe cleaners in three parts and twist together)
6-way connectors = 25 (cut 40 pipe cleaners in three parts and twist together)

Day 1-3: Beginning to Build


• After the students have cut their colored straws and assembled connectors, you should give each
group a color copy of the dome diagram (see Appendix B) and a roll of masking tape.
• Tell each group to build the dome using the picture, straws, and pipe cleaners.
• Use tape to secure the dome as the students build (be careful to not use too much tape, it can weigh
down the dome).
• You may want to have a completed dome on hand to show them the final product.
• Students should be given minimal help during this period. Tell them to figure it out.
• When the domes are almost complete, they will not fit together properly unless the diagram is fol-
lowed. You may want to assist students in finding any mistakes they might have made earlier.
Note: The domes will be used for assessment purposes.
PAGE 3 GEO DESIC DO ME S AN TA FE SOU TH

Procedures cont.
Taking Measurements
• After students complete their domes, they should measure the height of their dome and estimate the
covered area using a circle that fits inside the dome’s footprint.
• They should also measure the dome’s surface area by counting the number of RRB (red,red, blue) and
BYY (blue, yellow , yellow) triangles.
• The area of each type of triangle should be found (RRB or BYY), and then multiply that area by the
number of triangles of each type.
• Add the two totals for RRB and BYY triangles to get total surface area.
(To make counting easier: Students may want to use tape to mark the triangles they have already
counted.)

For teacher reference, in this dome there should be 30 BYY and 75 BRR triangles.

Analysis
• After taking their measurements, you should have the student groups compare their height, surface
area, and footprint to other groups’ domes.
• You may want to have the students take the average of all their measurements, and ask them if there
are any numbers that should be thrown out as outliers. (this will identify groups with large errors)
• After a final number is decided, the teacher should construct the dimensions of a square building. Use
the same footprint area of the dome for the base, and make the building perfectly square. (example:
dome base is 36’, and your square building is 6’ x 6’ x 6’.)
• Ask the students how many sides are on your square building, not including the floor (5), and then ask
them to calculate the surface area of the square building.
• Ask them which building covers more space (footprint) for less outside building materials (surface
area).
• Have students complete the geodesic dome worksheet (Appendix D)

Possible Extensions
• Students can build a full size dome using conduit.

See www.desertdomes.com for full instructions.


Again, this is a 3/8 3-frequency dome.

Assessment
• Quality of work on their model dome. (used all materi-
als and dome fits together)
• General accuracy of measurements and calculations on
the dome. (radius should be 18.8 inches, height should
be 18.8 inches, surface area should equal 2220 in^2.)
• Worksheet (See Appendix D)

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