It wasn’t until they actually took a bite of the hot dog that they had an authentic experience. That bite transformed what was kind of a silly project meant to be fun into a life skill for cooking food when they are hungry and have no other resources. Like camping. Or, maybe lunch.

Two of my enthusiastic students were so happy with their results, they asked to have a couple more hot dogs, skewers and buns so they could cook more during lunch.

Yes, we made solar hot dog cookers.

I had thought about this for the past year or two. Prior to this year, I had asked students to answer some questions about designing a solar hot dog cooker after working on a unit on conic sections.

This year, I said, let’s make them. I didn’t really have a rubric and didn’t want to give them instructions. After all, this stuff is all over the internet (just Google it). I also didn’t want to make this so complicated that I would feel overwhelmed. And, I didn’t want to take away from the much more involved project one of my collegagues does with his Engineering student (we have a couple students overlapping our classes).

So, to me this is a great evolution of a project. Think about it, try it, formalize some things for next year. The kids said I should always do this, so I have to take that feedback at point value.

This year, I made it optional. Next year, everyone must do it. This year, I planned it for this week, which is right before spring break. I thought this was a fun thing to do during this week where lots of students are absent due to trips or have big tests or papers due in other classes. Next year, I’ll do the same. This was a good week for this, luckily.

This year, vague rubric written on board:

For a C, it must be parabolic and made from inexpensive materials, with the hot dog at about the right place.

For a B, document your process: how did you decide your shape, take some pictures while building, record problems and your solutions to the problems. Present in a power point, a paper, a movie or a poster board (or whatever other great idea you have).

For an A, all of the above and a calculation showing how you determined where your hot dog should go. And, maybe present it to the class. Actually, I have one student who wants to present, so he is.

Next year, I’ll type that up. I actually think it’s pretty good and the kids didn’t balk, complain or ask for clarification. Well, maybe some clarification. But, next year, I’ll have photos and example to show!! Yay!

Laurie has an MS in Education and an MA in Economics. She has been teaching and studying mathematics education for over 20 years. She has credentials in mathematics and economics. Prior to teaching, Laurie worked as an economist and statistician. Laurie is available to train other educators on how to excite students about math and learning by using data analysis projects in the classroom. You can email her at laurie@quantgal.com
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