Population Growth: Seven Billion and Counting... -- International STEM Project

Wait until the robots start cloning us...

As the world's population has ballooned in the past three centuries researchers wait for the other pen to drop. Currently sitting at a cool 7 billion (and counting), researchers believe (based on their models) that the world's population will top out at 9.2 billion. In this 21st Century Math Project students will analyze the same data as the experts and make their own predictions. Which model best projects the world in 2050? I guess at the class’s 38th year reunion you can find out.

Name: Seven Billion and Counting…

Suggested Grade Level: 9-12 (Basic Algebra II, Precalculus skills)

Math Concepts: Scatterplot, Creating, Using and Analyzing Regression Functions, Patterns, Evaluating Predictions

Interdisciplinary Connections: Social Studies, Global Studies, Population

Teaching Duration: 3-4 Days (can be modified)

Cost: $5 for a 20 Page PDF (2 assignments, 1 project with answer key) 

PDF Version: Seven Billion and Counting... @ TPT

The Product: After a careful analysis of population data by continent, students will use their chosen mathematical model to predict how the world’s population will breakdown in the year 2050.  

An authentic task? You're teasing me
right? Where's my drill and kill?!

Will it ever end? Most statisticians believe we will taper off our growth. They are expecting a logistic function although to date our population is freakishly exponential. In this 21st Century Math Project, students will investigate population of the different world regions over history. Students will begin by simply trying to observe a pattern, move to lines of best fit and finally have the freedom to choose their own non-linear best fit functions. This dataset yields some interesting conclusions for prediction and discussion especially in regards to the limitations of linear modeling.

Students will use the skills of patterns, constructing pie graphs, regression functions for modeling and using their equations to make predictions. What makes a model strong? Students will explore this question. This lesson is designed to work with a class set of TI graphing calculators and would work with an Advanced Algebra 1 class, Algebra 2 or PreCalculus.

That's like a lot of people, ya feel me?
People should, like, stop making babies
and stuff.

The final project is a challenging, multi-faceted task which needs certain skills to be built. To compensate, two assignments were added which help introduce the topic and skills. Thus a student’s understanding of the mathematics concepts will grow with their familiarity the topic of population.

-- "Seven Billion and Counting" -- using patterns to determine the world in 2050 and constructing pie graphs to represent 1750. 

-- "Predictive Models (the long and short of them)" -- students use linear models for global data for two different intervals (1750-2000 and 1975-2010). Students then are asked to develop their own non-linear regression functions.

Which all leads to the Mama…

This will shape the world for
generations to come. What can we do
to take action now?

-- "The World in 2050" -- students will compare the results of their 4 different results, use them to draw conclusion about modeling in general and will construct a pie graph representing the world in 2050.

I wrote this assignment relatively recently so I have only used it one time, but students were honestly intrigued by the study and the challenge of comparing their models to the experts. Others were interested in the observations that can be made in the population data by continent which certainly can generate some discussion.

EXTENSION: Population is a global issue with serious implications in terms of sustainability, natural resources and poverty. Using their models, students could create PSAs and other Presentations that can be viewed in the community.  

Will this blog go on forever? Will it live in the cloud forever? Are you someone from the year 2341, searching through Google’s cache? Did you find my laptop? If you found my laptop, there’s a really weird short with the battery that cases the screen to flicker every now and again. 21st Century Math Projects might live forever, but one day I may have to start a new company… 22^nd Century Math Projects. 

Cost of Smoking -- STEM-based Health Project

Kick Butts, Teachers! Kick Butts Hard.

Utilize tobacco use in an investigation of number sense, linear functions, and scatterplot in this 21st Century Math Project. Students will find out the startling truth behind the amount of cigarettes a smoker may use in their lifetime, the financial cost of the habit (including inflation), as well as the foretold effect on their health. I’ve never had students more engaged calculating math problems! The results of this project can have a lifelong impact on a learner (I’ve seen it)… the best part is they are discovering this on their own.

Name: Cost of Smoking – STEM-based Health Project

Suggested Grade Level: 7-12 (Algebra 1 skills)

Math Concepts: Patterns, Linear Equations, Percents, Operations and Scatterplot

Interdisciplinary Connections: Health, Personal Finance

Teaching Duration: 3-5 Days (can be modified)

Cost: $6 for a 24 page PDF (1 project with answer key) 

PDF Version: Cost of Smoking @ TPT

The Product: A PSA in which students use data they have calculated in their packet to persuade a target audience (elementary kids, smokers, Latinos, etc.) to stop or avoid smoking. 

How am I supposed to quit smoking,
have you seen my 7th Period?

Kick butts with the 21st Century Math Project that started it all. My parents were smokers. When I got to middle school I realized how much money they were actually spending on those stupid little cigarettes. They’d each burn through a pack a day without blinking. Money was tight, I didn’t understand it. Learning about the impacts on their health made me completely astonished. Why would anyone spend some much money to do this to themselves? I convinced myself my best chance to get them to quit was to not just tell them they were bad for them, surely they knew, but I thought I’d point out how much money they would save and showed them what other things we could use the money for. Eventually, they did decide to quit. Why, I’ll never know.

Now as a sixth-year high school teacher, I can better empathize with things like “stress”, I still was at a loss as to the amount of money people spent on the things. In college, project-based learning was emphasized heavily. I pitched an early idea of this project to a class. Developed an idea and took it with me into my first year. While that draft of this project was rough, I still distinctly remember kids being floored by the numbers. Kids want to show their moms. Perhaps a few decided to avoid smoking. Nobody will ever know.

I have used this project in pretty much every class. I can see it being done as a 6^th grade enrichment project. I have used it in the first week of Pre-Calculus to assess skills and encourage a take action approach to mathematics. Chances are EVERY student you have, knows someone who smokes. Who knows what affect this project may have on them.

What about weed?

I set up the project to up for a student to calculate data for two states. When I do it, every student does our state, Ohio. This way, when I model difficult problems, we can all work on a problem that is assigned. In many cases, students will do the same problem type twice, increasing repetition and practice. It will also allow students to do a side-by-side comparison. Why are tobacco prices in Virginia so much cheaper than in Massachusetts? This leads to some impromptu discussion.

Every year a student stands to ask about data from other countries. I’d be happy to do it, but it’s difficult to pin down these numbers. That and the prices around the world are also typically much LOWER than in the United States. It’s just something I’ve avoided. I don’t want students to think they should go buy cigarettes from Mexico instead of not smoking at all! 21st Century Math Project Mind Control! A student will also likely ask about marijuana. Sometimes I bring up Starbucks and other daily wasteful purchases. No offense Starbuckers.

How might our class leverage this
information to help the global community?

While it certainly is optional, I have always had interesting PSAs for this project. I have the students choose a specific target audience. Either an age group, ethnic group, etc. And it needs to be relevant to the state that they have chosen. It’s a great opportunity for students to use mathematics to take action. Often I have used this project as a before Winter Break thing so students could create their PSAs over break.

EXTENSION: The wonderful thing about asking your students to create PSAs is that in many cases this is web-based and (depending on your school district, image rights, etc) you may be able to share these PSA with the community. Nonetheless perhaps there will be some bold students to speak out against tobacco!

Mathematical Rigor, Real World Relevancy, and 21st Century Swagg. The three keys to math project success!