Can You Stand on Me?
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Appendix A: Pre/Post-Test
Appendix B: Pre/Post Test ANSWER KEY
Appendix C: Teacher Advanced Preparation Instructions
Appendix D: Brazil Brochure
Appendix E: Russia Brochure
Appendix F: World Cup Venn-Diagram
Appendix G: Engineering Design Challenge
Appendix H: Engineering Design Process
Appendix I: Field Design Rubric
Appendix J: Research: Soil, Water, and Growing Optimal Soccer Fields
Appendix K: Team Roles
Appendix L: Testing Individual Soils
Appendix M: Decision Analysis Matrix
Appendix N: Procedures for Creating and Testing Team Subsoil Designs
Appendix O: Subsoil Design Testing
Appendix P: Subsoil Redesign Testing
Appendix Q: Cost Analysis
Appendix R: Written Proposal Outline
Appendix S: Written Proposal Rubric
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Appendix A: Pre/Post-Test
Name __________________________________ Date ____________ Period ______
1. When it rains, the soil on a soccer field holds water well and becomes moist and sticky. The
soil on the field probably contains a large amount of
A. sand
B. gravel
C. clay
D. silt
2. Water that falls onto Earth’s surface is either soaked into the ground or travels on the surface
until it reaches a body of water. Water that is absorbed into the ground is referred to as
groundwater. Soil and rock that allow the water to soak into the ground by passing through
them are called
A. compacted.
B. runoff.
C. groundwater.
D. permeable.
3. The rate at which water flows through soil and rock is dependent upon the
A. quality of water flowing through the soil or rock.
B. porosity and permeability of the soil or rock.
C. temperature of the soil or rock.
D. contamination of the soil or rock.
4. Prove that the following scientific statements are factual using evidence from any research
and experimentation you have done. (2 points)
Properties in soil that are useful in soil identification include texture, color, composition,
permeability and porosity. Observing and identifying soil horizons are based upon
understanding the different properties of soil and when the properties change.
5. How much does it cost to buy 45,000 cm 3 of sand that costs 3¢ per 100 cm 3? Show your
work, expressing the results in dollars, in the space provided below. (2 points)
6. A 500 mL bottle of water cracks and begins leaking at a constant rate. The bottle is empty
after 3 minutes. How many milliliters of water leaked every second? Show your work in the
space provided below. (2 points)
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7. Using the following formula, calculate the volume of a cylinder with a height of 10cm and
diameter of 11cm. Show your work in the space provided below. (2 points)
V (cylinder) =𝝅𝒓𝟐 h
where 𝜋 = 3.14
8. Kylah is comparing erosion of different materials. First, she arranges various materials into
piles of equal size and shape. Next, she slowly pours equal amounts of water over each pile.
Finally, she measures the height of each pile and records the results in the data table below.
Erosion of Materials due to Addition of Water
Material
Initial Pile Height
Final Pile Height
Gravel
Sand
Pebbles
Soil
100 mm
100 mm
100 mm
100 mm
92 mm
68 mm
83 mm
56 mm
According to the data table, which pile of material demonstrates the greatest amount of
erosion? Support your answer with evidence from the data. (2 points)
9. Jamie is planning to plant a fern in a 2000 cm3 pot, but has two types of soils from which to
choose. Regular potting soil costs 12.4¢ per 100cm3. Potting soil with fertilizer added is
18.5¢ per 100 cm3. How much more will Jamie pay to use potting soil with fertilizer than
regular potting soil? Show your work below, expressing your answer in dollars. (2 points)
10. Fill in the blanks with the word equal or varying in the following scenario. Note: each word
may be used multiple times or not at all. (2 points)
Students in Mrs. Smith’s class want to know if porosity of soil affects the growth of
plant seedlings (young plants). To figure this out, the students need to design an
experiment in which seedlings are planted in soils with _________________ levels
of porosity and with ______________________ levels of permeability.
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Hydrologic Cycle
http://web.mit.edu/civenv/K12Edu/activities/water.html
11. Study the above hydrologic cycle illustration, and choose 3 of the numbered sections.
Describe each of the 3 sections roles in the hydrologic cycle. Then, provide an example of
ways in which each section could become polluted. Draw upon your prior knowledge, and
also refer to the illustration to support your answer with scientific evidence. (6 points)
Section
Role in Hydrologic Cycle
Pollution Cause
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Appendix B: Pre/Post Test ANSWER KEY
1. A: clay.
2. D: permeable.
3. B: porosity and permeability of the soil or rock.
4. Answers will vary. Except reasonable responses, supported by proof from research and
experimentation.
5. Cost of sand: 1350¢ = $13.50
6. 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 180 𝑠𝑒𝑐𝑜𝑛𝑑𝑠, so amount of water that leaked is: 500 ÷ 180 = 2.777 𝑚𝑚/𝑠𝑒𝑐
7. V (𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟) = 3.14 ∗ 5.52 ∗ 10 = 949.85 𝑐𝑚3
8. The soil eroded the most. Because the height of the start was 100 𝑚𝑚 − 56 𝑚𝑚 (the
height of the pile after pouring the water) = 44 𝑚𝑚. This amount is greater than all the
other materials from beginning to end. Gravel: 100 − 92𝑚𝑚 = 8 𝑚𝑚; sand: 100 −
68𝑚𝑚 = 32 𝑚𝑚; pebbles: 100 − 83 𝑚𝑚 = 17 𝑚𝑚.
9. Potting soil would cost $2.48 and potting soil with fertilizer would cost $3.70, so potting
soil with fertilizer would cost $1.22 more than regular potting soil to fill the 2000 𝑐𝑚3 pot.
10. To figure this out, the students need to design an experiment in which they plants
seedlings in soils with VARYING levels of porosity and EQUAL levels of permeability.
11. Explanation for ways in which pollution can affect each section may vary greatly; accept
reasonable responses. Possible answers for describing water cycling through each
section:
Section
Number
Description of Water Cycling Through Section
1
Water evaporates from lakes and ocean surfaces. The evaporated water
forms clouds that may travel over vast distances.
2
Precipitation as mist, rain, snow or ice falls over the land and the sea.
3
Some groundwater may emerge as a spring or may enter lakes and oceans.
4
Some water sinks into the ground, becoming part of the groundwater.
5
Plants and animals use water and return it to the environment through
transpiration, perspiration, or urination.
6
Surface water runoff enters streams, rivers, lakes and oceans
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Appendix C: Teacher Advanced Preparation Instructions
Students may also complete preparation.
Materials:
Drill (1 per teacher)
Drill Bit: 1/4 in. (1 per teacher)
Drill Bit: 3/32 in. (1 per teacher)
Jigsaw or Router (if using plywood for circular solid shape: 1 per teacher)
2-Liter Bottles (4 per team)
Water Bottle: 500 mL (1 per team)
Brillo Pad: cut into a circle to fit into 2-liter bottle; about 4.24 in. diameter (1 per team)
Circular Solid Disk: 4 in. diameter (1 per team)Suggestion: one piece of plywood: ¼ to ½ in. thick; cut circular with a 4 in. diameter
Preparing 2-Liter Bottles:
1. Remove and discard the caps and labels from each 2-liter bottle. A hair-dryer works
well for this to melt the glue on the label.
2. Cut the top off each 2-liter bottle 20 cm from the base; both pieces will be used.
3. About 3 cm from the cut, drill one 3/32 in. hole into the side of the base of 2-liter bottle to
allow airflow during testing.
4. Drill five 1/4 in. holes into the bottom of three 2-liter bottles for each team.
Note: each team will need three 2-liters WITH holes, and one 2-liter bottle WITHOUT
holes drilled into the bottom.
Preparing 4 in. Diameter Circular Solid Disk - if using Plywood Pieces:
1. Use a jigsaw or router to cut out circles with a 4 in. diameter.
Note: the circular plywood piece will be used for compression testing. It will be place on
top of the Brillo pad. A brick will then be placed on the plywood, and left overnight.
Amount of soil compression will be observed the following day
Preparing 500 mL Water Bottles:
1. Drill a 3/32 in. hole into the middle of the bottle’s cap.
2. Drill one 3/32 in. hole centered on the bottom each water bottle.
Assembling Testing Stations:
1. Place an inverted top portion into the bottom portion of a 2-liter bottle
WITHOUT holes in the bottom.
2. Place a coffee filter into the inverted portion of the 2-liter bottle.
3. Place a bottom portion of a 2-liter bottle WITH holes in the bottom into the
inverted top portion of the 2-liter bottle.
Note: Construction of each team’s subsoil will be in this uppermost portion. The Brillo
pad will be placed on top, acting as the soccer field’s grass. When teams pour water
onto the Brillo pad, it will run through their subsoil, drain through the bottom holes, into
the coffee filter, and finally into the bottom, which acts as a catch basin for the water.
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Appendix D: Brazil Brochure
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Appendix E: Russia Brochure
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Appendix F: World Cup Venn-Diagram
Name __________________________________ Date ____________ Period ______
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Appendix G: Engineering Design Challenge
Name __________________________________ Date ____________ Period ______
Engineering Design Challenge
Our city has been chosen to host part of the upcoming World Cup soccer
tournament. The challenge is to engineer a world-class soccer stadium for this
highly prestigious competition. The city requires that the field be as
environmentally sustainable as possible to protect the city's precious
groundwater while still meeting the needs of the professional players. Your team
is going to be given the task of designing the best layered soil arrangement for
underneath the field. The bed will need to allow a given rate of rainfall without
having standing water on the field or polluting the aquifer running underneath the
stadium. Your team will have a variety of materials to use to construct the
optimal layered arrangement and test its performance withstanding rainfall and
compaction simulating use of the field. A combination of soil types will be
necessary to meet performance levels. Your team will then be responsible for
developing a cost analysis for your model and proposing your plan to the class.
Available Materials and Cost Table
Cost
Available Materials
3
per 100 cm




Small Pebble
2.00¢
Top Soil
1.33¢
Top Soil with Vermiculite
2.22¢
Peat Moss
1.44¢
Top Soil with Fertilizer
3.22¢
Sand
2.44¢
System Design Constraints
Must be environmentally safe.
Must contain at least 3 layers, with the top being soil (a Brillo pad will be place
on top to simulate grass).
Must measure 10 cm high in addition to a 3 cm base composed of sandstone
Must withstand 500 mL of water (flowing from a water bottle) without pooling
on the surface
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Appendix H: Engineering Design Process
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Appendix I: Field Design Rubric
Name __________________________________ Date ____________ Period ______
Team Name _______________________________________
4
Soil and
Hydrologic
Cycle Research
Individual Score
3
3 or more resources
were used.
Minimum of 3
resources were used.
All questions are
answered in-depth
with key vocabulary
and important points
that go above and
beyond requirements.
All questions are
answered completely
with key vocabulary
and important points.
Each of the 4 design
constraints (safety,
layers, height, water
flow) is considered in
the design plan.
All recorded data is
complete, accurate,
and analyzed for use
in identifying design
successes and
failures.
Each of the 4 design
constraints (safety,
horizons, height, water
flow) is considered in
the design plan.
All recorded data is
complete, accurate,
and analyzed for use
in identifying design
successes and
failures.
All calculations are
complete and
accurate.
Connections are made
to real-world design
costs.
In-depth, accurate
connections to the
hydrologic cycle and
contamination were
made not only to the
design, but also to the
real world.
2
1
Minimum of 2
resources were used.
All questions are
partially answered.
Missing key
vocabulary or
important points.
Only 1 resource for
research was used.
Answers are
incomplete. Missing
key vocabulary or
important points.
Each of the 4 design
constraints (safety,
layers, height, water
flow) is considered in
the design plan.
All recorded data is
complete and
accurate.
Three of the 4 design
constraints (safety,
layers, height, water
flow) are considered in
the design plan.
Recorded data is
incomplete or
inaccurate.
Less than 3 of the 4
design constraints
(safety, layers, height,
water flow) are
considered in the
design plan.
Recorded data is
incomplete or
inaccurate.
Each of the 4 design
constraints (safety,
horizons, height, water
flow) is considered in
the design plan.
All recorded data is
complete and
accurate.
Three of the 4 design
constraints (safety,
horizons, height, water
flow) are considered in
the design plan.
Recorded data is
incomplete or
inaccurate.
Less than 3 of the 4
design constraints
(safety, horizons,
height, water flow) are
considered in the
design plan.
Recorded data is
incomplete or
inaccurate.
All calculations are
complete and
accurate.
All calculations are
complete with minor
errors.
All calculations are
complete with major
errors.
Accurate connections
to the hydrologic cycle
and contamination
were made to the
design.
Accurate connections
to the hydrologic cycle
OR contamination was
made to the design.
The hydrologic cycle
and/or contamination
were mentioned, but
no connections made
to the design.
Team Score
Initial Design
Redesign
Cost Analysis
Hydrologic
Cycle /
Contamination
Connection
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Appendix J: Research: Soil, Water, and Growing Optimal Soccer Fields
Name __________________________________ Date ____________ Period ______
Research and take notes from least 3 different resources. Cite your sources.
List various properties of the 3 different types of soils.
Describe the porosity and permeability of each of soils and
rocks. Explain how rate at which water flows through soil and
rock is dependent upon the porosity and permeability
Resource(s):
Resource(s):
Soil forms in layers known as horizons. Explain how soil
horizons can be identified based upon different properties of
soil.
Describe how groundwater and soil are affected as water cycles
through the lithosphere, biosphere, hydrosphere and
atmosphere (hydrologic cycle). Include two ways in which
groundwater and soil could be contaminated during this cycle.
Resource(s):
Resource(s):
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Name at least two career professionals that design soccer fields, and describe their responsibilities?
Resource(s):
What types of soil and rocks are used to create the horizons of
a soccer field? Explain the reasons for using these.
Describe the types of grass used on soccer fields. Explain the
reasons for using these.
Resource(s):
Resource(s):
Describe the root-zone; include 4 important aspects.
Explain optimal drainage rates for a soccer field, and name at
least one additive used in root-zones for more efficient
drainage.
Resource(s):
Resource(s):
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Appendix K: Team Roles
Testing Engineer
Assigned to: ______________________
Data Analyst
Assigned to: ______________________
Project Manager
Assigned to: ______________________
Materials Engineer
Assigned to: ______________________
Responsible for leading the team
in the testing of the drainage,
compaction, and sediment of the
subsoil as well as the pH of the
water.
Responsible for recording all the
data collected from the testing.
Also responsible for making sure
the data is accurate.
Responsible to make sure the
team is following the correct steps
in making and testing the subsoil.
Also, makes sure the team stays
focused and completes the project
on time.
Responsible for leading the
discussion on the materials that
will be used in the construction of
the soccer field subsoil. Also,
leads the creation of the subsoil
layers.
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Appendix L: Testing Individual Soils
Each team is responsible for testing one of five different soils available for completing the
challenge. Preform tests to determine how well water drains (porosity and permeability), amount
of sediment collected, changes in the water’s pH, and amount of soil compaction (settling).
Complete the following procedures, and record results in the table.
Materials
2-Liter Bottle: Bottom Section (WITH holes in bottom)
2-Liter Bottle: Bottom Section (WITHOUT holes in bottom)
Top Section of 2-liter Bottle
Pebbles
Water Bottle: 500 ml (with hole in cap and bottom)
Circular Solid Disk
Brick
500 ml Beaker
Compaction Tool (block of wood)
Permanent Marker
Calculator
Soil (assigned to team)
Coffee Filter
Circular Brillo Pad
Rags or Paper Towels
pH Strips (2 pieces)
Graduated Cylinder
Ruler
Stopwatch
Digital Scale
Procedures
1. Fill the bottom of a 2-Liter bottle, WITH holes in the bottom, with 3 cm of pebbles.
2. Place 10 cm of your team’s assigned soil on top of the pebbles.
3. Place the circular Brillo pad on top of the topsoil horizon. This is to represent field Astroturf.
4. Invert a 2-Liter bottle’s top section and place it into a bottom section of a 2-Liter bottle
WITHOUT holes in the bottom. Then, place a coffee filter into the inverted section. The empty
bottom section is to represent your system’s aquifer.
5. Place the bottle containing pebbles and soil into the inverted top (with the coffee filter in it).
6. Dip a pH strip into clean water. Measure and record the water’s pH.
7. Place your finger over the hole on the bottom of the water bottle, and fill it with water.
Continue covering the hole as you place a cap on the bottle, and turn the water bottle upside
down over the soil.
8. As another team member starts the timer, remove your finger from the hole, allowing all of
the water to flow onto the soil. Record the time it took for all of the water to flow through the
soil and collect into the bottom bottle.
9. Take the inverted top and the bottle with soil off, and place them on a towel.
10. Measure and record the amount of water that collected in the bottom bottle by pouring it into
a graduated cylinder. If the graduated cylinder becomes full, transfer the water to a beaker,
and continue measuring.
11. Determine the rate at which the water flowed through the subsoil mL per second.
12. Retest and record the water’s new pH.
13. Use a sharpie to make mark the bottle where the top of the Brillo pad is.
14. Place the circular solid disk on top of the Brillo pad. Then, place a brick on top of the circular
solid disk to compress the soil. Allow the brick to remain there overnight so that a soil
compression measurement can be taken tomorrow.
15. Allow the coffee filter dry overnight so that the mass of sediment collected by the filter can be
taken and recorded tomorrow.
On the Following Day:
16. Measure and record your initial design’s soil compression results. Do this by measuring from
the top of the subsoil to the sharpie mark made yesterday.
17. Remove the brick and plywood disk.
18. Using a digital scale, measure and record the mass (g) of sediment collected in the filter.
19. As a team, analyze your team’s recorded results. Discuss successes and failures of your
team subsoil design.
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Name __________________________________ Date ____________ Period ______
Team Name _______________________________________
Soil Test Results
Topsoil
Topsoil with
Fertilizer
Topsoil with
Vermiculite
Peat Moss
Sand
Water pH
Before Testing
Water pH
After Testing
Collected Water Volume
(mL)
Water Flow Rate
(mL/sec)
Collected Sediment Mass
(g)
Soil Compression
(mm)
Individual Exit Slip
The best soccer fields are designed with a combination of different types of soil horizons.
Your team’s challenge is to design subsoil that is 10 cm deep. In order to effectively
complete the challenge, your team will need to make decisions regarding: type of soils to
use, number of horizons to include, depth of each horizon, and soil horizon order
How do you think that team collaboration when making decision regarding a team design plan
could result in a more effective final design?
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Individual Design Plan:
Sketch your individual design plan ideas below. You will share your design plan proposals with
your team tomorrow. List the type of soil and its depth for each horizon (layer). Also, write notes
around your design to explain your reasoning for each idea.
Consider explaining: reasoning for choosing certain soils, but not others; reasoning for choosing
depth of each soil horizon; reasoning for choosing soil horizon ordering.
Sketch
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Appendix M: Decision Analysis Matrix
Decision Analysis Techniques in Engineering Design
Method of Weighted Factors
Instructions
Margaret Pinnell, PhD
This method of decision analysis can be used whenever a difficult choice must be made
such as choosing a college or a certain product, etc. Step-by-step instructions for using
this method as a tool for assessing design plan ideas are provided below.
Identifying the objectives and constraints for a particular topic can assist in make a final
decision. Safety should always be on the list, but some other items might include
aesthetics, cost, ease of maintenance, performance (ability to function as intended),
recyclability, etc.
Instructions for Using the Matrix:
1. Determine the relative importance of each of these objectives and constraints, and rank
them from 1 – 10 with 10 being the most important and 1 being of little importance (may
be nice to have, but doesn’t really matter). All constraints will be rated a 10.
2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability to
meet the identified objectives or constraints. For example, if you are analyzing three
different designs, you will rank those designs from 1-3, with 3 being the best and 1 being
the least. In some cases, the designs may have equal performance and they might get
the same rating, an example of this is shown below.
3. For each design, multiply the attributed (objective or constraint) weighting factor by the
rank, and add up a total score.
4. The design that has the highest score may be considered the “best.” Keep in mind
though, that there is a significant amount of subjectivity to this approach, so if two
designs have very close values, you may want to consider these designs a little more
deeply.
An example is provided below for purchasing a car. This was done through the eyes of a college
student who is looking for a new car to transport her from home to school. The ranking was done
without any research, but certainly actual values could be obtained from reliable resources
regarding relative safety, cost, gas mileage etc. If this information is available, this research
should be done, but this is just a quick example. The college student, with input from her parents,
identified the following factors that would help her decide which car to purchase. They decided
that safety was, by far, the most important factor.
Since this was for a college student, cost-related issues including price of the car, cost of
upkeep/maintenance and gas mileage were all very important as well. The student didn’t really
have more than a suitcase that she would need to carry, so cargo room was not that important,
but would be nice to have in case she did have some larger things to bring home. Also, since she
only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car was
only marginally important. The college student protested regarding aesthetics, after all, she
wanted a cool ride, so aesthetics were pretty important to the student. The student considered
three cars available at a dealer close to her home.
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(Decision Analysis Matrix Instructions Continued)
Resultant Sheet:
Decision Analysis Matrix
1. Fill in your design objectives. After all group members have presented their design ideas, use the numerical system below to score
each design against the constraints and objectives.
3 = totally meets the goal
2 = somewhat meets the goal
1 = does not meet the goal
2. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in
mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these
designs a little more deeply, or combine their best attributes.
Car 1
Goals
(Constraints and Objectives)
Car 2
Value
Value
Score
safety
10
3
30
1
10
2
20
Gas mileage
9
2
18
1
9
3
27
cargo room
2
2
4
2
4
1
3
seating
5
3
15
2
10
1
5
aesthetics
7
3
21
2
14
1
7
cost
9
2
18
3
27
1
9
“life-span”
5
2
10
1
5
3
15
maintenance
6
3
18
2
12
3
18
Sum of values:
TOTAL VALUE
(weight x score)
Sum of values:
Score
Value
Weight
(weight x score)
Score
Car 3
(weight x score)
Sum of values:
134
91
103
_______
_______
_______
Score
Value
(weight x score)
Sum of values:
_______
Results of this decision analysis suggest that car 1 is the best choice for the student.
However, had these factors been weighted differently, the results might have changed.
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Name __________________________________ Date ____________ Period ______
Team Name _______________________________________
Preparing a Decision Analysis Matrix for the Soccer Stadium Layering System
1. As a team, review the list of design constraints from your engineering design
challenge (requirements that must be met) for your soccer field.
 System must be safe
 System must contain a total of 10 cm of ground horizons above the
pebbles
 System must allow water to flow to the underlying aquifer
 System must be composed of at least 3 horizons, in addition to
pebbles
 System must have soil as the top horizon
2. As a team, develop at least four design objectives (attributes that your team would
like your soccer field to have, based on your background research)
3. Determine the relative importance of each of the constraints and objectives in
numbers 1 and 2 above, by assigning them a weight from 1-10, with 10 being the
most important and 1 being of little importance (may be nice to have, but doesn’t
really matter). Write the weight your team decides next to the constraint or objective.
All constraints should be assigned a weight of 10 since they are required. Safety
should always be included with a weight of 10!
4. After your team has assigned a weight to each objective, the Project Manager should
record them on your Decision Analysis Matrix table.
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1. After all group members have presented their design ideas, use the numerical system below to score each design against the constraints and
objectives.
3 = totally meets the goal
2 = somewhat meets the goal
1 = does not meet the goal
2. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in mind
though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these designs a little
more deeply, or combine their best attributes.
Design 1
Goals
(Constraints and
Objectives)
Weight
Design 2
Design 3
Design 4
__________________
__________________
__________________
__________________
Name
Name
Name
Name
Score
Value
(weight x score)
Score
Value
(weight x score)
Score
Value
Score
(weight x score)
Safe
TOTAL VALUE
Sum of
values:
Sum of
values:
Sum of
values:
Sum of
values:
_______
_______
_______
_______
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Value
(weight x score)
Appendix N: Procedures for Creating and Testing Team Subsoil Designs
Materials
2-Liter Bottle: Bottom Section (WITH holes in bottom)
2-Liter Bottle: Bottom Section (WITHOUT holes in bottom)
Top Section of 2-liter Bottle
Pebbles
Water Bottle: 500 ml (with hole in cap and bottom)
Circular Solid Disk
Brick (standard-size)
500 ml Beaker
Compaction Tool (block of wood)
Permanent Marker
Calculator
Soil (5 types)
Coffee Filter (1 per team)
Circular Brillo Pad
Rags or Paper Towels
pH Strips (2 pieces)
Graduated Cylinder
Ruler
Stopwatch
Digital Scale
Procedures
1. Fill the bottom of a 2-Liter bottle, WITH holes in the bottom, with 3 cm of pebbles.
2. Begin creating your team subsoil design. As soils are added, measure each horizon’s depth
before adding another soil horizon. Remember the total subsoil depth should be 10 cm.
3. Place the circular Brillo pad on top of the topsoil horizon. This is to represent field Astroturf.
4. Invert a 2-Liter bottle’s top section and place it into a bottom section of a 2-Liter bottle
WITHOUT holes in the bottom. Then, place a coffee filter into the inverted section. The empty
bottom section will act as your systems aquifer.
5. Place the bottle containing pebbles and soil into the inverted top (with the coffee filter in it).
6. Dip a pH strip into clean water. Measure and record the water’s pH.
7. Place your finger over the hole on the bottom of the water bottle, and fill it with water.
Continue covering the hole as you place a cap on the bottle, and turn the water bottle upside
down over the soil.
8. As another team member starts the timer, remove your finger from the hole, allowing all of
the water to flow onto the soil. Record the time it took for all of the water to flow through the
soil and collect into the bottom bottle.
9. Take the inverted top and the bottle with soil off, and place them on a towel.
10. Measure and record the amount of water that collected in the bottom bottle by pouring it into
a graduated cylinder. If the graduated cylinder becomes full, transfer the water to a beaker,
and continue measuring.
11. Determine the rate at which the water flowed through the subsoil mL per second.
12. Retest and record the water’s new pH.
13. Use a sharpie to make mark the bottle where the top of the Brillo pad is.
14. Place the circular solid disk on top of the Brillo pad. Then, place a brick on top of the circular
solid disk to compress the soil. Allow the brick to remain there overnight so that a soil
compression measurement can be taken tomorrow.
15. Allow the coffee filter dry overnight so that the mass of sediment collected by the filter can be
taken and recorded tomorrow.
On the Following Day:
16. Measure and record your initial design’s soil compression results. Do this by measuring from
the top of the subsoil to the sharpie mark made yesterday.
17. Remove the brick and plywood disk.
18. Using a digital scale, measure and record the mass (g) of sediment collected in the filter.
19. As a team, analyze your team’s recorded results. Discuss successes and failures of your
team subsoil design.
Stop Stomping on Me
Appendix O: Subsoil Design Testing
Name __________________________________ Date ____________ Period ______
Team Name _______________________________________
1. Before Testing: In the box below, create a table showing the horizons of subsoil, depth of
each horizon (cm), and type of soil your team plans to place in each horizon.
2. During Testing: Follow the procedures for creating your team subsoil. Record results below.
Initial Subsoil Design: Test Results
Topsoil
Topsoil with
Fertilizer
Topsoil with
Vermiculite
Peat Moss
Sand
Water pH
Before Testing
Water pH
After Testing
Collected Water Volume
(ml)
Water Flow Rate
(ml/sec)
Collected Sediment Mass
(g)
Soil Compression
(mm)
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3. As a team, brainstorm ways to improve and redesign your team subsoil. Sketch your team
redesign plan ideas below. List the type of soil and its depth for each horizon. Also, write
notes around your design to explain your reasoning for each design plan idea.
Sketch
4. Redesign Explanation: List changes made to your team’s initial design and why they were
made. Which testing results are you hoping to see improvements upon?
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Appendix P: Subsoil Redesign Testing
Name __________________________________ Date ____________ Period ______
Team: ____________________________________________________
1. Before Testing: In the box below, create a table showing the horizons of subsoil, depth of
each horizon (cm), and type of soil your team plans to place in each horizon.
2. During Testing: Record results in data table below.
Redesigned Subsoil: Test Results
Topsoil
Topsoil with
Fertilizer
Topsoil with
Vermiculite
Peat Moss
Sand
Water pH
Before Testing
Water pH
After Testing
Collected Water Volume
(ml)
Water Flow Rate
(ml/sec)
Collected Sediment Mass
(g)
Soil Compression
(mm)
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Reflection
1. Prove that the following scientific statement is factual using evidence from your
research as well as examples from the subsoil test results.
Groundwater and surface water quality are important components of the
hydrologic cycle.
2. Prove that the following scientific statement is factual using evidence from your
research as well as examples from the subsoil test results.
The porosity and permeability of rock and/or soil can affect the rate at which
the water flows.
3. Prove that the following scientific statement is factual using evidence from your
research as well as examples from the subsoil test results.
Movement of water in the hydrologic cycle can move contamination through
the hydrosphere, biosphere, atmosphere, and lithosphere.
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Appendix Q: Cost Analysis
Name __________________________________ Date ____________ Period ______
Team: ____________________________________________________
Determine the cost of your team’s subsoil design, which is dependent on its volume. Your 2-liter
bottle is in the shape of a cylinder; therefore, the following formula is needed:
Volume (cylinder) = 𝜫𝒓𝟐𝒉
where: 𝑟 = radius of the bottle (5.5 cm), ℎ = height (depth) of soil, and 𝛱 ≈ 3.14

Because the 2-liter bottle’s radius is 5.5 cm, and the entire subsoil depth is 10 cm, the entire
subsoil volume is: 𝑉𝑜𝑙𝑢𝑚𝑒 (𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟) = 3.14 𝑥 5.52 𝑥 10 ≈ 950 𝑐𝑚3
Table of Costs:
Material
Cost per 100 cm3
Pebble Sand
Top Soil
Top Soil with Vermiculite
Peat Moss
Top Soil with Fertilizer
Sand
2.00¢
1.33¢
2.22¢
1.44¢
3.22¢
2.44¢
Cost Analysis: Initial Design Subsoil
Horizon
Horizon
Depth
(cm)
Base
3 cm
Volume Calculation
Volume
Volume (cylinder) = 𝛱𝑟2ℎ
(𝛱 ≈ 3.14 & 𝑟 = 5.5 𝑐𝑚)
(cm3)
3.14 ∙ 5.52 ∙ 3
285 cm3
Soil Type
Pebbles
Cost
Total Cost
(per 100 cm3)
(per Layer)
2.00¢
5.7¢
1
2
3
4
5
6
7
8
9
10
Total
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Cost Analysis: Redesigned Subsoil
Horizon
Horizon
Depth
(cm)
Base
3 cm
Volume Calculation
Volume
Volume (cylinder) = 𝛱𝑟2ℎ
(𝛱 ≈ 3.14 & 𝑟 = 5.5 𝑐𝑚)
(cm3)
3.14 ∙ 5.52 ∙ 3
285 cm3
Soil Type
Pebble Sand
Cost
Total Cost
(per 100 cm3)
(per Layer)
2.00¢
5.7¢
1
2
3
4
5
6
7
8
9
10
Total
1. Analyze and compare the cost of your two designs. Which has a greater cost?
Why? Cite evidence from the cost analysis results to support your answer.
2. A FIFA soccer field is 100 meters by 64 meters. Use the cost of your subsoil to
calculate the cost of the subsoil for an entire soccer field.
a. The subsoil of the soccer field will be in the shape of a rectangular prism. The
formula to find volume of a rectangular prism is 𝑉 = 𝑙𝑤ℎ.
b. Since the volume your team’s subsoil is measured in cm3, your need to first
convert the dimensions of the soccer field into centimeters.
1. 100 meters = _________cm
and
64 meters = _________cm
2. What is the volume of the subsoil of an entire soccer field (remember the
subsoil is 10 cm deep)? _______________________________________
3. Using the cost and volume of your team’s subsoil, determine the cost for an
entire soccer field. Show all calculations to justify your answer.
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Appendix R: Written Proposal Outline
Name __________________________________ Date ____________ Period ______
Team: ____________________________________________________
Write a five-paragraph essay as a proposal to the city officials. Each paragraph should contain
specific information. Use the boxes below to help you write your paper.
Introductory Paragraph: Use research to explain to city officials the need for layering the material
above the city's aquifer in order to both keep the water clean and maintain optimal playing
conditions. Cite at least 2 pieces of specific information from the research to support your
explanation. (See your graphic organizer from the power point on Day 1)
a. Hook: write a powerful opening that will draw the city officials into your proposal. This should
make them want to read more.
b. Purpose: State your company name and explain that you are writing to propose a layering
system for the World Cup stadium above the city aquifer. This should be a 1 or 2 sentence.
c.
Explain system testing and ways in which the design incorporates soccer player preferences
and protects the aquifer from contamination. This should include 1-2 sentences.
d. Thesis Statement: copy the thesis statement below into your proposal:
___________________(company’s name) has the optimal soccer field model because its soil
horizon design helps avoid pooling, utilizes earth-friendly filtration materials, and is costeffective.
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Add 3 body paragraphs to support your thesis statement. Remember to begin each paragraph
with an introductory sentence, followed by supporting details.
1st Body Paragraph: Explain why a horizon system is the optimal choice above the city’s aquifer.
Cite at least two pieces of research to justify the need for a soil horizon system.
Note: utilize research from the first day and needs to only explain, in general, why a horizon
system is a good choice. Do not reference your specific system at this point.
2nd Body Paragraph: Include information about the particular materials and horizon order your
team chose to use. Justify reasoning for use of your materials by citing specific data (such as
flow rates and affects on the groundwater’s pH).
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3rd Body Paragraph: Include details about your team’s cost analysis. Include the final cost of
your model design. Justify your team’s reasons for choosing to use more expensive or less
expensive materials. Refer specifically to at least 2 specific materials usded. Include an
explanation how the cost of your field model changed in your redesign process. (Did it become
more or less expensive? Why did you choose to make this change?)
Conclusion Paragraph: Wrap up your appeal to the city. Restate your thesis statement, and
make final connections to your research and your specific design proposal.
STOP: Check for teacher approval before submitting your draft.
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Appendix S: Written Proposal Rubric
Name __________________________________ Date ____________ Period ______
Criteria
4
3
2
1
Contains in-depth,
Contains a hook,
professionally stated hook, supporting statements,
supporting statements, and and a thesis.
thesis.
Contains a clearly stated
Contains a clearly, and
purpose and the name of
professionally states
team’s company.
purpose and the name of
team’s company.
Contains two of the
following: hook,
supporting statements,
and a thesis.
Contains only one of the
following: hook,
supporting statements,
and a thesis.
Contains either a clearly
stated purpose or the
name of team’s company.
Purpose is vaguely
stated, but includes the
name of team’s company.
First Body
Paragraph
States why a soil horizon
system is optimal and cites
at least three pieces of
research.
States why a soil horizon
system is optimal and
cites at least two pieces
of research.
States why a soil horizon
system is optimal and
cites one piece of
research.
Either states why a soil
horizon system is optimal
or cites one piece of
research
Second Body
Paragraph
Contains an in-depth
explanation for the horizon
system, materials, and
cites data and research to
support explanations.
Contains an explanation
for the horizon system,
materials, and data to
support explanations.
Contains the proposed
layered system and at
least one piece of data
Contains either the
proposed layered system
or justification for the
materials using data
Includes the final cost of
the design and explains
how the cost changed in
the redesign process.
Includes the final cost of
the design and explains
how the cost changed in
the redesign process.
Includes the final cost of
the design or explains
how the cost changed in
the redesign process.
Final cost calculations are
incorrect or missing and
the change of cost in the
redesign process is
incorrect
Includes a justification,
supported by testing results
and/or data for the use of at
least two materials that
may be more or less
expensive than other
materials.
Includes a justification for
the use of at least two
materials that may be
more or less expensive
than other materials.
Includes a justification for
the use of one material
that may be more or less
expensive than other
materials
Conclusion
Paragraph
Thesis is clearly, and
professionally restated and
research is cited to connect
the use of soil horizons not
only to the specific design
proposal, but also to realworld field designs.
Thesis is clearly restated
and research is cited to
connect the use of soil
horizons to the specific
design proposal.
Thesis is clearly restated
and a connection is made
between the specific
design proposal and the
need for soil horizons, but
research citation is
missing.
The paragraph is either
missing a restated thesis
or a reiteration of their
specific design proposal
and the need for soil
horizons.
Mechanics
The writer makes few or no The writer makes few or
errors in grammar, spelling, no errors in grammar,
and punctuation. Overall
spelling, and punctuation.
composition is written
above grade-level
expectations.
The writer may include
minor errors in grammar,
capitalization, spelling,
and punctuation, but they
generally do not interfere
with understanding.
The writer includes many
errors in grammar,
spelling, punctuation, and
capitalization. These
errors impede
understanding.
Introductory
Paragraph
Third Body
Paragraph
Draft: 7/28/2017
Includes a material that
may be more or less
expensive, but not a
justification for choosing
to use the material
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